EDUC 70 - FINALS Flashcards
(182 cards)
1
Q
It was an initial cognitive response to
behaviorism
A
GESTALT PSYCHOLOGY
2
Q
It emphasized the importance of sensory wholes
and the dynamic nature of visual perception
A
GESTALT PSYCHOLOGY
3
Q
The term gestalt means “form” or
“configuration”
A
GESTALT PSYCHOLOGY
4
Q
GESTALT THEORY PROPONENTS
A
MAX WERTHEIMER
WOLFGANG KOHLE
KURT KOFFKA
5
Q
Elements closer together
are perceived as coherent
object
A
LAW OF
PROXIMITY
6
Q
Objects near each other
tend to be grouped
together
A
LAW OF
PROXIMITY
7
Q
Elements that look
similar will be perceived
as part of the same form
A
LAW OF
SIMILARITY
8
Q
Elements similar to one
another tend to be
grouped together.
A
LAW OF
SIMILARITY
9
Q
We tend to fill the gaps or
“close” the figures we
perceive.
A
LAW OF CLOSURE
10
Q
We enclosed a space by
completing a contour and
ignoring gaps in the
figure
A
LAW OF CLOSURE
11
Q
Objects grouped together
are seen as a whole
A
LAW OF CLOSURE
12
Q
We tend to continue
contours when elements of
a figure establish an
implied direction
A
LAW OF GOOD
CONTINUATION
13
Q
we draw a good continuous
line.
A
LAW OF GOOD
CONTINUATION
14
Q
Sometimes referred to as
the “law of good figure” or
the “law of simplicity”.
A
LAW OF GOOD
PRÄGNANZ
15
Q
When we are presented
with a set of ambiguous or
complex objects, our brain
will make them appear as
simple as possible.
A
LAW OF GOOD
PRÄGNANZ
16
Q
We tend to pay attention
and perceive things in the
foreground first.
A
LAW OF
FIGURE/GROUND
17
Q
Perceptual grouping
which is vital necessity for
recognizing objects
through vision
A
LAW OF
FIGURE/GROUND
18
Q
Describe how the learner receives information from the environment through the senses and what takes place in between whether the information will continue to pass through the sensory register, then the short term memory and the long term memory.
A
Information Processing Theory
19
Q
TYPES OF KNOWLEDGE
A
General v. Specific
Declarative
Procedural
Episodic
Conditional
20
Q
This involves whether the knowledge is useful in many tasks, or only in one.
A
General vs. Specific
21
Q
This refers to factual knowledge. They relate to the nature of how things are. They may be in the form of a word or an image.
A
Declarative
22
Q
This includes knowledge on how to do things
A
Procedural
23
Q
This includes memories of life events
A
Episodic
24
Q
This is about knowing when and why to apply declarative or procedural strategies
A
Conditional
25
Stages in Information Technology
Encoding
Storage
Retrieval
26
Information is sensed, perceived, and attended to
Encoding
27
The information is stored for either a brief or extended period of time, depending upon the process following enconding
Storage
28
The information is brought back at the appropriate time and reactivated for use on a current task, the measure of effective memory
Retrieval
29
The first step in the IP model holds all sensory information for a very first brief time.
Sensory Register
30
The sensory register only holds the information for an extremely brief period - in the order of ________
1 - 3 seconds
31
To bring information into consciousness, it is necessary that we give attention to it. Such that, we can only perceive and remember later those things that pass through our attention gate.
The Role of Attention
32
It can only hold 5 to 9 chunks of information. It is called working memory because it is where new information is temporarily stored while it is mentally processed.
Short-Term Memory
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Short-Term Memory can hold information in a span of _____
around 18 seconds or less
34
It is the final or permanent storing house for memory information
Long-Term Memory
35
Duration in Long-Term Memory
Indefinite
36
This involves the executive processor or what is referred to as metacognitive skills.
