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Ed Psych > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

Culture

A

Knowledge, language, values, attitudes, traditions that shape and guide the behavior and beliefs of a group of people

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2
Q

Iceberg metaphor for culture

A

1/3 visible signs of culture, rest hidden and unknown (visible includes costume, marriage traditions, laws)

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3
Q

Intersectionality

A

Overlapping, intersecting social identities shaping each of us in unique ways
-Each student shapes uniquely by cultural group memberships (not just one factor or group BUT group membership does not define individual)

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4
Q

Classism

A

some groups feel as if they are better

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5
Q

SES (socioeconomic status)

A

Relative standing in society based on income, power, background. Prestige (average that determines where you sit class wise)
upper, middle, working, lower.
Characteristics-income, occupation, education, health, etc.

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6
Q

Effects of teachers negative assumptions in poverty

A

-Teachers avoid calling on poor children in class
-Set lower standards
-Accept poor work from them
-lower quality educational experience, low academic self-concept, learned helplessness

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7
Q

ethnicity

A

culture heritage shared by a group of people
* Shared history, homeland, language, traditions, or religion

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8
Q

race

A

socially constructed category based on appearances, ancestry—shared physical characteristics such a skin color.
Race and ethnicity—both primarily social constructions

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9
Q

Minority Group

A

group of people who have been socially disadvantaged, discriminated against
-Not always a numerical minority of the population
-African American Minority group=majority population in some areas

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10
Q

Prejudice

A

Unfair prejudgment about a group of people
* Based on beliefs, emotions, actions—cultural values
* Bias—prejudicial preference or action
* Can be positive or negative (usually negative)
Teachers often unaware of own prejudice
* Affects their expectations of students, interpretations of behaviors
* Can result in offending parents, damaging educational outcomes
* Can cause students to feel less valued, overlooked, excluded
* Leads to path away from programs in science and engineering
* Recognized by very young children

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11
Q

Stereotypes

A

Schemas that organize what you know, believe =, feel about a group (including prejudiced beliefs)

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12
Q

Discrimination

A

acting on one’s beliefs/feelings of prejudice
* Unequal treatment towards categories of people

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13
Q

Implicit Biases

A

things we unconsciously believe because of absorption of the society we line in’s values, beliefs, and stereotypes

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14
Q

Stereotype Threat

A

fear that you academic performance may confirm a stereotype others hold about you
* Awareness of stereotype, not necessarily belief in stereotype
* Example: stereotype that girls are not good at math; girl feels anxious about solving math in class

  • Prevents students from performing their best
  • Interferes with attention, working memory, learning in the subject
  • Decreases connections to and value of that subject
  • Likely contributes to achievement gap
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15
Q

Short and Long Term Impact of Stereotype Threats

A

Short term: Poor test performance
Long term: Disidentification, feeling less motivated, disconnected.

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16
Q

Gender

A

Traits, behaviors deemed proper for males/females and how those traits relate to how a person feels about themselves

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17
Q

Sex

A

Biological differences in males/females specifically in relation to chromosomes and sexual organs

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18
Q

Gender Identity

A

Sense of self as a male or female: Beliefs one has about gender roles and attributes

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19
Q

Gender Roles

A

How people behave in gender conforming ways

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20
Q

Sexual Orientation

A

Gender to whom a person is sexually or emotionally attracted

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21
Q

Gender Schema Theory

A

Gender as an organizing theme to classify/understand the world
* Shaped by biology, treatment by adults/peers, socialization with toys and play styles

  • Awareness of gender differences by age 2
  • Begin to believe their sex cannot be changed by age 3
  • Initial sense of gender roles by age 4
  • Gender schema for clothes, games, behaviors by age 5
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22
Q

Gender Bias

A

different views of males and females, often favoring one gender over the other

Tv, movies, other media should be screened for gender bias
* Bias of prominence of white male characters
* Biased depiction of women in hypersexualized, underpowered positions

