facilitating of learning

Question 1

is a process by which behavior is either modified or changed through experience or training.

Answer 1

Learning

Question 2

generally fall into two major groups: behavioristic theories and cognitive theories.

Answer 2

Learning theories

Question 3

contend that “habits” or specific ways of thinking or behaving are learned

Answer 3

The Behaviorist Theories

Question 4

state that “cognitive structures” or more general ways of thinking are learned.

Answer 4

Cognitive Theories

Question 5

Learning is seen as a deductive process of working from the general to the specific.

Answer 5

Cognitive Theorist

Question 6

Sees learning as an inductive process.

Answer 6

Behavioristic or Stimulus-response Theorist

Question 7

are sets of conjectures and hypotheses that explain the process of learning or how learning takes place.

Answer 7

Theories of Learning

Question 8

Meat Powder
unconditioned stimulus
Salivating
unconditioned response
Neutral Stimulus
ringing of the bell
conditioned

Answer 8

Pavlov’s Classical Conditioning Theory

Question 9

refers to the process by which the conditioned response transfer to other stimuli that are similar to the original conditioned stimulus.

Answer 9

Stimulus generalization

Question 10

appears to explain the transfer of a response to a situation other than that in which the original learning occurred.

Answer 10

generalization

Question 11

refers to the process by which we learn not to respond to similar stimuli in an identical manner.

Answer 11

Discrimination

Question 12

refers to the process by which conditioned responses are lost.

Answer 12

Extinction

Question 13

which states that if an act is followed by a satisfying change in the environment, the likelihood that the act will be repeated in similar situations increases.

Answer 13

Law of effect

Question 14

states that when an organism, both human and animal, is ready to form connections to do so is satisfying and not to do so is annoying.

Answer 14

Law of readiness

Question 15

states that any connection is strengthened in proportion to the number of times it occurs and in proportion to the average vigor and duration of the connection.

Answer 15

Law of exercise

Question 16

if an individual’s behavior is immediately followed by pleasurable consequences, the individual will engage in that behavior more frequently.

Answer 16

B.F. Skinner Operant Conditioning Theory

Question 17

is defined as any behavioral consequence that strengthens (that is, increases the frequency of) a behavior.

Answer 17

Reinforcement

Question 18

are events that are presented after a response has been performed and that increase the behavior or activity they follow.

Answer 18

Positive reinforcers

Question 19

escapes from unpleasant situations or ways of preventing something unpleasant from occurring.

Answer 19

Negative Reinforcers

Question 20

are those that satisfy basic human needs. Some examples are food, water, security, warmth, and sex.

Answer 20

Primary Reinforcers

Question 21

are those that acquire reinforcing power because they have been associated with primary reinforcers.

Answer 21

Secondary Reinforcers

Question 22

Developed by Albert Bandura, the (blank) accepts most of the principles of the behavioral theories but focuses to a much greater degree on the effects of cues on behavior.

Answer 22

Social Learning Theory

Question 23

the imitation of others’ behavior and of vicarious – learning from others’ successes and failures.

Answer 23

Modeling

Question 24

An observer must attend to and recognize the distinctive features of the model’s response because mere exposure to a model does not ensure acquisition of behavior.

Answer 24

Attention

Question 25

Reproduction of the desired behavior implies that a student symbolically retains the observed behavior.

Answer 25

Retention

Question 26

Bandura believes that symbolic coding produces internal models of the environment that guide the observer’s future behavior .

Answer 26

Motor Reproduction Processes

Question 27

Although an observer acquires and retains the ability to perform modeled behavior, there will be no overt performance unless conditions are favorable.

Answer 27

Motivational processes

Question 28

They are concerned with the things that happen inside our heads as we learn. The cognitive approach emphasizes how information is processed.

Answer 28

Cognitive Theories of Learning

Question 29

The ideas of Bruner who advocated discovery learning, probably have had greater acceptance, at least in schools. His emphasis on discovery and ‘hands on’ learning was in accord with Piaget’s ideas.

Answer 29

Bruner’s Cognitive Learning Theory

Question 30

where a person learns about the world through actions on objects.

Answer 30

Enactive

Question 31

where learning occurs through using models and pictures.

Answer 31

Iconic

Question 32

which describes the capacity to think in abstract terms.

Answer 32

Symbolic

Question 33

is an instructional approach that provides students with data and then requires them to process this information into meaningful abstractions.

Answer 33

Discovery learning

Question 34

implies that the material to be learned is potentially meaningful (is appropriate for the student).

Answer 34

Ausubel’s Meaningful Learning Theory or Meaningful Theory

Question 35

is a general overview of new information to be learned that occurs in advance of the actual reading.

Answer 35

Advance organizer

Question 36

Robert Gagne built upon behaviorist and cognitive theories to recommend approaches to instruction.

Answer 36

Gagne’s Cognitive Learning Theory

Question 37

9 recommended approaches to instruction

Answer 37

1. gaining attention 2. informing the learners of the objective 3. stimulating recall of prerequisite learning 4. presenting new materials 5. providing learning guidance 6. eliciting performance 7. providing feedback about performance 8. assessing performance 9. enhancing retention and recall

Question 38

Six major categories of learning

Answer 38

1. gaining attention 2. verbal information 3. intellectual skills 4. cognitive strategies 5. motor skills 6. attitudes

Question 39

emphasizes the building (i.e., constructing) that occurs in people’s minds when they learn

Answer 39

Constructivism

Question 40

is the label given to a set of theories about learning which fall somewhere between cognitive and humanistic views.

Answer 40

Constructivism

Question 41

which is about how the individual learner understands things in terms of developmental stages and learning styles.

Answer 41

cognitive constructivism

Question 42

argue that knowledge is actively constructed by learners and that any account of knowledge makes essential references to cognitive structures.