Executive Control Processes
37
It is the inability to retrieve or access information when needed
Forgetting
38
Two main ways of Forgetting
Decay
Interference
39
Information is not attended to, and eventually fades away
Decay
40
New or old information blocks access to the information in question
Interference
41
Methods for Increasing Retrieval of Information
Rehearsal
Meaningful Learning
Organization
Elaboration
Visual Imagery
Generation
Context
Personalization
42
This is repeating information verbatim, either mentally or aloud
Rehearsal
43
This is making connections between new information and prior knowlege
Meaningful Learning
44
It is making connections among various pieces of information. Info that is organized efficiently should be recalled
Organization
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This is adding additional ideas to new information based on what one already knows. It is connecting new info with old to gain meaning
Elaboration
46
This means forming a picture of the information
Visual Imagery
47
Things we produce are easier to remember than things we hear
Generation
48
Remembering the situation helps recover information
Context
49
It is making the information relevant to the individual
Personalization
50
You will remember the beginning and end of a list more readily
Serial Position Effect
51
Break up the list or chunk information to increase memorization
Part Learning
52
Break up learning sessions, rather than cramming all the info in at once
Distributed Practice
53
These are memory techniques that learners may employ to help them retain and retrieve information more effectively.
Mnemonic Aids
54
Gagne's category of learning
Verbal Information
Intellectual Skills
Cognitive Strategies
Attitudes
Motor Skills
55
Stating previously learned materials such as facts, concepts, principles and procedures
Verbal Information
56
Discriminations, Concrete Concepts, Defined Concepts, Rules, High Order Rules
Intellectual Skills
57
Employing personal ways to guide learning, thinking, acting, and feeling
Cognitive Strategies
58
Choosing personal actions based on internal states of understanding and feeling
Attitudes
59
Executing performances involving the use of muscles
Motor Skills
60
Catch the attention of the learners
Gaining attention ( Reception
61
Inform students what they're going to learn
Informing learners of the objective ( Expectancy )
62
Help students make sense of new information by
recalling what they already know
Stimulating recall of prior learning ( Retrieval )
63
Use different teaching strategies and techniques to present
the lesson
Presenting the stimulus ( Selective Perception )
64
Help students learn how to learn.
Providing learning guidance ( Semantic Coding )
65
Make students apply what they have learn
Eliciting performances ( Responding )
66
Provide timely feedback of students’
performance to assess and facilitate learning
Providing feedback ( Reinforcement )
67
Assess if the expected learning outcomes has
been achieved on previously stated course of
objective
Assessing performance ( Retrieval )
68
Retain more information by providing opportunities to
connect course concepts to potential worlds application
Enhancing retention and transfer ( Generalization )
69
His most significant contribution
was the development and
research on "advance
organizers," as a tool for learning.
David Paul Ausubel
70
Knowledge is hierarchically organized; new
information is meaningful to the extent that
it can be related to what is already known.
Ausubel’s theory
71
It is about how individuals learn large
amounts of meaningful material from
verbal/textual presentations.
Ausubel’s theory
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Most Important Factors
Influencing Learning
QUANTITY
CLARITY
ORGANIZATION
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takes place when an idea to be
learned is related in some sensible
way to ideas that the learner
already possesses
Meaningful Learning
74
allow students to already
have a bird's eye view or to
see the "big picture" of the
topic to be learned even
before going to the details.
Advance Organizer
75
serve as a conceptual bridge
between old and new
information.
Advance Organizer
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establish a scaffolding task and orient the learner by
providing organizational clues that help them to
categorize, infer, summarize, compare and contrast,
and evaluate what they are learning.
