Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Ed Psych 301 > Test 1 > Flashcards

Test 1 Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q

Behaviorism

A

Focuses on observable behavior, as a formula of inputs and outputs (stimulus and response)
Learning must involve a change in behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Assumptions of behaviorism

A

tabula rasa (blank slate), learning is deterministic, one input one output

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Classical Conditioning

A

Ivan Pavlov

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Conditioning

A

forming connections between experiences (stimuli) and neural impulses (responses)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Unconditioned

A

unlearned or natural

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

conditioned

A

learned

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Unconditioned stimulus

A

natural stimulus (added to the neutral stimulus in order to change the response to the neutral stimulus)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

unconditioned response

A

natural response (involuntary, automatic, reflexive)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

conditioned stimulus

A

neutral stimulus that brings a new reaction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

conditioned response

A

same as the unconditioned response, but is now the response for the conditioned stimulus by itself without an unconditioned stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

paired associations

A

between the neutral stimulus and the unconditioned stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

operant conditioning

A

effects of consequences on behaviors, more common than CC

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

B.F. Skinner

A

Behaviorism, operant conditioning, pigeons

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

primary reinforcers

A

satisfy basic human needs, food, water,

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

secondary reinforcers

A

social, activity, symbolic/token

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

antecedent

A

environmental cue (stimulus)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

behavior

A

the response to the antecedent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

consequence

A

what happens because of the behavior, punishment or reinforcement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

punishment

A

decreases probability of behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

reinforcement

A

increases probability of behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

positive reinforcement

A

something is added to the environment, the behavior increases

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

negative reinforcement

A

something is taken away from the environment, the behavior increases

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

positive punishment

A

adding something to the environment, the behavior decreases

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

negative punishment

A

taking away something from the environment, the behavior decreases

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

overcorrection

A

have the individual make restitution for inappropriate behavior (write on one desk, clean all the desks)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

reprimand

A

verbal punishment (this can be positive too)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

satiation

A

ask person to perform inappropriate behavior until that behavior is not appealing anymore

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

response cost

A

loss of previously earned privileges

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

social isolation

A

removed from situation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

premack principle

A

provide reward of engaging in a highly valued activity is they do the less valued activity first

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

shaping

A

rewarding in small steps to get the desired behavior (training)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

chaining

A

using shaping and reinforcement for 2 responses, then 3, etc. (learning a routine)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

fixed interval

A

reinforcement after x amount of time

34
Q

variable interval

A

reinforcement after variable amount of time

35
Q

fixed ratio

A

reinforcement after x amount of performances

36
Q

variable ratio

A

reinforcement after varying amounts of performance

37
Q

Individual constructivism

A

learning occurs by integrating new information or experiences we encounter with prior knowledge and understandings

38
Q

social constructivism

A

learning occurs through interactions with more knowledgeable others, or how people work together to create knowledge

39
Q

Cognitivist theories

A

unique to humans
formation of mental representation (may or may not be expressed)
actively involved
knowledge is organized

40
Q

constructivism

A

individuals construct what they learn and understand

41
Q

Social Cognitive Theory

A

emerged out of operative conditioning

social and cognitive processes

42
Q

cognitive processes

A

change in behavior does not require learning

43
Q

Triadic reciprocality or reciprocal causation

A

personal, behavioral, or environmental factors influence one another, people have control over these and learning doesn’t require a change in behavior

44
Q

SCT

A

learning from interacting and watching, also witnessing consequences (observation and modeling)

45
Q

enactive learning

A

learning through experience

46
Q

vicarious learning

A

learning through observing the consequences given to other people

47
Q

Latent learning

A

delayed imitation, doesn’t appear until later

48
Q

observational learning

A

behavior pattern happens that would have had ZERO PROBABILITY of happening before observation

49
Q

outcome expectation

A

expecting a consequence influences behavior

50
Q

modeling

A

learning by observing what other people do

51
Q

facilitation

A

when someone is more likely to perform previously learned behaviors after observing a model be reinforced for that behavior

52
Q

Inhibition

A

when someone is less likely to perform previously learned behaviors after observing a model be punished for that behavior

53
Q

disinhibition

A

when someone is more likely to perform previously forbidden behaviors after either observing a model being reinforced or not punished for that behavior

54
Q

what makes a good model

A

similarity (same age, gender), competence (someone successful), status (professionals, popularity),

55
Q

three types of models

A

Live, symbolic, verbal instructions

56
Q

modeling is only successful if

A

there is attention, retention, ability, opportunity, motivation, self-efficacy

57
Q

cognitive modeling

A

modeling that involves an explanation beyond just demonstration

58
Q

Individual constructivism

A

Learning occurs by integrating new information and experiences with prior knowledge and understanding

59
Q

social constructivism

A

learning occurs through interactions with more knowledgeable others or how people work together to create knowledge

60
Q

differences between objectivists vs constructivists

A

transmitted vs constructed learning, teacher structure learning vs student participated learning,

61
Q

Piagets Theory

A

Individual constructivism

62
Q

scheme

A

how things that children learn and do are organized

63
Q

equilibrium

A

when you can comfortably interpret and respond to new stimuli

64
Q

disequilibruim

A

when you can’t make sense of new stimuli using what you already know

65
Q

equilibration

A

the process of moving in between equilibrium and disequilibrium, integrating new information

66
Q

assimilation

A

transforming new information to fit with existing way of thinking (changing the external)

67
Q

accomodation

A

adapting our original way of thinking to fit new information (changing the internal)

68
Q

sensorimotor stage

A

0 - 2, object permanence, beginning symbolic thought, rapid changes, goal directed behavior,

69
Q

preoperational stage

A

2 - 6 or 7, actual symbolic thought, language, egocentrism, one-dimensional thinking, fantasy and reality, lack of conservation

70
Q

concrete operational stage

A

6 or 7 - 11 or 12, logical operations, multiple dimension thinking, conservation, less egocentrism, capable of reversibility, less dominated by sensory information but no hypotheticals yet

71
Q

formal operations stage

A

11 or 12 and older, theories, abstracts, and hypotheticals, scientific and logical reasoning, metacognitive,

72
Q

conceptual change

A

learning that involves changing an existing conception

73
Q

concepts

A

sets of objects, symbols, or events that share common characteristics and critical attributes (abstract or concrete)

74
Q

concept learning

A

identify attributes, generalize new examples, discriminate examples from non-examples

75
Q

prototype

A

a typical member of a category (sparrow to birds rather than penguin to birds)

76
Q

exemplars

A

a typical member of a category that has been encountered in the past

77
Q

overgeneralization

A

when the definition of a category (dogs) is too vague (4 legs) and would include other things (cows)

78
Q

undergeneralization

A

when the definition of a category (dogs) is too specific (4 legs, can catch a Frisbee) and would exclude other things (chihuahua)

79
Q

positive or negative instance

A

recognizing whether something fits a category correctly versus incorrectly

80
Q

personal theory

A

self developed, incomplete theories

81
Q

confirmation bias

A

seeking evidence that confirms our beliefs, no matter the accuracy

82
Q

steps to teaching conceptual change

A

acknowledge prior conceptions, create conceptual conflict, teach to restructure conceptions

Ed Psych 301 (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions