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HEALTH EDUC > MOD 1 > Flashcards

MOD 1 Flashcards

1
Q

Defined as the activity of gaining knowledge or skill by studying

A

Learning

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2
Q

process of knowledge presentation and also is an activity meant for student in order to change ones behavior

A

Teaching

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3
Q

” thinking of one’s thinking”

-process used to plan , monitor and asses one’s understanding and performance

A

Metacognition

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4
Q

Metacognition includes a critical awareness of:

A

One’s thinking and learning

Oneself as a thinker and learner

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5
Q
  • The ability to learn or understand or to deal with something new.
  • predict success of training
A

Intelligence

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6
Q

these were built on measures of memory, vocabulary, reasoning, and mathematics

A

IQ tests

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7
Q

who introduced multiple intelligences?

A

Gardner (1992)

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8
Q

It is the ability to take in info, store it, and recall it

A

Memory

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9
Q

Stages of memory:

A

Encoding
Storage
Retrieval, recall, recognition

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10
Q

Process of conversion of Short-term memory into long term; repetitive action of doing something

A

Rehearsal

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11
Q

Types of memory:

A
  • Sensory- impressions; 5 senses
  • Short term- AKA working memory (20secs)
  • Long term- carry it until grave- large capacity
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12
Q

2 types of long term memomory:

A

Explicit or declarative- conscious recall

Implicit or procedural-unconscious recall

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13
Q

2 subdivisions of explicit long term memory:

A

Semantic- Factual memory

Episodic- personal experiences

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14
Q

a long term memory that is sometimes called muscle memory

A

Implicit or procedural

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15
Q

Ability to take information learned in one situation and apply to another

A

Transfer

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16
Q

Successful transfer depends on several transfers:

A
  • material was originally learned
  • retrieve info from memory
  • material was taught and learned
  • setting ; material was taught and learned
  • similarity of new info to orig info
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17
Q

Learning theories (ormrod,2016):

A

Behaviorism- tangible

Cognitivism- intangible

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18
Q
  • focused on observable change in behavior
  • shaped from environment; external factors
  • stimulus and response is shorter
A

Behaviorism

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19
Q

Behaviorist Assumptions:

A

-Humans=Animals
-stimuli and response
-thoughts, motives, and emotions are unimportant
-learning should change bahavior
-organisms are born as blank slates; learning occurs post birth
-

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20
Q

Founder of Principles of Classical Conditioning; and years.

A

Ivan Pavlov (1849-1936

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21
Q

a change in behavior in which you pair a bilogically potent stimulus to a previously neutral stimulus

A

Classical Conditioning

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22
Q

Founder of trial and error of connectionism

A

Edward Lee Thorndlike (1874-1949)

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23
Q

Laws under trial and error connectionism:

A

Law of Effect - goal oriented behavior increases and random decreases

Law of Exercise- repeated action of satisfying behavior; stronger connection of stimuls and response

Law of Readiness- motivating factor of learner

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24
Q

Founder of law of Contiguity:

A

Edwin Ray Guthrie (1886-1959)

25
Q

a combination of stimuli which has an accompanied, a movement will on its recurrence tend to be followed by that movement; FOCUSING ON TIME

A

Law of contiguity

26
Q

Father of operant conditioning:

A

Burrhus Frederic Skinner (1904-1990)

27
Q

a form of associative learning in which the strength of a behavior is based on the consequence, reinforcement, or punishment

A

Operant Conditioning

28
Q

2 forms of operant conditioning:

A

Respondent behavior

Operant Response

29
Q

behavior based on consequences

A

Operant response

30
Q

5 consequences in Operant Conditioning:

A
  • positive reinforcement
  • Negative reinforcement
  • Positive punishment
  • Negative Punishment
  • Extinction
31
Q

AKA escape, a behavior is followed by the removal of aversive stimulus

A

Negative Reinforcement

32
Q

AKA punishment by contingent stimulation; occurs when a behavior is followed by a aversive stimulus

A

Positive Punishment

33
Q

AKA penalty, punishment by contingent withdrawal; occurs when a behavior is followed by the removal of stimulus

A

Negative Punishment

34
Q

the pairing of stimulus and response is already lost,

A

Extinction

35
Q

2 theories under behaviorism:

A

Stimulus response

Operant Conditioning

36
Q

AKA “cognitive psychology”

-how people perceive, interpret, and remember; internal processes

A

Cognitivism

37
Q

Cognitivist Assumptions:

A
  • some learning is unique with humans and animals
  • humans are higher
  • mental activity
  • doesn’t depend on behavioral change
  • Actively participate in learning practices
  • Knowledge is organized according to beliefs, attitudes, personality
38
Q

Founders of Gestalt Psych:

A 
Max Wertheimer (1880-1943), 
Wolfgang Kohler (1887-1967) 
Kurt Koffka (1886-1941)
Kurt lewin (1890-1947)
39
Q

AKA cognitive field view of learning, means configuration, pattern, the whole, or totality
-focuses on mind’s perceptive processes

A

Gestalt Psychology

40
Q

whole is greater than divided parts

A

Whole is irreducible

41
Q

viewing things as a whole and finding connections between the part of the whole

A

Gestalt Psychology

42
Q

Founder of contructivism

A

Jean Piaget (1896-1980)

43
Q

Thniking and learning are active processes
Intellectual process involves over time
Learning is transactional process
Assimilation and Accomodation

A

Constructivism

44
Q

Applying new learning to own beliefs

A

Assimilation

45
Q

If the new learning doesn’t match with your own beliefs,

A

Accomodation

46
Q

3 accomodation processes:

A
  • Accept the new info then trash the old
  • Change frame of preference
  • can’t accomodate
47
Q

Human minds operates like a computer

A

Information Processing

48
Q

Founder of steps under info processing

A

Slavin 2015

49
Q

3 steps under information processing:

A
  • Sensory Registry
  • Working memory
  • Long-term memory
50
Q

Founder of Social Cognitivism

A

Albert Bandura (60s-70s)

51
Q

pro active, neither driven by external forces; rather, they are creative, active participants in shaping their lives

A

Social Cognitive

52
Q

main principle of Social Cognitivism

A

We learn from other’s succeses and failures

53
Q

Guiding principles of Social cognitive:

A
  • learn from models
  • may or may not result a change in behavior
  • actively exerting control over actions and environments
54
Q

anyhing that conveys meaning or info:

A

MODEL

55
Q

Bandura’s Observational Learning phases:

A
  • Attention
  • Retention
  • Reproduction
  • Motivation
56
Q

fully notcing the actions of the model

A

Attention

57
Q

opportunity to try to imitate the model

A

Retention

58
Q

reproducing what the model is doing

A

Reproductio

HEALTH EDUC (9 decks)

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