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Facilitating Learners > Oral Chapter 1 > Flashcards

Oral Chapter 1 Flashcards

1
Q

Ornstein

A

Defines learning as a reflective process whereby the learner either develops new insights and understanding or restructures his or her mental processes

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2
Q

Lardizabal

A

Opines that “learning is an integrated, on going process occurring within the individual, enabling him to meet specific aims, fulfill his needs and interests and cope with thé learning process.

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3
Q

Slavin

A

Defines learners as a change in an individual cause by experience.

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4
Q

Calderon

A

Defines learning as thé acquisition through maturation and experience of a new and more knowledge, skills, attitudes that will enable the learner to make better and more adequate reactions , responses and adjustments to new situations.

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5
Q

Pavlov’s Classical Conditioning Theory
Principles of Classical Theory

A

Stimulus Generalization
Discrimination
Extinction

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6
Q

Stimulus Generalization

A

Refers to the process by which the conditioned response transfer to other stimuli that are similar to the original conditioned stimulus

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7
Q

Discrimination

A

refers to the process by which we learn not to respond to similar stimuli in an identical manner.

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8
Q

Extinction

A

refers to the process by which conditioned responses are lost.

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9
Q

THORNDIKE’S S-R THEORY

A

Thorndike was one of the first pioneers of active learning, a theory that proposes letting children learn themselves, rather than receiving instruction from teachers.

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10
Q

3 Laws of Learning formulated by Thorndike:

A

Law of effect
Law of Readiness
Law of Exercise

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11
Q

Law of effect

A

states that if an act is followed by a satisfying change in the environment, the likelihood that the act will be repeated in similar situations increases.

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12
Q

Law of Readiness

A

States that when an organism, both human and animal, is ready to form connections to do so is satisfying and not to do so is annoying.

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13
Q

Law of Exercise

A

States that any connection is strengthened in proportion to the number of times it occurs and in proportion to the average vigor and duration of the connection.

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14
Q

B.F. Skinner Operant Conditioning Theory

A

Like Thorndike, Skinner’s work focused on the relation between behavior and its consequences.

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15
Q

The use of pleasant and unpleasant consequences to change behavior is often referred to

A

Operant Conditioning

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16
Q

any behavioral consequence that strengthens a behavior

A

Reinforcement

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17
Q

are events that are presented after a response has been performed and that increase the behavior or activity they follow.

A

Positive reinforces

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18
Q

are escapes from unpleasant situations or ways of preventing something unpleasant from occurring.

A

Negative Reinforces

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19
Q

those that satisfy basic human needs

A

Primary reinforces

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20
Q

those that acquire reinforcing power because they have been associated with primary reinforcers.

A

Secondary Reinforces

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21
Q

4 Phases of Social Learning Theory

A
  1. Attention
  2. Retention
  3. Motor Reproduction processes
  4. Motivation processes
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22
Q

To learn anything, you need to be paying attention.
Any kind of distraction can make it difficult for you to remember what you are learning.

A

Attention

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23
Q

You must be able to store (or retain) the information you have learned in your brain. Many factors (like age and health) can impact memory retention.

A

Retention

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24
Q

You must mimic (or reproduce) the behavior you have learned from a model. The more you mimic the learned behavior, the longer you will retain it in your memory.

A

Reproduction

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25
Q

You have to be motivated to mimic a behavior, or else you will stop practicing it, and eventually forget it.

A

Motivation

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26
Q

Concerned with the things that happen inside our heads as we learn
• Emphasizes how information is processed

A

COGNITIVE THEORIES OF
LEARNING

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27
Q

Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
• The instructor should try and encourage the students to construct hypotheses, make decisions, and discover principles by themselves

A

BRUNER’S COGNITIVE
LEARNING THEORY

28
Q

3 STAGES IN BRUNER’S THEORY:

A

Enactive level
Iconic level
Symbolic level

29
Q

where learning takes place via direct manipulation of objects and materials

A

Enactive level

30
Q

where objects are represented by visual images and are recognized for what they represent

A

Iconic level

31
Q

which describes the capacity of learners to think in abstract terms

A

Symbolic level

32
Q

is an instructional approach which encourages students to think and discover how knowledge is constructed

A

discovery learning

33
Q

• Acquisition of new meanings
• Meaningful learning occurs when the material to be learned is related to what the students already know

A

AUSUBEL’S MEANINGFUL
LEARNING THEORY

34
Q

• It is a tool or a mental learning aid to help students integrate new information with their existing knowledge leading to “meaningful learning”.

