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Educational Psychology > Exam III > Flashcards

Exam III Flashcards

(69 cards)

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0
Q

Generalization

A

A person learns a response to a particular stimulus and then makes the same response to a similar stimulus

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1
Q

contiguity

A

Occurrence of two or more events at approximately the same time

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2
Q

Discrimination

A

Student learns that a response is reinforced in the presence of one stimulus but not another stimulus

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3
Q

Extinction

A

Gradual disappearance of an acquired response as a result of a lack in reinforcement

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4
Q

Classical conditioning

A

New involuntary response is acquired as a result of two stimuli being presented at the same time

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5
Q

Operant conditioning

A

Response either increases or decreases as a result of being followed by either a reinforcement or a punishment, respectively

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6
Q

Extrinsic reinforcers

A

Comes from the outside environment rather than from within the learner.

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7
Q

Intrinsic reinforcers

A

Provided by the learner or inherent on the task at hand; doing something for pure enjoyment

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8
Q

Logical consequences

A

Consequence that flows naturally or logically from a students misbehavior

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9
Q

Positive practice over correction

A

Consequence of a poorly performed response in which a learner must repeat the response correctly and appropriately: ex/ making a student who ran down the hall turn around and wall back.

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10
Q

Time out

A

Works by removing student from an opportunity to be reinforced for unwanted behavior

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11
Q

contingency

A

One event happens only after another event has already occurred; one event is contingent on the others occurrence

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12
Q

Intermittent reinforcement

A

Reinforcement of a response only occasionally, with some occurrences of the response not being enforced.

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13
Q

Shaping

A

Reinforcing successively closer and closer behaviors to the target behavior

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14
Q

Reinforcement of incompatible behavior

A

Reinforcing an alternative behavior; the idea is that both behaviors can’t be performed at once

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15
Q

According to behaviorism when is learning most likely to take place?

A

Learning is most likely to take place when stimuli and responses occur close together in time

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16
Q

Primary reinforcer

A

Address a basic biological need

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17
Q

Secondary reinforcer

A

Don’t satisfy a basic need; ex/ praise, money or good grades

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18
Q

Positive reinforcement

A

Stimulus is presented after a behavior and causes an increase in that behavior

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19
Q

Negative reinforcement

A

Brings about an increase in behavior by removal of an unpleasant stimulus

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20
Q

Response cost

A

Form of removal punishment where Loss of a previously earned reinforcer or an opportunity to obtain reinforcement

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21
Q

Terminal behavior

A

A desired response that a teacher hopes to foster through reinforcement

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22
Q

Group contingency

A

Students are reinforced only when everyone in the group achieves at a certain level or behaves appropriately

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23
Q

Antecedent stimulus

A

Stimulus that increases the likelihood that a particular response will follow

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24
Cueing
Use of a signal to indicate that a behavior is desired or that it should stop; ex/ flickering lights on and off to remind students to use inside voices
25
Setting event
Condition in which a particular behavior is most likely to occur. Ex/ available toys to children during playtime such as play kitchenware that encourages group cooperation
26
Behavioral momentum ex/
Asking high school students with math problems to attempt long division only after working with several easier division problems
27
Reciprocal causation
Interdependence of environmental behavioral and personal variables in influencing learning
28
Self regulation
Process of setting goals for oneself and engaging in behaviors and cognitive processes that lead to attaining that goal
29
Incentives
Hoped for but not guaranteed future consequence of a behavior
30
Cognitive modeling
Demonstrating how to think as well as how to do a task
31
Resilient self efficacy
Belief that one can perform a task successfully even after experiencing set backs
32
Collective self efficacy
People's beliefs about their ability to be successful when they work together on a task
33
Effortful control
Ability to inhibit dominant responses in favor of other less dominant ones that might be more productive; thought to be an aspect of temperament
34
Social cognitive theory of learning
People learn by observing others and then eventually assume control over their own behavior
34
Cognitive theory and reinforcement
Reinforcement increases the frequency of a behavior only if learners think or know that the behavior is being reinforced
35
Punishment and SC theory
Punishment decreases a behavior only if learners realize that it is the direct result of something they have done
36
Vicarious reinforcement
Response increases when another person is observed being reinforced for it
37
Vicarious punishment
Response decreases when another person is observed being punished for it
38
Symbolic models
Real or fictional characters portrayed through media
39
Situated motivation
Evoked temporarily by the environment
40
Extrinsic motivation
Motivated by factors not related to the task itself
41
Intrinsic motivation
Motivated by factors within oneself inherent to the task at hand; pleasure, helps develop important skill
42
Need for arousal
Ongoing need for either physical or cognitive stimulation
43
Self worth
Extent to which one believes they are a good and capable person
44
Self handicapping
Behavior that undermines ones own success as a way of protecting self worth during potentially difficult tasks
45
Self determination
How much autonomy and control one believes they have regarding life
46
Need for relatedness
Need to feel socially connected to others
47
Expectancy
Belief about likelihood of success in an activity given present ability levels
48
Internalized motivation
Adoption of other people's priorities and values as ones own
49
Mastery goals
Desire to acquire new knowledge or master new skills
50
Performance goals
Desire to demonstrate high ability and make a good impression
51
Internal attributions
Attributing causes to within oneself
52
External attributions
Attributing outcomes as a result of things outside of oneself
53
Incremental views of intelligence
Belief that intelligence can improve with effort and practice
54
Entity views of intelligence
Intelligence is a distinct ability that is relatively permanent and Unchangeable
55
Mastery orientation
General sense of optimism that one can master new tasks
56
Self fulfilling prophecy
Situation in which expectations for an outcome either directly or indirectly lead to the expected result
57
Cognitive dissonance
Feeling of mental discomfort caused by new information that conflicts with current knowledge or beliefs
58
Facilitating anxiety
Level of low anxiety that enhances performance
59
Debilitating anxiety
Anxiety of sufficient intensity that it interferes with performance
60
Flow
Intense form of intrinsic motivation involving complete absorption in and concentration on a challenging activity
61
Need for competence
Need to believe that one can deal effectively with the environment
62
Value
Belief regarding the extent to which an activity has direct or indirect benefits
63
Performance avoidance goal
Desire not to look bad or receive unfavorable judgements from others
64
Proximal goal
Concrete goal that can be accomplished within a short period of time, sometimes used as a stepping stone toward a long term goal
65
Work avoidance goal
Desire to avoid classroom tasks or complete them with minimal effort
66
Learned helplessness
Belief that one is incapable of accomplishing tasks and has little or no control over their environment
67
Self conscious emotion
Affective state based on self evaluations regarding the extent to which ones actions meet society's standards for appropriate and desirable behavior

Educational Psychology (5 decks)

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