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Understanding the Self > Managing and Taking Care of the Self > Flashcards

Managing and Taking Care of the Self Flashcards

1
Q

Is a relatively permanent or lasting change in behavior resulting from one’s experience

A

Learning

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2
Q

Is an ongoing or continuous process that takes place throughout the entire life of a person.

A

Learning

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3
Q

is the first stage of memory that holds the incoming information for a few seconds or less.

A

Sensory memory

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4
Q

Iconic or visual, Echoic or sound memory (auditory) are examples of

A

Sensory memory

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5
Q

Holds small amounts of information for brief periods of time.

A

Short Term Memory

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6
Q

Acts as temporary storage for small amounts of information.

A

Short Term Memory

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7
Q

The permanent storage of meaningful information.

A

Long Term Memory

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8
Q

The information that is stored in the long-term memory is based on its _____ and _____.

A

meaning and importance

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9
Q

Psychologist _____ ____ suggested that people can store between five and nine items in the short-term memory.

A

George Miller

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10
Q

Short term memory has a limited capacity of - pieces of information for approximately 30 seconds

A

5-9

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11
Q

In short term memory, The number of items can be increased by _____

A

chunking

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12
Q

The period of time can be extended by _____ / _____ the information

A

repeating / rehearsing

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13
Q

Information considered important is rehearsed or practiced and passed to the long-term memory the process is called _____.

A

encoding

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14
Q

Through _____ and _____, the content of short-term memory can become long-term memory.

A

association and rehearsal

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15
Q

Types of Memories

A

Explicit Memories

Implicit Memories

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16
Q

Types of Memories that include all of the memories that are available in the consciousness which is divided into episodic memory (specific events) and semantic memory (knowledge about the world).

A

Explicit Memories

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17
Q

Types of Memories that include procedural memory, which involves memories of body movements and how to use objects in the environment.

A

Implicit Memories

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18
Q

Memories that results to Déjà vu, Desire, Dreams

A

Fragmented Memories

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19
Q

emotions or desires hiddden consciously

A

Suppression

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20
Q

emotions or desires hidden unconsciously

A

Repression

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21
Q

Types of Learning

A

Behaviorism
Cognitivism
Constructivism
Metacognition

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22
Q

A type of learning that is defined as change in behavior is acquired through an association between a stimulus and respond

A

Behaviorism

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23
Q

Types of Behavioral learning

A

Classical conditioning

Operant conditioning

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24
Q

A type of behavioral learning that is defined as a learning process in which an association is made between a neutral stimulus and a stimulus that naturally evokes a response. In the experiment of Russian physiologist Ivan Pavlov.

A

Classical conditioning

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25
Q

A type of behavioral learning that is defined as learning is based on the consequences of responses.

A

Operant conditioning

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26
Q

A type of behavioral learning that is defined as a learning process in which the probability of a response is increased or decreased by reinforcement or punishment.

A

Operant conditioning

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27
Q

Also known as instrumental learning

A

Operant conditioning

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28
Q

A type of learning that is defined as a higher level of learning involving thinking, knowing, and understanding. The theory is based on the idea that humans process the information they receive rather than responding to stimuli. In this learning process, learning occurs through internal processing of information.

A

Cognitivism

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29
Q

Also known as cognitive information processing

A

Cognitivism

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30
Q

A type of learning that is defined as
An emphasis on understanding the mind.
Learning happens within an individual
Sees knowledge as the growth of the mental structure and learning as retrieval and connections of store information
Emphasis on knowing new information and connecting to existing schema

A

Cognitivism

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31
Q

A type of learning that is defined as Individual construct new ideas and concepts based on prior knowledge and experiences

A

Constructivism

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32
Q

A type of learning that is defined as Learning is an active, contextualized process of constructing knowledge based on personal experience and social environment

A

Constructivism

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33
Q

Constructivist like ____-____ _____ realized that a student’s background, perceptions, and perspective affect his learning in that they are foundations to build upon.

