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CEP 400 Educational Psychology > Quiz 2 > Flashcards

Quiz 2 Flashcards

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1
Q

Was the self-esteem movement a success?

A

No, it increased narcissism but academically there were no effects.

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2
Q

Bushman & Baumeister (1998) Findings

A

Self-esteem was not related to aggression. Positive correlation between narcissism and aggression. Combination of narcissism and insult lead to high aggression towards insulter. Contradict the belief that low self-esteem causes aggression.

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3
Q

Optimal time to learn new language

A

Before age 5

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4
Q

Best ways to learn a new language

A
  • in various settings
  • 25% of time in new language
  • the earlier you start the better (before 5)
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5
Q

Classical Conditioning US

A

Unconditioned stimulus: Stimulus that automatically and naturally triggers a response
ex: food

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6
Q

Classical Conditioning UR

A

Unconditioned response: Unlearned, naturally occurring response to the unconditioned stimulus (i.e., naturally occurring involuntary reflex)
ex: salivating

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7
Q

Classical Conditioning CS

A

Conditioned stimulus: Originally irrelevant stimulus that, after association with an unconditioned stimulus comes to trigger a conditioned response
ex: bell/tuning fork

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8
Q

Classical Conditioning CR

A

Conditioned response: Learned response to a previously neutral conditioned stimulus
ex: salivating

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9
Q

Classical Conditioning Psychologist

A 
Ivan Pavlov (dogs)
John Watson (little Albert)
Conditioning automatic response form new stimuli
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10
Q

Classical Conditioning Psychologist

A 
Ivan Pavlov (dogs)
John Watson (little Albert)
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11
Q

Positive reinforcement

A

adding something desirable to encourage a behavior

ex: giving money for a good grade

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12
Q

Negative reinforcement

A

taking away something negative to encourage a behavior. something undesirable gets you to do something.
ex: parent nags about taking out the trash, the child takes out the trash so the nagging will stop

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13
Q

Reinforcement

A

encourages someone to do something

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14
Q

Positive reinforcement

A

adding something to encourage a behavior

ex: giving money for a good grade

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15
Q

Negative/Removal Punishment

A

taking something desirable away to make you stop a behavior

ex: no TV for skipping homework

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16
Q

Operant Conditioning Psychologist

A

B.F. Skinner

goal-directed behavior

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17
Q

Premack Principle

A

“psychological bribing”/Grandma’s rule
giving a reward/extrinsic motivation for a behavior
ex: If you eat all your vegetables you can have cake, you can have an extra hour of TV if you do your homework

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18
Q

Fixed Reinforcement Schedule

A

Set, consistent, predictable

ex: every 5th person to raise their hand gets candy

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19
Q

Variable Reinforcement Schedule

A

Inconsistent

ex: pop quiz (don’t know when it will happen)

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20
Q

Ratio Reinforcement Schedule

A

Occurrences

ex: slot machine depends on # of times the lever is pulled not how much time has gone by

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21
Q

Interval Reinforcement Schedule

A

Time (day, time, etc.)

ex: you have a quiz every MONDAY

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22
Q

Intrinsic Motivation

A

because you want to do it, for your own satisfaction

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23
Q

Negative reinforcement

A

taking away something negative to encourage a behavior

ex: parent nags about taking out the trash, the child takes out the trash so the nagging will stop

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24
Q

When are extrinsic motivators useful?

A

For repetitive, boring tasks. Not stimulating. Also good for kids with special needs (mental disability, impulsiveness, aggression). Also useful for underachieving kids because they are usually turned off and tuned out.

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25
Q

What happens when you use extrinsic motivators on intrinsically motivated kids? (HINT: The article you had to read)

A

Extrinsic motivation decreases intrinsic desire

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26
Q

Punishment

A

makes you stop doing something

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27
Q

Working (Short-term) Memory

A

20 seconds. 5-9 items can be held at once. Alan Baddeley

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28
Q

Positive/Presentation Punishment

A

adding something negative to make you stop a behavior

ex: giving extra chores for crashing the car

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29
Q

Negative/Removal Punishment

A

taking something away to make you stop a behavior

ex: no TV for skipping homework

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30
Q

Negative/Removal Punishment

A

taking something away to make you stop a behavior

ex: no TV for skipping homework

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31
Q

Operant Conditioning Psychologist

A

B.F. Skinner

32
Q

Declarative/Semantic Memory

A

information, facts, words

ex: academic information

33
Q

Premack Principle

A

“psychological bribing”
giving a reward/extrinsic motivation for a behavior
ex: If you eat all your vegetables you can have cake

34
Q

Fixed Reinforcement Schedule

A

Set, consistent

35
Q

Sources of self-efficacy

A
  • Mastery Experiences*
  • Vicarious Experiences
  • Social Persuasion
  • Affective (emotional) State
36
Q

Variable Reinforcement Schedule

A

Inconsistent

37
Q

Ratio Reinforcement Schedule

A

Occurrences

38
Q

Interval Reinforcement Schedule

A

Time (day, time, etc.)

