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Educational Psychology > Exam III > Flashcards

Exam III Flashcards

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
Q

Cueing

A

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

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25
Q

Setting event

A

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

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26
Q

Behavioral momentum ex/

A

Asking high school students with math problems to attempt long division only after working with several easier division problems

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27
Q

Reciprocal causation

A

Interdependence of environmental behavioral and personal variables in influencing learning

28
Q

Self regulation

A

Process of setting goals for oneself and engaging in behaviors and cognitive processes that lead to attaining that goal

29
Q

Incentives

A

Hoped for but not guaranteed future consequence of a behavior

30
Q

Cognitive modeling

A

Demonstrating how to think as well as how to do a task

31
Q

Resilient self efficacy

A

Belief that one can perform a task successfully even after experiencing set backs

32
Q

Collective self efficacy

A

People’s beliefs about their ability to be successful when they work together on a task

33
Q

Effortful control

A

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
Q

Social cognitive theory of learning

A

People learn by observing others and then eventually assume control over their own behavior

34
Q

Cognitive theory and reinforcement

A

Reinforcement increases the frequency of a behavior only if learners think or know that the behavior is being reinforced

35
Q

Punishment and SC theory

A

Punishment decreases a behavior only if learners realize that it is the direct result of something they have done

36
Q

Vicarious reinforcement

A

Response increases when another person is observed being reinforced for it

37
Q

Vicarious punishment

A

Response decreases when another person is observed being punished for it

38
Q

Symbolic models

A

Real or fictional characters portrayed through media

39
Q

Situated motivation

A

Evoked temporarily by the environment

40
Q

Extrinsic motivation

A

Motivated by factors not related to the task itself

41
Q

Intrinsic motivation

A

Motivated by factors within oneself inherent to the task at hand; pleasure, helps develop important skill

42
Q

Need for arousal

A

Ongoing need for either physical or cognitive stimulation

43
Q

Self worth

A

Extent to which one believes they are a good and capable person

44
Q

Self handicapping

A

Behavior that undermines ones own success as a way of protecting self worth during potentially difficult tasks

45
Q

Self determination

A

How much autonomy and control one believes they have regarding life

46
Q

Need for relatedness

A

Need to feel socially connected to others

47
Q

Expectancy

A

Belief about likelihood of success in an activity given present ability levels

48
Q

Internalized motivation

A

Adoption of other people’s priorities and values as ones own

49
Q

Mastery goals

A

Desire to acquire new knowledge or master new skills

50
Q

Performance goals

A

Desire to demonstrate high ability and make a good impression

51
Q

Internal attributions

A

Attributing causes to within oneself

52
Q

External attributions

A

Attributing outcomes as a result of things outside of oneself

53
Q

Incremental views of intelligence

A

Belief that intelligence can improve with effort and practice

54
Q

Entity views of intelligence

A

Intelligence is a distinct ability that is relatively permanent and Unchangeable

55
Q

Mastery orientation

A

General sense of optimism that one can master new tasks

56
Q

Self fulfilling prophecy

A

Situation in which expectations for an outcome either directly or indirectly lead to the expected result

57
Q

Cognitive dissonance

A

Feeling of mental discomfort caused by new information that conflicts with current knowledge or beliefs

58
Q

Facilitating anxiety

A

Level of low anxiety that enhances performance

59
Q

Debilitating anxiety

A

Anxiety of sufficient intensity that it interferes with performance

60
Q

Flow

A

Intense form of intrinsic motivation involving complete absorption in and concentration on a challenging activity

61
Q

Need for competence

A

Need to believe that one can deal effectively with the environment

62
Q

Value

A

Belief regarding the extent to which an activity has direct or indirect benefits

63
Q

Performance avoidance goal

A

Desire not to look bad or receive unfavorable judgements from others

64
Q

Proximal goal

A

Concrete goal that can be accomplished within a short period of time, sometimes used as a stepping stone toward a long term goal

65
Q

Work avoidance goal

A

Desire to avoid classroom tasks or complete them with minimal effort

66
Q

Learned helplessness

A

Belief that one is incapable of accomplishing tasks and has little or no control over their environment

67
Q

Self conscious emotion

A

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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