Educational Psych Exam 2

"observable change in behavior"

"change in internal mental processes that may or may not be reflected in behavior"

"change in knowledge and skills that may or mey not be reflected in behavior"

association is formed between automatic, involuntary, or emotional or physiological responses and new stimuli based on the principle of contiguity

produces automatic physiological and/or emotional responses

automatic response to an unconditioned stimulus

elicits the response after classical conditioning occurs

response that has been learned through classical conditioning

tendency for a new stimulus that is similar to the original stimulus to produce a similar response

voluntary responses are learned to stimuli as a result of the consequence of the response

"behaviors that are followed by positive outcomes are strengthened, and behaviors that are followed by negative outcomes are weakened"

when a stimulus is presented after a behavior and the behavior increases as a result

taking away, or withdrawing, and inhibiting or aversive consequence to strengthen a behavior

presenting an aversive stimulus when an undesirable behavior is displayed

taking away something that is desirable to students to stop aversive behaviors

gradual disappearance of a learned response

reinforcement provided at every occurance of desired behavior

EXAMPLE: smiling every time a student raises their hand before speaking

reinforcement is provided only after some occurrences of the desired behavior

EXAMPLE: the physical education teacher allows a class to choose their activity for the day because they have picked up their equipment for the last week

students can predict when reinforcement will occur

EXAMPLE: the music teacher allows the choir to have a free day after every successful concert

students cannot predict when reinforcement will occur

EXAMPLE: the teacher rewards students with free reading time whenever he/she considers that they have earned it through effort on their homework

reinforcement is provided after a certain number of desirable behaviors is performed

reinforcement is provided after the passage of a certain amount of time

students can predict that reinforcement will occur (fixed) after they perform a certain number of desirable behaviors (ratio)

students can predic that reinforcement will occur (fixed) after a certain amount of time has elapsed (interval)

students cannot predict (variable) the exact number of desirable behaviors (ratio) that is necessary for reinforcement to occur

students cannot predict (variable) the exact amount of time (interval) that needs to elapse for reinforcement to occur

using signals to indicate that a certain response is desirable or undesirable (flicking lights on and off)

operant conditioning method that teaches new behaviors by reinforcing successive approximations toward the target behavior

making a verbal or written contract between teacher and student where the student agrees to behave acceptably and the teacher agrees to provide incentive

"people have a heirarchy of reinforcers and more prefered activities reinforce less prefered activities"

focuses on learning that has been observed from others or observing the consequences of others

model of human memory and learning that explains how info enters our memory system, is processed, stored, and finally retrieved to complete learning tasks

sights, sounds, smell (raw input)

symbols, words, ideas, images (meaningful)

1-3 seconds

15-30 seconds

cognitive processes: attention and perception

cognitive processes: storing, encoding

combining seperate items into larger groups

using one's prior knowlege to expand on a new idea, thereby storing more info than what was originally presented

providing an orderly structure to multiple pieces of information

process of becoming aware of information in long-term memory and usually spreads from one idea to the next that is related to the first idea

uses the info we have stored in long-term to construct a reasonable answer

organizational structures that are provided before new complex information is learned

stragedies to improve memory by encoding simple info into meaningful ways

combining visual and auditory information

how individuals construct knowlege in their mind

where learners share individual perspectives with others to construct understandings together that would not be possible to construct individually

an individual's congnition about his/her cognition, or "knowing about knowing"

occurs when something a person learns at one time influences how a person learns or performs in a later situation

the type of thinking people apply to achieve a desired end state that is different from initial state

attention, retention, production, motivation

the generation of many nonstandard answers to a problem

the standard way of answering questions and typically assessed by means of conventional intelligent tests

when did the civil war begin? (knowlege); give a brief summary of the civil war in your own words (comprehension)

where would you position your troops at the battle of gettysburg? (application); can you think of several causes of the civil war? (analysis); synthesis; and evaluation