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UTS > LEARNING TO BE A BETTER STUDENT > Flashcards

LEARNING TO BE A BETTER STUDENT Flashcards

1
Q

a lifetime process which makes human beings superior to animals

A

LEARNING

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2
Q

permanent change in behavior brought about as a result of experience or practice

A

LEARNING(BEHAVIORISTS)

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3
Q

“A process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning”

A

LEARNING (Ambrose et al, 2010)

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4
Q

changes the physical structure of the brain

A

LEARNING

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5
Q

The ability of the brain to adapt to changes in an individual’s environment by forming new neural connections over time

A

NEUROPLASTICITY

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6
Q

meaning they are adaptive and can be altered in response to environmental and/or structural changes

A

PLASTICS

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7
Q

three-pound organ that controls all functions of the body, interprets information from the outside world

A

BRAIN

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8
Q

Neuroplasticity is sometimes referred to as

A

BRAIN PLASTICITY

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9
Q

(TRUE/FALSE) Changes associated with
learning occur mostly at the level of
connections between neurons.

A

TRUE

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10
Q

(TRUE/FALSE) Older people’s brain are very plastic.

A

FALSE (younger people’s brain)

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11
Q

most important in learning since this is where higher-ordered functions like memory and reasoning occur

A

CEREBRUM

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12
Q

most highly developed part of the human brain and is responsible for thinking, perceiving, producing, and understanding language

A

CEREBRUM

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13
Q

Most information processing occurs in

A

CEREBRAL CORTEX

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14
Q

It is the large, outer part of the brain,
controls reading, thinking, learning, speech,
emotions and planned muscle movements
like walking.

A

CEREBRAL CORTEX

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15
Q

is a complex brain structure embedded deep into temporal lobe; memory

A

HIPPOCAMPUS

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16
Q

helps to store memories of events and emotions so that an individual may be able to recognize similar events in the future.

A

AMYGDALA

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17
Q

(TRUE/FALSE)Connections within the brain are constantly becoming stronger or weaker, depending on what is being used

A

TRUE

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18
Q

olfactory and sense of smell

A

FRONTAL LOBE

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19
Q

balance and equilibrium; sense of touch

A

PARIETAL LOBE

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20
Q

hearing

A

TEMPORAL LOBE

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21
Q

sense of sight

A

OCCIPITAL LOBE

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22
Q

(TRUE/FALSE) Someone who is motivated to
learn a particular task or bit of information generally succeeds, even if she
has to work long and hard to do so.

A

TRUE

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23
Q

some people have an easier time remembering information than others. Some students can readily understand abstract concepts, while others need concrete examples.

A

INTELLECTUAL ABILITY

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24
Q

Some people simply prefer to be on the go and have difficulty attending to a lecture or task for any length of time.

A

ATTENTION SPAN

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25
Q

A student could have the highest IQ in the room, but if he hasn’t been exposed to basic information that relates to the lesson, he will have difficulty learning.

A

PRIOR KNOWLEDGE

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26
Q

Abraham Maslow’s four (4) stages of learning

A

Unconscious Incompetence, Conscious Incompetence, Conscious Competence, Unconscious Competence

27
Q

Unaware of the skill and lack of proficiency

A

UNCONSCIOUS INCOMPETENCE

28
Q

aware of the skill but not yet proficient

A

CONSCIOUS INCOMPETENCE

29
Q

able to use the skill but only with effort

A

CONSCIOUS COMPETENCE

30
Q

Performing the skill becomes automatic

A

UNCONSCIOUS COMPETENCE

31
Q

ability to examine how you process thoughts and feelings

A

METACOGNITION

32
Q

He introduced metacognition.

A

JOHN FLAVELL(1979)

33
Q

(TRUE/FALSE) Metacognitive abilities encourage encourage students to understand how they learn best.

A

TRUE

34
Q

includes knowledge of one’s own cognitive abilities, knowledge of cognitive tasks, and knowledge of the strategies to complete the cognitive tasks.