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23
Q

Gender Bias in Teaching

A
  • Boys receive more attention, both positive and negative
  • High-achieving White girls receive least teacher attention
  • Boys favored in teachers’ perceptions of math competence
  • International concern: Boys’ underachievement at schools
    Best Solution: Good teaching! NO boy or girl specific teaching strategies
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24
Q

Five Dimensions of Multicultural Education

A
  • Knowledge construction process
  • Content integration
  • Prejudice reduction
  • Empowering school culture and social structure
  • Equity pedagogy
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25
Cultural Relevant Pedagogy
Teaching that rests on 3 propositions 1. Students must experience academic success 2. Must develop/maintain their cultural competence 3. Must develop critical consciousness, challenge status quo (critique norms and values) Steps: 1. Believe in the children; believe all children are capable 2. Provide rigorous instruction and connect it to their life and culture 3. Know your students; help them value excellence
26
Diversity in Learning Examples
* Hawaiian children thrive in cooperative groups Cultural values, leaning preferences, that fit your students * Hispanic Americans: Cooperative activities not competition * African Americans: Visual/global approach over verbal/analytic * Native Americans: Global, visual; prefer learning privately Cautions: Questionable nature of learning styles research; danger
27
Sociolinguistics
Study of formal and informal rules of conversations within cultural groups * Pragmatics of the classroom-when, where, how to communicate * Participation structures-rules for how to take part in a given classroom activity What Teachers can do * Make clear, explicit communication rules * Explain, demonstrate appropriate behaviors * Respond to students with consistency
28
Cultural Discontinuity
Mismatch between communication norms in home culture and school culture
29
Learning
Process through which experiences cause PERMANENT CHANGE in knowledge behavior or potential behavior * Must be brought about by experience * Not change brought about by maturation, illness, drugs, hunger, and such
30
Cognitive and Behavioral Theorists
Emphasize change in knowledge (internal) and changes in behavior (observable)
30
Cognitive and Behavioral Theorists
Emphasize change in knowledge (internal) and changes in behavior (observable)
31
Contiguity
association of two events because of repeated pairing (learning by association) stimulus occurs response follows (observable reaction)
32
Classical Conditioning
Learning of involuntary emotional or physiological responses such as fear * First pair a new stimulus with a response * Eventually, stimulus elicits automatic, involuntary response
33
Respondents
automatic/involuntary response to stimuli * Including fear increased muscle tension, salivation, sweating
34
Classical Conditioning background information
* Discovered by Pavlov, Russian physiologist, 1920’s * Observed with dogs * First, salivated when being fed * Next, learned to associate seeing food with being fed and salivated upon seeing food * Finally, began to salivate at hearing Pavlov’s footsteps
35
Order of dog experiment:
* 1st: Sound the tuning fork (neutral stimulus); no salivation * 2nd: Sound fork, feed dog, dog salivates (contiguous pairing) * Many repetitions later: Salivation after tuning fork, before food * Tuned neutral stimulus (sound) into conditioned stimulus (causing salvation) Application of classical conditioning: Sound is initially neutral; food is US; salivation is UR After conditioning, sound is CS; salivation is CR
36
Neutral stimulus
not connected to a response
37
Unconditioned stimulus (US)
Automatically produces emotional/physiological response
38
Unconditioned Response (UR)
naturally occurring emotional/physiological response
39
Conditioned Stimulus (CS)
Evokes emotional/physiological response after conditioning
40
Conditioned Response (CR)
Learned (automatic) response to previously neutral stimulus
41
Operant
Voluntary, generally, goal-directed behaviors
42
Operant Conditioning
Learning in which voluntary behavior is strengthened or weakened by consequences or antecedents o Concept developed by B.F Skinner, 1953 o Classical conditioning accounts for small portion of learned behavior; doesn’t account for acquiring new operant behaviors
43
Operant Conditioning INFO