39
Q

Intrinsic Motivation

A

because you want to do it

40
Q

Extrinsic Motivation

A

for an external reward/for someone other than self

41
Q

When are extrinsic motivators useful?

A

For repetitive, boring tasks. Not stimulating

42
Q

Sources of self-efficacy

A

-
-

43
Q

What happens when you use extrinsic motivators on intrinsically motivated kids? (HINT: The article you had to read)

A

Extrinsic motivation decreases intrinsic desire

44
Q

Sensory Memory

A

1-3 seconds. using sense to take in information

45
Q

Working (Short-term) Memory

A

20 seconds. 5-9 items can be held at once.

46
Q

Long-term Memory

A

Theoretically infinite but of course we forget things (don’t use it, lose it).

47
Q

Types of Long-term Memory

A
  • procedural
  • episodic
  • semantic
48
Q

Procedural Memory

A

How to do things

ex: ride a bike

49
Q

Episodic Memory

A

personal experiences

ex: wedding, friends, baby

50
Q

Semantic Memory

A

information, facts, words

51
Q

Semantic Memory

A

information, facts, words

ex: academic information

52
Q

self-efficacy

A

How confident you feel doing a task

53
Q

Teacher self-efficacy

A

How confident the teacher feels that they can help students succeed academically

54
Q

Sources of self-efficacy

A

-
-

55
Q

Fixed Interval Reinforcement Schedule

A

predictable time

ex: you have a quiz every MONDAY at 12PM (weekly quiz)

56
Q

Variable Interval Reinforcement Schedule

A

inconsistent time
ex: pop quiz
may be at a certain time but not on same day, unexpected

57
Q

Fixed Ratio Reinforcement Schedule

A

predictable occurrences

ex: workers are paid for every 15 products made

58
Q

Variable Ratio Reinforcement Schedule

A

inconsistent occurrences
ex: slot machines
people never know when they will win but it could be the next coin or the next

59
Q

Variable Ratio Reinforcement Schedule

A

inconsistent occurrences
ex: slot machines
people never know when they will win but it could be the next coin or the next

60
Q

Working Memory Components

A

Alan Baddeley

Central executive, phonological loop, visuospatial sketchpad, episodic buffer

61
Q

Central Executive

A

tells you what to focus on, what other parts should contribute or not
manages your attention/rehearsal

62
Q

Phonological Loop

A

where you rehearse spoken/verbal information

63
Q

Visuospatial Sketchpad

A

Focuses on images

64
Q

Episodic Buffer

A

Takes into account context of information (where, when, how, who, why)

65
Q

Fixed Interval Reinforcement Schedule

A

predictable time. reinforcement after a set period of time

ex: you have a quiz every MONDAY at 12PM (weekly quiz)

66
Q

Variable Interval Reinforcement Schedule

A

inconsistent time. reinforcement after varying lengths of time
ex: pop quiz
may be at a certain time but not on same day, unexpected

67
Q

Fixed Ratio Reinforcement Schedule

A

predictable occurrences. reinforcement after a set number of responses
ex: workers are paid for every 15 products made

68
Q

Variable Ratio Reinforcement Schedule

A

inconsistent occurrences. reinforcement after varying number of responses
ex: slot machines
people never know when they will win but it could be the next coin or the next

69
Q

Episodic Buffer

A

Takes into account context of information (where, when, how, who, why)

70
Q

Intermittent Reinforcement Schedule

A

A reinforcer after some but not all responses

71
Q

Intermittent Reinforcement Schedule

A

A reinforcer after some but not all responses

72
Q

Mastery Experiences

A

past successes or failures

ex: I succeeded last year I will again this year

73
Q

Vicarious Experiences

A

Other’s successes or failures

ex: watching someone have fun on a roller coaster may make you feel better about doing it

74
Q

Social Persuasion

A 
Verbal contexts (cheerleading) 
ex: principal tells you you're doing a good job
influence DEPENDS on how you feel about the person
75
Q

Affective (emotional) State

A

How you feel

ex: feeling anxious before disciplining a student

76
Q

Mastery Experiences

A

past successes or failures
ex: I succeeded last year I will again this year
THE MOST INFLUENTIAL

CEP 400 Educational Psychology (2 decks)

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