Advance Organizer
77
primary way of learning
* a process by which new
material is related to
relevant ideas in the
existing cognitive structure
* what is learned is based
on what is already known
Subsumption
78
4 PROCESSES OF MEANINGFUL LEARNING
Derivative Subsumption
Correlative subsumption
Superordinate Learning
Combinatorial Learning
79
describes the situation in which the new
information you learn is an example of a
concept that you have already learned
Derivative Subsumption
80
the elaboration, extension, or modification of
the previously learned concept or propositions
by the subsumptions of the incoming idea. It
enriches the higher-level concept
Correlative Subsumption
81
describes the situation in which the new
information learned is a concept that relates to
known examples of a concept
Superordinate Learning
82
when newly acquired knowledge
combines with prior knowledge
to enrich the understanding of
both concepts.
Combinatorial Learning
83
Types of Advance Organizer
EXPOSITORY
NARRATIVE
SKIMMING
GRAPHIC ORGANIZER
84
Describe the new content
Expository
85
Presents the new information in the form of a story to students
Narrative
86
Is done by looking over the new material to gain a basic overview
Skimming
87
Visuals to set up or outline the new information. This may include pictographs, descriptive patterns, concept patterns, concept maps.
Graphic Organizer
88
He is one of the first proponents of constructivism
Jerome seymour bruner
89
Bruner's main concepts in representation
Enactive
Iconic
Symbolic
90
-Earliest ages
-Children learn about the world through actions or physical objects and the outcomes of these actions.
-Children represent objects in terms of their immediate sensation.
Represented in muscles and involve motor responses.
Enactive
91
-Learning can be obtained thru using models and pictures.
-Learners can now use mental images to stand for certain objects or events.
-Allows one to recognize objects when they are changed in minor ways.
Symbolic
92
Learners has developed the ability to think in abstract terms.
Uses symbol system to encode knowledge.
Most common symbol systems are language and mathematical.
Symbolic
93
-Bruner stressed that teaching should always lead boosting cognitive development.
-Curriculum should be organized in a spiral manner so that the student continually builds upon what they have already learned.
-Teacher must revisit the curriculum by teaching the same content in different ways depending on students developmental.
Spiral Curriculum
94
Refers to obtain knowledge for oneself.
Teacher plans and arranges activities in such a way that students search, manipulate, explore and investigate.
Once students possess prerequisite knowledge careful structuring of material.
Allow them to discover important principles.
Discovery Learning
95
Ideas of readiness for learning
Predisposition to Learn
96
Any subject could be taught at any stage of development in a way that fits the child's cognitive abilities
Predisposition to Learn
97
States the experiences which move the learner toward a love of learning in general, or of learning something in particular
Predisposition to Learn
98
Knowledge and problem-solving emerge out of exploration
Predisposition to Learn
99
Part of the task of a teacher is to maintain and direct a child's spontaneous explorations
Predisposition to Learn
100
The ways in which a body of knowledge can be structured so that it can be easily grasped by a learner
Structures of Knowledge
101
No one sequencing will fit every learner, but in general, the lesson can be presented in increasing difficulty
Effective of Sequencing
102
Rewards and punishments should be selected and paced appropriately
Reinforcement
103
Construction of internal cognitive maps
Categorization
104
Kinds of Categories
Identify Categories
Equivalent Categories
Coding Systems
105
Categories include objects based on their attributes or features
Identity Categories
106
Can be determined by affective criteria, which render objects equivalent by emotional reactions, functional criteria, based on related functions
Equivalent Categories
107
Categories that serve to recognize sensory input
Coding Systems
108
They are major organizational variables in higher cognitive functioning
Coding Systems
109
Constructivism focuses on knowledge construction.
Contsructivism
110
Two views of Constructivism
Individual Constructivism
Social Constructivism
111
-also called as cognitive constructivism
-it emphasizes individual, internal construction of knowledge.
Individual Constructivism
112
-based on Vgotsky theory
-emphasizes that "knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual."
Social Constructivism
113
Characteristics of Constructivism
Characteristics of Constructivism
1. Learners construct understanding.
2. New learning depends on current understanding.
3. Learning is facilitated by social interaction.
4. Meaningful learning occurs within authentic learning tasks.
114
a way of grouping or categorizing objects or events in our mind.
