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ITP > UNIT 6 > Flashcards

UNIT 6 Flashcards

1
Q

involved not only in the mastery of a new skill or academic subject but also in
the development of emotions, social interaction and even personality

A

Learning

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2
Q

one of
the most important characteristics of man is his…

A

Ability to learn

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3
Q

defined as a complex process which brings about an enduring change in behavior
as a result of practice

A

Learning

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4
Q

simplest kind of learning.

A

Habituation

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5
Q

next level of learning wherein we form new association between a stimulus and a
response (s – r theory).

A

Associative Learning

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6
Q

involves the transfer of response from one stimulus to
another stimulus through repeated pairings. This kind of learning was discovered by
Ivan Pavlov.

A

Classical Conditioning

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7
Q

Parameters of Classical Conditioning

A
  1. Acquisition
  2. Reinforcement
  3. Extinction
  4. Spontaneous Recovery
  5. Generalization
  6. Discrimination
  7. Higher-order Conditioning
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8
Q

the phase of classical conditioning whereby the stimulus association
is learned.

A

Acquisition

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9
Q

refers to an event which may enhance or maintain the strength of
a response.

A

Reinforcement

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10
Q

refers to a decrease in the strength of a conditioned response resulting
from repeatedly eliciting the response in the absence of the reinforcement.

A

Extinction

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11
Q

partial recovery in the strength of an extinguished
conditioned response after a rest interval.

A

Spontaneous Recovery

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12
Q

tendency of the stimulus that is similar to the conditioned
stimulus to elicit the conditioned response.

A

Generalization

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13
Q

opposite of generalization. It is the process of responding to
the variation or differences between stimuli.

A

Discrimination

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14
Q

aids the individual to become flexible with his
responses to the environment.

A

Higher-order Conditioning

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15
Q

learner is allowed to discover how
his behavioral response affects the environment and vice-versa.

A

Operant or Instrumental Conditioning

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16
Q

This kind of learning
was experimented extensively by B.F. Skinner. This learning involves increasing the
probability of similar responses due to the presence of reinforcement.

A

Operant or Instrumental Conditioning

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17
Q

Phenomena of Interest in Operant Conditioning

A
  1. Shaping
  2. Extinction
  3. Stimulus Generalization
  4. Discrimination Learning
  5. Partial Reinforcement
  6. Secondary Reinforcement
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18
Q

refers to a series of responses wherein each response leads to the next
response.

A

Shaping

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19
Q

progressive weakening of an instrumental learning due to the
withdrawal of reinforcement.

A

Extinction

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20
Q

refers to the tendency of a stimulus, which is similar to
the one used in training to elicit the same response.

A

Stimulus Generalization

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21
Q

response made in one stimulus is not made possible
to the others.

A

Discrimination Learning

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22
Q

the responses made by an individual are reinforced only
part of the time.

A

Partial Reinforcement

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23
Q

these reinforcers are learned, they refer to a stimulus
that has gained a reinforcing property by having been paired with a primary
reinforcer.

A

Secondary Reinforcement

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24
Q

most prominent social learning theorist who has engaged in
many experiments involving learning by observing which otherwise known as vicarious
learning or modeling, because a model is being imitated.

A

Albert Bandura

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25
Q

model is being imitated

A

Vicarious learning or modelling

26
Q

Four Steps in the Process of Modeling

A

Attention
Retention
Motoric Reproduction
Reinforcement

27
Q

sensing and perceiving the important aspects of the behavior to be imitated.

A

Attention

28
Q

remembering the behavior either through mental images or language.

A

Retention

29
Q

converting the recalled observation into action

A

Motoric Reproduction

30
Q

being encouraged and motivated to adopt the behavior

A

Reinforcement

31
Q

proficiency and competency in a certain kind of performance. Some forms of it are verbal, reading and writing

A

skill

32
Q

Three Stages in Learning a Skill

A

Cognition
Fixation
Automation

33
Q

involves the use of words either as stimuli or response. Some forms of linguistic
abilities such as speaking, reading writing and reciting

A

Verbal Learning

34
Q

Kinds of Verbal Learning

A
  1. Serial-anticipation learning
  2. Free recall learning
  3. Paired-associate learning
35
Q

process that we cannot observe. This involves cognitive learning like perceiving of
current happenings, recalling previous experiences, thinking, reasoning, evaluating and
abstracting. All activities fall under higher mental processes are categorized here.

A

Cognitive Learning

36
Q

extent to which original and previous learned information still persists.

A

Memory

37
Q

makes learning possible and without learning there is nothing to remember

A

Memory

38
Q

employed to build up memories for use in the future

A

Learning

39
Q

used to store and retrieve this information.

A

Memory

40
Q

Methods to Measure Memory or Remembering

A

Recall
Recognition
Reintegration
Relearning

41
Q

the process of reproducing past learning/experience without any clue.

A

Recall

42
Q

denotes the ability to identify learned items that are familiar.

A

Recognition

43
Q

involves the recollection of past learning/experience with the presence
of cues.

A

Reintegration

44
Q

simply refers to reviewing previous learning, the easiest method.

A

Relearning

45
Q

Our Memory Usually Works in Four Basic Steps

A
  1. Perception
  2. Encoding/acquisition
  3. Storage
  4. Retrieval
46
Q

Stages of Memory

A
  1. Sensory memory
  2. Short-term memory
  3. Long-term memory
47
Q

Types of Memory

A

Episodic
Semantic
Procedural

48
Q

this are memorable events in your life.

A

Episodic

49
Q

type of memory for rules and concept.

A

Semantic

50
Q

also called skill memory because it involves how to do things

A

Procedural

51
Q

the inability to recall a particular piece of information accurately. It
means failure to retain what was previously learned. It is the extent with which learned
information is lost.

A

Forgetting

52
Q

Theories of Forgetting

A

Interference Theory
Decay theory
Retrieval-based Forgetting
Storage-based Forgetting
Motivated Forgetting

53
Q

holds that the cause of forgetting is because of conflict
among information learned earlier of later.

A

Interference Theory

54
Q

2 Types of Interference Theory

A

Proactive interference and Retroactive interference

55
Q

suggests that lapse of time is the reason for forgetting.

A

Decay Theory

56
Q

form of cue-dependent forgetting. The memory
trace is present but one just cannot bring out the information.

A

Retrieval-based Forgetting

57
Q

this is due to the distortion of learned information in the
long-term memory.

A

Storage-based Forgetting

58
Q

may take the form of suppression,
a purposeful or
voluntary process of blocking the information learned. This is also called conscious
forgetting

A

Motivated Forgetting

59
Q

kind of covert behavior and it is an internal process. May be regarded as a
sequence of symbolic processes to implicitly manipulate ideas or objects that are physically
absent to the senses.

A

Thinking

60
Q

Kinds of Thinking

A

Realistic Thinking and Autistic Thinking

61
Q

one where you direct your thinking towards problem solving and
decision-making

A

Realistic Thinking

62
Q

one where you engage in thinking just for pleasure of it like in the case
of daydreaming and wishful thinking

A

Autistic Thinking

ITP (7 decks)

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