A

Jean-Jacques Piaget

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34
Q

______ argued that we learn and develop through interactions, with language playing a key role.

A

Vygotsky

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35
Q

Constructivism:
Environment
Experience

A

background

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36
Q

Constructivism:
Build on prior Knowledge
Allow guided independence

A

Scaffolding

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37
Q

Constructivism:
Seek assistance
Learning is social

A

Social

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38
Q

Constructivism:
Support
Guide

A

MKO

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39
Q

Constructivism:
Challenges
Push Boundaries

A

ZPD

40
Q

Constructivism:
Piaget
Vygotsky

A

History

41
Q

Meaning of MKO

A

More Knowledge Other

42
Q

Meaning of ZPD

A

Zone of Proximal Development

43
Q

A type of learning that is defined as It refers to a person’s ability to think about and to regulate one’s own thinking. It is a level of thinking that includes the ability to think about thinking, to understand, to adapt, to change, to control, and to use the thought processes.

A

Metacognition

44
Q

Metacognition Cycle

A 
Assess the Task
Evaluate Strengths and Weaknesses
Plan the Approach
Apply Strategies
Reflect
45
Q

are considered essential for acquiring and useful for learning throughout one’s life.

A

Study skills, academic skills, or study strategies

46
Q

It is any skill that involves a person’s ability to study, retain and recall information. It includes time management and motivational techniques.

A

Study skills, academic skills, or study strategies

47
Q

It is a self-guided study involving strategies, such as setting specific learning goals, planning learning strategies on how to accomplish goals, asking oneself questions, monitoring, keeping records, and evaluating one’s progress.

A

Self-regulated learning

48
Q

includes the cognitive, metacognitive, behavioral, motivational, and emotional and affective aspects of learning.

A

Self-regulated learning

49
Q

____ are the aims of an action.

A

Goals

50
Q

_____ _____ is the process of achieving these goals.

A

Goal Setting

51
Q

It motivates a person to develop strategies that enable him or her to perform at the required goal level.

A

Goal Setting

52
Q

Setting a goal encourages ______ and ______, focuses one’s acquisition of knowledge, helps a person organize time and makes the most out of his or her resources, and builds self-confidence such that the person recognizes his or her abilities and competence in achieving the goals

A

achievement and being motivated

53
Q

SMART

A

Specific, Measurable, Actionable, Realistic, Timebound

54
Q

(SMART) – be clear and specific so your goals are easier to achieve. This also helps you know how and where to get started.

A

Specific

55
Q

(SMART) – can be tracked allowing you to see your progress. They also tell you when a complete goal is complete.

A

Measurable

56
Q

(SMART) – are you able to take action to achieve the goal? It ensures the steps to go there are within your control

A

Actionable

57
Q

(SMART) – avoid overwhelm and unnecessary stress and frustration by making the goal ______.

A

Realistic

58
Q

(SMART)– a date helps us stay focused and motivated, inspiring us and providing something to work towards.

A

Timebound

59
Q

____ __. _____ and his colleagues suggested that more specific and difficult goals lead to an improvement in performance than easier or general goals.

A

Edwin A. Locke

60
Q

Principles of Locke’s Goal Setting

A

clarity, challenge, commitment, feedback, and task complexity

61
Q

A Principle of Locke’s Goal Setting that states when a goal is clear, the person has an understanding of a task and knows what is exactly required thus, avoiding or eliminating confusion.

A

Clarity

62
Q

A Principle of Locke’s Goal Setting that states challenging goals can improve one’s performance through motivation and increase self-satisfaction.

A

Challenge

63
Q

`A Principle of Locke’s Goal Setting that states it is the degree to which an individual is attached and is determined to achieve a goal.

A

Commitment

64
Q

A Principle of Locke’s Goal Setting that states It allows a person to adjust the expectations and helps to determine one’s progress or if a goal is being met.

A

Feedback

65
Q

A Principle of Locke’s Goal Setting that states overly complex goals can become overwhelming, thus affecting the productivity and motivation of a person.