Concepts
115
Involves learning specific features that characterize positive instance of the concept.
Concepts as Feature Lists
116
A characteristics present in ALL instances.
Defining Feature
117
One that is present in many positive instances but not essential for concept membership.
Correlational Feature
118
A prototype is an idea or a visual image of a "typical" example.
Usually formed based on positive instances that learners encounter most often.
Concepts as Prototypes
119
Exemplars represent a variety of examples.
It allows learners to know that an example under a concept may have variability.
Concepts as Exemplars
120
An organized body of knowledge about something.
Like a file of information you hold in your mind about something.
Schema
121
A schema that includes a series of predictable events about a specific activity.
Script
122
happens when learning in one context or
with one set of materials affects performance in another
context or with other related materials. Simply put, it is
applying to another situation what was previously learned.
Transfer of Learning
123
Types of Transfer
Positive Learning
Negative Transfer
Near Transfer
Far Transfer
124
occurs when learning in one context
improves performance in some other context.
Positive Learning
125
occurs when learning in one context
impacts negatively on performance in another.
Negative Transfer
126
refers to transfer between very similar
context. This is also referred to as specific transfer.
Near Transfer
127
refers to transfer between context that,
appearance, seem remote and alien to one another. This
is also called general transfer
Far Transfer
128
The more similar the two situations
are, the greater the chances that
learning from one situations will be
transferred to the other situations.
Similarity between
two learning
situations
129
Meaningful learning leads to greater
transfer than rote learning
Degree of
meaningfulness/
relevance of learning
130
The longer the time spent in
instruction, the greater the probability
of transfe
Length of
Instructional time
131
Exposure to many and varied
examples and opportunities for
practice encourages transfer of knowledge
Variety of learning
experiences
132
Transfer learning is most likely
to happen when learners
discover what they learned is
applicable to various contexts
Context for
learner's
experiences
133
Principles transfer easier than
facts
Focus on principles
rather than tasks
134
Student reflection improves
transfer of learning
Emphasis on
metacognition
135
a model that described the different levels of learning outcomes that target what skills and competencies the teachers aim to develop in the learners.
Bloom’s taxonomy
136
After 45 years since the publication of Bloom’s Taxonomy, Lorin Anderson and David Krathwohl led a new group of experts to work together.
Revised Taxonomy
137
To facilitate learning, we begin teaching with facts, stating memorized rules, principles or definitions.
Knowledge
138
Lead to understanding concepts, rules and principles.
Comprehension
139
A proof of the comprehension of the concepts and principles in using them in real-life situations.
Application
140
For an in-depth understanding and mastery of these applied concepts, rules and principles, these are broken down into parts.
Analysis
141
A still higher level of thinking is when students put together elements of what has been learned in a new way.
Synthesis
142
With a full grasp of what was learned, the students can now assess or judge, based on a set of standards, on what they have learned.
Evaluation
143
the cognitive dimension
remember
understand
apply
analyze
evaluate
create
144
the knowledge dimension
factual
conceptual
procedural knowledge
metacognitive knowledge
145
refers to essential facts, terminology, details or elements students must know
factual
146
a knowledge of classification, principles, generalizations, theories, models, or structure pertinent to a particular disciplinary area
conceptual
147
refers to information or knowledge that helps students to do something specific to a discipline subject, area of study
procedural
148
a strategic or reflective knowledge about solving problems, cognitive task to include contextual and conditional knowledge and knowledge of self
meta-cognitive
149
known for Triarchic Theory, Successful Intelligence Theory, and WICS Model.
Robert J. Sternberg
150
Triarchic Theory
Componential (Analytical)
Experiential (Creative)
Contextual (Practical)
151
The ability to succeed in life, given one's own goals, within one's environmental context
Successful Intelligence
152
four skills included in Successful Intelligence Theory?
Memory Skills
Analytical Skills
Creative Skills
Practical Skills
153
Help us recall facts and pieces of information. It helps us retain the knowledge we acquire.