A

ADVANCE ORGANIZER

35
Q

Describes the situation in which the new information you learn is an example of a concept that you have already learned.

A

Derivative Subsumption:

36
Q

Higher level concept of thinking

A

Correlative Subsumption

37
Q

You are already familiar with the things but didn’t know the concept itself until it was taught

A

Superordinate Learning

38
Q

Learning by analogy

A

Combinational Learning

39
Q

Bridge the gap between what students already know and what they need to know before they can successfully learn new material

A

Principal Function:

40
Q

• Built upon behaviorist and cognitive theories to recommend approaches to instruction
• Dealt particularly with problems in determining just what skills and knowledge are required for someone to be an effective performer at a given job

A

GAGNE’S COGNITIVE LEARNING
THEORY

41
Q

SEQUENCE OF NINE EVENTS: GCLT

A

• Gaining attention
• Informing the learner of the objective
• Stimulating recall of prerequisite learning
• Presenting new material
• Providing learning guidance
• Eliciting performance

• Providing feedback about the performance
. Assessing performance
• Enhancing retention and recall
• Learning is like a building process which utilizes a hierarchy of skills that increase in complexity.

42
Q

behaviorism and cognitive perspective

A

Neobehaviorism

43
Q
  1. Purposive Behaviorism (Theorist)
A

Edward Tolman

44
Q
  1. Social Learning Theory (Theorist)
A

Albert Bandura

45
Q

• Link between behavorism and cognitive theory
• An organism learns by pursuing signs to a goal

A

Purposive Behaviorism

46
Q

Learning is always purposive and goal directed;

A

Tolman’s Key Concepts

47
Q

stays with the individual until needed

A

Latent Learning

48
Q

not seen but served as determinant of behavior

A

• Intervening Variable

49
Q

account for learning names, labels and facts.

A

Verbal information skills

50
Q

refer to the learners’ use of symbols to interact in the environment.

A

Intellectual skills

51
Q

are essential mental activities to formulate plans, devices, and techniques though which a certain problem maybe solved.

A

Cognitive Strategies

52
Q

are concerned with the coordination of muscular movement which includes walking, running, jumping, writing, dancing

A

Motor skills

53
Q

are predispositions toward a person, an object, event, and other stimuli in the environment

A

Attitudes

54
Q

4 Separate stages in a fixed order that is universal among all children

A

PIAGET’S THEORY OF
COGNITIVE DEVELOPMENT

55
Q

PTOCD (Stages) - birth to 2 years

A

Sensorimotor Stage

56
Q

PTOCD (Stages): • From 2-7 years
• Refers to a child who has begun to use symbols, but is not yet mentally capable

A

Pre-operational stage

57
Q

-the tendency of a child to only see his point of view and assume that everyone else also has his same point of view

A

Egocentrism

58
Q

the act of focusing all attention on one characteristic or dimension of a situation while disregarding all others

A

Centration

59
Q
  • Pre-operational children still have the inability to reverse their thinking.
A

Irreversibility

60
Q

reasoning that is neither inductive nor deductive, reasoning that appears to be from particular to particular.

A

Transductive reasoning

61
Q

PTOCD (Stages): Children gain a better understanding of mental operations.

A

Concrete Operational Stage

62
Q

PTOCD (Stages): 11-12 to adulthood
• Children develop a new kind of thinking that is abstract, formal, and logical.

A

Formal Operational Stage

63
Q

categories of knowledge that help us interpret and understand the world

A

Schema

64
Q

the process of taking in new information into our previously existing schema

A

Assimilation

65
Q

the process of creating a new schema after an individual’s interaction with the environment

A

• Accommodation

66
Q

process of balancing between previous knowledge (assimilation) and changing behavior to account for new knowledge (accommodation)

A

Equilibration

Facilitating Learners (9 decks)

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