A

METACOGNITIVE KNOWLEDGE

35
Q

refers to how an individual monitors and controls his or her cognitive processes

A

METACOGNITIVE REGULATION

36
Q

reminding yourself that you should try to remember the name of a person you just
met

A

METACOGNITIVE REGULATION

37
Q

realizing that you know an answer to a question but simply can’t recall it at the
moment

A

METACOGNITIVE KNOWLEDGE

38
Q

describes a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning.

A

SELF-DIRECTED LEARNING

39
Q

(TRUE/FALSE) “to become self-directed learners, students must learn to assess the demands of the
task, evaluate their own knowledge and skills, plan their approach, monitor their progress,
and adjust their strategies as needed”

A

TRUE

40
Q

(TRUE/FALSE) With decreased learning demands at the college level, learning strategies that go
beyond memorization and passive knowledge acquisition are especially important
(Kitsantas, 2002).

A

FALSE

41
Q

(TRUE/FALSE) students who continue to use poor learning strategies often do so because they don’t have the metacognitive skill to realize their mistakes (Kruger & Dunning, 1999)

A

TRUE

42
Q

Everything that we rush fails most of the time.

A

NEVER PROCRASTINATE

43
Q

Prioritize your health, because if you are healthy, you can study well.

A

TAKE GOOD CARE OF YOUR HEALTH

44
Q

Submitting your requirements on time

A

HAVE SELF-DISCIPLINE

45
Q

Be organized; List down the activities that you need to do at home or even the other days to come.

A

MAKE A TO-DO LIST

46
Q

do not just read, try to digest the things you are reading.

A

VISIT A LIBRARY AND READ

47
Q

arrive early

A

BE PUNCTUAL AND ALWAYS SHOW UP

48
Q

read the topic that you think will be discussed in the following days, so whenever it is discussed, you’re already well-versed about it

A

DO ADVANCE READING

49
Q

Choose your friends at school, be with a group who can help you be more responsible in your studies.

A

PICK GOOD FRIENDS IN SCHOOL

50
Q

Do not be shy to stand up and speak in front of a large class.

A

HAVE SELF-ESTEEM

51
Q

Always be optimistic at school, you may encounter circumstances that would test your patience and capabilities.

A

BE POSITIVE

52
Q

When you choose a course in college, be sure that you really want it, so you’ll not regret it in the end.

A

LOVE WHAT YOU’RE DOING

53
Q

You are at school because of your parents’
efforts. Repay them by giving them good grades at the end of the semesters.
Excellent students are good children of their parents.

A

THINK OF YOUR PARENTS’ SACRIFICES

54
Q

(TRUE/ FALSE) Self-directed learning can be done individually.

A

TRUE

55
Q

(TRUE/FALSE) When students’ prior knowledge is inappropriate or inaccurate, it will hinder learning.

A

TRUE

56
Q

(TRUE/ FALSE) The term “motivation” is frequently used to describe what a person does something.

A

FALSE

57
Q

(TRUE/FALSE) The learning process occurs initially in our nervous system in response
to environmental stimuli.

A

TRUE

58
Q

(TRUE/FALSE) A learner might realize that a particular strategy is not achieving the results they want, so they decide to try a different strategy. This is an example metacognitive knowledge.

A

FALSE (metacognitive regulation)

59
Q

The most complex processing of sensory information occurs in the cerebral cortex.

A

TRUE

60
Q

Brains learn best through active learning.

A

TRUE

61
Q

Conscious competence phase starts when awareness is developed of the things a person does not yet know or is not yet able to do.

A

FALSE (CONSCIOUS INCOMPETENCE)

62
Q

A person needs to be motivated enough to pay attention while learning; anxiety can decrease our motivation to learn.

A

TRUE

63
Q

Learning changes the physical structure of the brain.

A

TRUE

UTS (3 decks)

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