Memory Skills
154
Help the person determine if a certain idea is good
Analytical Skills
155
Allow a person to come up with a new idea, usually to answer a need or solve a problem. It makes one flexible and able to adjust to changes in one's situation.
Creative Skills
156
Enable a person to apply what one has learned. It also allows one to carry through or implement a plan
Practical Skills
157
WICS stands for
WISDOM
INTELLIGENCE
CREATIVITY
SYNTHESIZED
158
to ascertain whether their creative ideas are good ones
practical intelligence -to implement their ideas and to persuade others of the value of their ideas
analytical intelligence
159
in order to ensure that the ideas will help achieve some ethically-based common good, over the long and short terms, rather than just what is good for them and their families and friends.
wisdom
160
teach analytically
analyze
critique
judge
compare and contrast
evaluate
assess
161
teach creatively
create
invent
discover
imagine if
suppose that
predict
162
teach practically
apply
use
put into practice
implement
implement
render practical what they know
163
He is known around the world as the "Father of Creativity" for his nearly 60 years of research that became the framework for the field of gifted education.
edward paul torrance
164
it refers to the production of a great number of ideas or alternate solutions to a problem. Fluency implies understanding, not just remembering information that is learned.
fluency
165
Refers to the production of ideas that show a variety of possibilities or realms of thought. It involves the ability to see things from different points of view, to use many different approaches or strategies.
Flexibility
166
the process of enhancing ideas by providing more details. Additional detail and clarity improves interest in, and understanding of, the topic.
Elaboration
167
Involves the production of ideas that are unique or unusual. It involves synthesis or putting information about a topic back together in a new way.
Originality
168
stages of creative problem solving-cps
Stage 1: Mess Finding
Stage 2: Data Finding
Stage 3: Problem Finding
Stage 4: Idea finding
Stage 5: Solution Finding
Stage 6: Acceptance Finding
169
Sensitive yourself (scan, search) for issues (concerns, challanges, opportunities, etc.) that need to be tackled.
MESS FINDING
170
Gather information about problem.
DATA FINDING
171
Convert a fuzzy statement of the problem into a broad statement more suitable for idea finding.
PROBLEM FINDING
172
Generate as many idea as possible.
IDEA FINDING
173
Generate and select obvious evaluation criteria (using an expansion/contraction cycle) and develop (which may include combining) the shorted-listed ideas from Idea Finding as much as you can in the light of these criteria. Then opt for the best of these improved ideas (e.g. using Comparison tables).
SOLUTION FINDING
174
Shun negativity, and continue to apply deferred judgement - problems are exposed to be solved, not to dishearten progress. Action plans are better developed in small groups of 2-3 rather than in large group (unless you particularly want commitment by the whole group). Particularly for 'people' problems if it often worth developing several alternative action plans. Possible techniques include -Five W's and H, Implementation Checklists, Consensus Mapping, Potential-Problem Analysis (PPA)
ACCEPTANCE FINDING
175
an inner drive that causes you to do something and persevere at something. It energizes you to do something.
motivation
176
two types of motivation
Extrinsic and Intrinsic motivation
177
when we are motivated to perform a behavior or engage an activity because we want to earn a reward or avoid punishment.
extrinsic motivation
178
when you engage in a behavior because you find it rewarding. You are performing an activity for its own sake rather than the desire for some external reward. The behavior itself is its own reward.
intrinsic motivation
179
both intrinsic and extrinsic
over-justification
180
explains that we attribute our successes or failures or other events to several factors. For instance, you attribute your popularity to your popular parents or to your own sterling academic performance.
Attribution Theory
181
attributions differs with one another in 3 ways
Locus (Place) : Internal vs. External
Stability : Stable vs. Unstable
Controllability : Controllable vs. Uncontrollable
182
refers to an individual's belief in his or her capacity to execute behaviors necessary to produce specific performance attainments
Self-Efficacy Theory