Behavior sandwiched between two sets of environmental influences (antecedent-behavior-consequence) o Antecedents: Events that precede the behavior o Consequences: Events that follow it Behavior altered by change in antecedent, consequence, or both
44
Reinforcement and Reinforcer
Reinforcement: Use of consequences to strengthen behavior o Behavior-->Reinforcer-->Strengthens behavior it follows Reinforcer: Consequence that strengthens behavior it follows o If behavior persists, consequences are reinforcing it
45
Positive Reinforcement
Strengthen behavior by adding a desired stimulus after the behavior Peers laugh when a child falls out of a chair; child likes laughter attention, child repeats behavior Bad behavior reinforced by teacher’s negative attention o Child likes attention, repeats bad behavior, gets more attention
46
Negative Reinforcement
Strengthen behavior by removing an aversive stimulus (something they don’t like) Child fears giving report, gets sick, misses report o Aversive stimulus removed (task of giving report) o Strengthens behavior; child repeats behavior of getting sick
47
Punishment
Process that weakens or suppresses behavior Behavior--> Punisher--> Weakened/decreased behavior
48
Presentation Punishment
Decrease behavior by adding an aversive stimulus following the behavior
49
Removal Punishment
Decrease behavior by removing a pleasant stimulus following the behavior
50
Contiuous reinforcement schedule
Presenting a reinforcer after every appropriate response o Effective when one is learning a new behavior
51
Intermittent Reinforcement Schedule
Presenting a reinforcer after some but not all responses (effective in maintaining behavior)
52
Interval Schedule
Reinforcement based on length of time between reinforcers
53
Ratio Schedule (fixed or variable)
Reinforcement based on number of responses between reinforcers o Encourage persistence with variable/unpredictable schedules
54
Extinction
Disappearance of a learned response -Occurs if the usual reinforcer is withheld long enough
55
Antecedents
events preceding behaviors -Instructions are important antecedent to increase positive student responses
56
cueing
antecedent behavior that sets up desired behavior
57
Positive Reinforcement
-praise students for good behavior, ignore misbehavior - correct mistake as soon as possible, praciticing correct responses immediately after bad behaviors occur
58
Premack Principle
States that a more-preferred activity can serve as a reinforcer for completing a less-preferred activity -sometimes called Grandma’s rule: First, do what I want you to do, then do what you want -Less-preferred behavior must happen first
59
token reinforcement system
Tokens earned for academic work or positive behavior can be exchanged for desired reward
60
Effective Punishment steps
1st goal-carry out punishment, suppress bad behavior 2nd goal-Make clear what student should do in place of the misbehavior (strengthen positive responses)
61
Social Learning Theory
Learning through observation of others Distinguishes between enactive and observational learning Enactive: Learn by doing, experiencing consequences Observational: Learn vicariously; observe and imitate others
62
Constructivism
social interactions that support construction (building/creating) of knowledge -many approaches to constructivist teaching -PBL, cog apprenticeship, reciprocal teaching, cooperative learning, etc.
63
Social Constructivism
Complex realistic and relevant tasks, provide for social negotiation and shared responses, support multiple perspectives, nurture self-awareness, and encourage ownership.
64
Cognitive Constructivism
Information processing, scaffolding, contingency support, fading, and transferring responsibility. -Both believe the learner constructs their knowledge through activates for learning
65
inquiry and Problem Based Learning
-Teacher presents a puzzling problem and students solve problem by gathering data and testing their conclusions -Teacher guidance/scaffolding important in these activities
66
Cognitive apprenticeship
Less experienced learner acquires knowledge and skills under the guidance of an expert Guided participation in real tasks; participatory appropriation of knowledge, skills, values
67
cooperative learning elements
-Positive Interdependence: attain goals by working together -Promotive interaction: facilitate one another’s efforts --Individual accountability for learning Collaborative and social skills needed for group functioning -Group processing; monitoring working effectiveness

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