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PSY 310 > Unit 2 Test > Flashcards

Unit 2 Test Flashcards

1
Q

The knowledge, value, attitudes, and traditions that guide the behavior of a group of people and allow them to solve the problems of living in their environment.

A

Culture

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2
Q

What is relative standing in the society based on income, power, background, and prestige?

A

Socioeconomic Status

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3
Q

A cultural heritage (history, homeland, language, traditions, or religion) shared by a group of people

A

Ethnicity

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4
Q

A socially constructed category based on appearances and ancestry

A

Race

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5
Q

A group of people who have been socially disadvantaged-not always based on low numbers.

A

Minority Group

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6
Q

A rigid or unfair generalization

A

Prejudice

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7
Q

Prejudicial preference or action

A

Bias

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8
Q

How many students in the United States are homeless?

A

1.3 million

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9
Q

What are the 4 levels of socioeconomic status?

A

Upper, Middle, Working, Lower

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10
Q

When two or more sensations occur together often enough, they will become associated (pairing)

A

The principal of contiguity

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11
Q

The disappearance of a learned response.

A

Extinction

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12
Q

Reinforcing each small step of progress toward a desired goal or behavior.

A

Shaping

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13
Q

Association of automatic responses with new stimuli

A

Classical conditioning

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14
Q

You eat a new food and then get sick because of the flu. However, you develop a dislike for the food and feel nauseated whenever you smell it. What is this an example of?

A

Classical Conditioning

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15
Q

A lion in a circus learns to stand up on a chair and jump through a hoop to receive a food treat. What is this an example of?

A

Operant conditioning

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16
Q

Learning in which voluntary behavior is strengthened or weakened by consequences or antecedents

A

operant conditioning

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17
Q

What occurs after a behavior

A

Consequence

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18
Q

Strengthening behavior by giving a desired stimulus after the behavior.

A

Positive Reinforcement

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19
Q

Strengthening the behavior by removing an unwanted stimulus after behavior occurs (taking away something bad)

A

Negative reinforcement

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20
Q

Procedures used to obtain information about antecedents, behaviors, and consequences to determine the reason or function of the behavior.

A

Functional Behavioral Assessment

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21
Q

Which are more effective: soft, calm, and private reprimands, or loud public reprimands?

A

Soft, calm, private, reprimands

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22
Q

A more preferred activity can serve as a reinforcer for a less preferred activity

A

Premack Principle

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23
Q

Presenting a reinforcer after every appropriate response

A

Continuous Reinforcement Schedule

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24
Q

Reinforcement after a varying number of responses

A

Variable Ratio Reinforcement Schedule

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25
Q

Reinforcement after various lengths of time

A

Variable Interval Reinforcement Schedule

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26
Q

Reinforcement after a set period of time

A

Fixed IntervalReinforcement Schedule

27
Q

Reinforcement after a set number of responses

A

Fixed Ratio Reinforcement Schedule

28
Q

Verbal information; facts; “knowing that’ something is the case

A

Declarative Knowledge

29
Q

Knowledge demonstrated by performing a task “knowing how”

A

procedural knowledge

30
Q

Knowing how to manage your learning, or knowing when to use you declarative and procedural knowledge

A

Self-regulatory knowledge

31
Q

Part of working memory. A speech and sound related system for hold, refreshing, and rehearsing words and sounds in short-term memory for 1.5-2 seconds

A

Phonological loop

32
Q

Small parts being activated one at a time based on how closely related they are to each other to be able to recall associated information?

A

Spread of Activtion

33
Q

Practicing with in brief periods with rest intervals. (studying for 20 min each night for a week)

A

Distributed practice

34
Q

Studying for a long extended period of time

A

Massed practice

35
Q

Three step process of: what I already know, what do i want to know, and what have I learned

A

KWL reading strategy

36
Q

A drawing that charts the relationships among ideas

A

Concept map

37
Q

Practicing a skill past the point of mastery

A

overlearning

38
Q

Each student is part of a group and is given part of the material that the whole group has to learn. The student has to become an expert with their content and teach it to the rest of the group.

A

Jigsaw

39
Q

The teacher presents a puzzling situation and students solve the problem by gathering data and testing their conclusions

A

Inquiry learning

40
Q

True or False: Reinforcement Schedules impact how likely we are to perform a wanted behavior

A

True

41
Q

A visual that is made up of two overlapping circles in which you can compare and contrast ideas.

A

Venn diagram

42
Q

How to help combat stereotype threat?

A

Encourage students to have a growth mindset, let them know they all have the capacity to succeed.

43
Q

What is the relationship between self-efficacy and self-esteem

A

They have a direct relationship with each other.

44
Q

One small change at a place and time at a complex dynamic system can lead to large unexpected consequences

A

Butterfly defect

45
Q

What are the components of a functional behavior assessement

A

Observations, interviews, records, target behviors, antecedent, and consequences.

46
Q

How does a teacher encourage creativity?

A

Create accepting environment, be present with student ideas, give them direct feedback, encourage autonomy.

47
Q

Declarative, Procedural, and Self-Regulatory
Planning, Monitoring, and Evaluating

A

Metacognitive Knowledge and Skills

48
Q

Strategies/Characteristics of Constructivist Learning

A
  1. Complex learning environments and authentic tasks
  2. Provide social negotiation and shared responsibility
  3. Support multiple perspectives and use multiple representations of content
    4.) Understand knowledge construction is a process
    5.) Encourage ownership in learning
49
Q

Observation and modeling play a primary role in how and why people learn. Learning is the result of direct experience with the environment.

A

Bandura’s social learning theory

50
Q

An educational approach which aims to organize classroom activities into academic and social learning experiences

A

Cooperative learning

51
Q

What are some way to use cooperative learning in an effective way?

A

-Positive interdependence
-promotive interaction
-individual accountability
-collaborative and social skills
-group processing

52
Q

All behaviors are learned through interaction with the environment. Innate/inherited factors have little influence on behavior.

A

Behaviorism

53
Q

Do we ever truly forget anything?

A

No

54
Q

How is info retrieved from long term memory?

A

Info in long-term memory is a network of association among concepts. Info is retreived based on the spread of activation, which means ideas are brought back once at a time based on association between ideas.

55
Q

What prevents retrieval from long term memory?

A

New information interferes, old info lost from working memory
Memories that aren’t activated decay, weaken

56
Q

What to do beginning of lesson to gain student attention?

A

Introduce the lesson and relate to them why it is important for them to learn to give them a purpose to learn it.

57
Q

How will you keep their attention

A

OTR

58
Q

Connect and Focus on new meaning?

A

I would find similarities from other units to relate and focus on new info use Mnemonics and acronyms to help them with new meaning.

59
Q

Content integration

A

Using examples and content from a variety of cultures and groups to illustrate key concepts, principles, generalizations, and theories in subject area or discipline. (Multicultural ED #1)

60
Q

Knowledge Construction process

A

helping students to understand how the implicit cultural assumptions within a discipline and influence how knowledge is constructed within it (Multicultural ed #2)

61
Q

An equity pedagogy

A

matching teaching styles to students learning styles to facilitate academic achievement of students from diverse racial culture and social class groups (multicultural ed #3)

62
Q

Empowering school culture and social structure

A

Examining group and labelling practices, sports participation and the interaction of the staff and the students across racial lines among all groups
(multicultural ed #4)

63
Q

Prejudice judgement

A

Identifying the characteristics of students racial attitudes and determining how the can be modified by teaching. (multicultural ed 4)

PSY 310 (4 decks)

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