school psych week 2

Question 1

what is a schema?

Answer 1

1. A set of information and processes
2. Configures what one has available in long-term memory that might be brought forward to help make sense of new information or experience.
3. Activated when a learner engages with the experience and interprets cues that help to establish, alter and refine the configuration.
4. Process of ongoing construction and reconstruction of knowledge.
5. Outcomes may result in conceptual change

Question 2

what is metacognition?

Answer 2

i. Knowledge regarding the way we learn and the knowledge we have acquired
ii. Application of appropriate learning strategies
iii. Awareness of one’s own cognitive processes, often involving a conscious attempt to control them. The tip-of-the-tongue phenomenon, in which one struggles to retrieve something that one knows provides an interesting and common example of metacognition

Question 3

what are Bloom’s Taxonomy of educational objectives?

Answer 3

The six classes represent a hierarchical order of the different classes of objectives. Its purpose is to provide a classification of the goals of an educational system (Cognitive, Affective and Psychomotor). The great value of the taxonomy is its general application/a flexible tool

Question 4

what does Bloom’s Taxonomy of educational objectives offer?

Answer 4

It offers reliable insights into the formation of acceptable objectives, but it also can be used as the basis for planning instruction, designing assessment and evaluating types of learning

Question 5

what are the six different classes of Bloom’s Taxonomy of educational objectives?

Answer 5

1. Knowledge: The recall of facts
2. Comprehension: Understanding the meaning of what is presented
3. Application: Use of ideas and rules
4. Analysis: Separating a unit into its parts
5. Synthesis: Constructing a whole from parts
6. Evaluation: Making judgments

Question 6

what is Behaviourism?

Answer 6

formulated in 1913 by John B. Watson
naturalistic psychology that studies quantitative events, such as stimulus–response relationships, effects of conditioning, physiological processes, and a study of human and animal behavior, all of which can best be investigated through laboratory experiments that yield objective measures under controlled conditions

Question 7

what does Behaviourism involve?

Answer 7

Operant conditioning
Positive reinforcement
Negative reinforcement
Punishment

Question 8

what is Operant conditioning?

Answer 8

the process in which behavioral change (i.e., learning) occurs as a function of the consequences of behavior.
The low of effect: Responses to a situation that are followed by satisfaction are strengthened; responses that are followed by discomfort are weakened

Question 9

what are Important conditions for operant conditioning?

Answer 9

1. The reinforcer must follow the response
2. Ideally the reinforcer must follow immediately after the response
3. The reinforcer must be contingent on the response: it should be presented only when the desired response has occurred.

Question 10

what are the different kinds of Positive reinforcement?

Answer 10

1. Material reinforcers (tangible reinforcer): e.g. food, toy
2. Social reinforcers: a gesture or sign that one person gives to another to communicate positive regard
3. Activity reinforcers: opportunity to engage in a favorite activity/Primack principle
4. Positive feedback: communicating a message that learners are performing well or making significant progress
5. Informs learners about what they have and have not learned and how to improve
6. Intrinsic reinforcers: internal feelings, thoughts e.g. feeling good, proud etc.

Question 11

what is Negative reinforcement?

Answer 11

Increases a response through the removal of a stimulus, usually an aversive or unpleasant one

Question 12

what are Escape behaviors?

Answer 12

a. Confess a crime – to remove guilt
b. Finish an assignment earlier — to remove anxiety
c. Undesirable behaviors in the classroom – escape of difficult academic assignment

Question 13

what is Punishment?

Answer 13

Punishment: decreases the frequency of the response it follows, involves the presentation of a stimulus, typically an aversive one, i.e. A failing grade

Question 14

what is Applied Behaviour Analysis (ABA)?

Answer 14

i. Refers to a set of strategies for selecting, implementing and evaluating intervention programs based on the lawful principles of behavior
ii. Approach to deal with serious problem behaviors that are the result of past and present response –consequence contingencies
iii. It involves the application of a variety of behaviorist concepts such as reinforcement, shaping, punishment, etc.
iv. It is frequently used in therapy and educations for students with serious learning difficulties and mental illnesses

Question 15

what are some common strategies of ABA?

Answer 15

Target behavior
Positive and negative reinforcement
Video modelling
Prompting and fading
Natural environment teaching
Behaviour chain
Generalization
Behaviour contracts
Data collection and Analysis

Question 16

what is target behaviour?

Answer 16

a. Behaviors that are the focus of the intervention are identified in observable, measurable terms
b. Target behaviors are measured both before and during the intervention

Question 17

what is Data collection and Analysis?

Answer 17

a. Environmental conditions that maintain problem behaviors are identified
b. ABC: Antecedents – Behaviors – Consequences
c. Functional analysis: the analysis of ABCs

Question 18

what is Functional Analysis of Behaviour (FAB)?

Answer 18

i. A collection of procedures for describing antecedent-behaviour-consequence relations in the natural environment in the absence of experimental manipulation
ii. The hallmark of behavioral assessment.
iii. Most of the research conducted in schools
iiii. Makes use of both indirect and direct behavioural assessment methods in order to generate hypotheses about potential maintaining variables for problem behaviour

Question 19

What is the function of the behavior?

Answer 19

1. Teacher attention / Peer attention / Escape are all potential reinforcers for disruptive behavior
2. Once the reinforcement contingency maintaining problem behaviour has been identified through FAB it can be eliminated, reversed or weakened

Question 20

what is Differentiate reinforcement of alternative behaviour?

Answer 20

A procedure in which reinforcement is provided if a particular response does not occur for a fixed period of time. It is used to decrease the rate of the targeted response. Also called omission training

Question 21

what are Indirect methods?

Answer 21

problem identification and analysis interview, informant report questionnaire

Question 22

what are direct methods?

Answer 22

observations relating behavior to antecedents, narrative A-B-C recordings or sequential recordings of behavior and its consequences

Question 23

what is Collection of data/interpretation?

Answer 23

i. Systematic observations of behavior and its consequences using event or interval recording.
ii. Consequences that reliably follow occurrences of a problem behavior are viewed as potential reinforces

Question 24

what is Whole-interval recording?

Answer 24

A strategy for observing behaviour that provides information about the specific timing and duration of the behaviour. In whole-interval recording, the length of an observation session is identified (e.g., 1 hour) and then broken down into smaller, equal-length time periods (e.g., 10-minute intervals). An observer then records whether the behaviour of interest occurs throughout an entire interval, counts the total number of intervals in which the behaviour was present, and calculates what percentage of intervals that number represents. See also partial-interval recording

Question 25

what is Event recording?

Answer 25

A strategy commonly used in direct observation that involves noting and recording the occurrence of a carefully specified behaviour whenever it is seen. For example, a researcher may record each episode of apnea that occurs within a 9-hour period overnight while a person sleeps.