A

Task Complexity

66
Q

Refers to whether a person believes that qualities such as intelligence and talent are either fixed or changeable traits.

A

Mindset

67
Q

proposed the mindset theory to understand the effects of the beliefs that a person has on the nature of intelligence.

A

Carol S. Dweck

68
Q

A mindset that the person believes that intelligence or talent are qualities that are inborn, fixed, and unchangeable. (Failure is the limit of my abilities, I’m either good at it or I’m not, My abilities are unchanging)

A

Fixed Mindset

69
Q

A mindset that the person believes that intelligence or talents are qualities that can be developed through effort, commitment, and hard work. (Failure is an opportunity to grow, I can learn to do anything I want, Challenges help me to grow)

A

Growth Mindset

70
Q

Steps in preparing your study environment

A
  1. Set out all the materials
  2. Have a word with your family
  3. Clear out your inbox
  4. Clear your phone of notifications
  5. log out of any apps and social media
  6. Optimize your body and brain to study
  7. Knock out important tasks
71
Q

How do you improve focus with study goals?

A

Skim the material before diving in.
Identify your strengths and weaknesses
Break it down into bite-sized sessions

72
Q

Set study goals appropriate to your ____ ___

A

mental gear

73
Q

Study Methods

A
  • Change of scenery
  • A round of flashcards
  • Study-on, study-off
  • Get a study buddy
74
Q

Vary your ____ ____ to improve ______

A

Study methods, concetration

75
Q

How to maintain focus and overcome daydreaming

A

Give yourself a chance to reflect

76
Q

promotes the physical, mental, social, emotional, and spiritual well-being of a person.

A

Self-care

77
Q

Types of Self Care

A 
Physical
Social
Emotional
Practical
Mental
Spiritual
78
Q

A type of self care that is defined as activities that a person does that improve the well-being of one’s physical health.

A

Physical

79
Q

A type of self care that is defined as activities that nurture one’s relationship with other people.

A

Social

80
Q

A type of self care that is defined as activities that help the person connect, process, and reflect on a range of emotions.

A

Emotional

81
Q

A type of self care that is defined as tasks that a person completes in order to prevent future stressful situations.

A

Practical

82
Q

A type of self care that is defined as activities that stimulate the mind or intellect

A

Mental

83
Q

A type of self care that is defined as activities that nurture one’s spirit.

A

Spiritual

84
Q

______-______entails being warm and understanding toward ourselves when we suffer, fail, or feel inadequate, rather than ignoring our pain or flagellating ourselves with _____-_____.

A

Self-compassion, self-criticism

85
Q

Self-compassion involves recognizing when we’re stressed or struggling without being judgmental or overreacting. It is _____

A

Mindfulness

86
Q

Being supportive and understanding towards ourselves when we’re having a hard time, rather than being harshly self-critical.

A

Self-Kindness

87
Q

Remembering that everyone makes mistakes and experiences difficulties at time. We are not alone.

A

Connectedness

88
Q

Why Practice Self-compassion?

A

Happier
Less Stressed
More Resilient

89
Q

A reason to practice self-Compassion because it leads to more happiness, optimism, gratitude, and better relationships with others.

A

Happier

90
Q

A reason to practice self-Compassion because it is a powerful antidote to self-criticism and perfectionistic thinking that can lead to stress, anxiety, and depression.

A

Less Stressed

91
Q

A reason to practice self-Compassion because it makes people bounce back more easily from set-backs are more likely to learn from their mistakes.

A

More Resilient

92
Q

Be kind to _____

A

Yourself

93
Q

a source of strength and resilience.

A

Self-compassion

94
Q

A way to be kind to yourself that states we are as caring toward ourselves as we are toward others

A

Self-Kindness

95
Q

A way to be kind to yourself that states moment of connection with others and shared human experience

A

Recognizing our common humanity

96
Q

A way to be kind to yourself that states being open to the reality of the present moment and acknowledge our suffering without exaggerating it.

A

Mindfullness

97
Q

It’s okay to ___ __ ____ sometimes.

A

not be okay

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