Answer 42

Cognitive constructivist

Question 43

in his theory of the “Zone of Proximal Development” (ZPD). (Blank) theory placed considerable emphasis on children’s potential for intellectual growth rather than their intellectual abilities at a particular point in time.

Answer 43

Lev Vygotsky

Question 44

which emphasizes how meanings and understanding grow out of social encounters.

Answer 44

Social Constructivism

Question 45

Constructivist teaching and learning principles

Answer 45

1. learners have their ideas 2. learners need first-hand experience 3. learners like their ideas 4. learners see what they want to see 5. learners often not aware of what they know 6.students need to know how to learn 7. learners may not discover experts' conclusion

Question 46

is the process of absorbing and storing new information in memory, the success of which is often gauged by how well the information can later be remembered (retrieved from memory).

Answer 46

knowledge acquisition

Question 47

is a method of representing knowledge as a system of connections between concepts in memory. According to the (blank) models, knowledge is organized based on meaning, such that semantically related concepts are interconnected.

Answer 47

Semantic networks

Question 48

refers to one’s memory for concepts, facts, or episodes

Answer 48

declarative knowledge

Question 49

refers to the ability to perform various tasks.

Answer 49

procedural knowledge

Question 50

knowledge acquisition

Answer 50

1. process the material semantically 2. process and retrieve information frequently 3. learning and retrieval conditions should be similar 4. connect new information to prior knowledge 5. create cognitive procedures

Question 51

are strategies considered as memory aids that provide a systematic approach for organizing and remembering facts that have no apparent link or connection of their own.

Answer 51

Mnemonics

Question 52

are statements of what will be achieved as a result of the instruction the teacher is designing.

Answer 52

objectives

Question 53

This level of cognitive includes memorizing, recognizing or recalling factual information. Objectives at the knowledge level would include verbs such as list, identify, name, recite, state, and define.

Answer 53

Knowledge

Question 54

At this level of cognition, the emphasis is on organizing, describing, and interpreting concepts. Verbs used in objectives at the comprehension level might include describe, interpret, explain, illustrate, summarize, restate, and defend concepts or information.

Answer 54

comprehension

Question 55

The (blank) level of cognition requires that the student apply the information presented, solve problems with it, and find new ways of using it. Objective verbs that would represent outcomes at this level of thinking would include apply, classify, demonstrate, discover, predict, show, solve, and compare.

Answer 55

application

Question 56

This level of taxonomy requires higher-level thinking skills such as finding underlying structures, separating the whole into its components, identifying motives, and recognizing hidden meanings. Verbs used in objectives at this level might include analyze, ascertain, diagram, differentiate, discriminate, examine, determine, classify, investigate, construct, and contrast

Answer 56

analysis

Question 57

The (blank) level raises desired outcomes to significantly higher levels of cognition. At this level, the students is expected to create an original product based on the knowledge acquired, combine the ideas presented into a new whole or relate knowledge from several areas into a consistent concept. Action verbs in objectives at the synthesis level would include combine, compile, create, design, develop, expand, integrate, extend, originate, synthesis, and formulate.

Answer 57

synthesis

Question 58

The highest level of cognition in Bloom’s taxonomy is the evaluation level. The learner is expected to make thoughtful value decisions with reference to the knowledge. Objective verbs would include assess, critique, judge, appraise, contrast, evaluate, weigh, and recommend.

Answer 58

evaluation

Question 59

The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience.

Answer 59

nature of the learning process

Question 60

The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge.

Answer 60

Goals of the learning process.

Question 61

The successful learner can link new information with existing knowledge in meaningful ways.

Answer 61

Construction of Knowledge.

Question 62

The successful learner can create and use a repertoire of thinking and reasoning to achieve complex learning goals.

Answer 62

Strategic thinking

Question 63

Higher strategies for selecting and monitoring mental operations facilitate creative and critical thinking.

Answer 63

Thinking about thinking

Question 64

Learning is influenced by environmental factors, culture, technology, and instructional practices.

Answer 64

Context of learning

Question 65

is thinking about thinking, knowing “what we know” and “what we don’t know”.

Answer 65

Metacognition

Question 66

is plan for orchestrating cognitive resources, such as attention and long-term memory to help teach a learning goal.

Answer 66

Cognitive learning strategy

Question 67

appear to share most of these characteristics with the exception of the last one since they involve more universal application through focus upon planning for implementation, monitoring, and evaluation.

Answer 67

metacognitive strategies

Question 68

refers to some goal-oriented, problem-solving activity.

Answer 68

task

Question 69

refers to the area within which the task is being performed.

Answer 69

domain

Question 70

expert systems contains both factual and heuristic knowledge.

Answer 70

knowledge base

Question 71

is that knowledge of the task domain that is widely shared, typically found in textbooks or journals, and commonly agreed upon by those knowledgeable in the particular field.

Answer 71

Factual knowledge

Question 72

is that the less rigorous, more experiential, more judgmental knowledge of performance.

Answer 72

heuristic knowledge

Question 73

formalizes and organizes knowledge.

Answer 73

knowledge representation

Question 74

What somebody already knows confronted with new information is called

Answer 74

prior knowledge

Question 75

can be explained as a combination of the learner’s pre-existing attitudes, experiences, and knowledge.

Answer 75

prior knowledge

Question 76

is a basic human reasoning used in science, literature, art, education and politics.

Answer 76

analogy

Question 77

the ability to use learning gained in one situation to one another is called

Answer 77

transfer

Question 78

Transfer is defined as the extent to which learning in one situation influences learning or performance in another.

Answer 78

transfer

Question 79

This theory asserts that skill or training gained in the study of one subject will improve the performance of the skill in the study of another subject.

Answer 79

theory of mental discipline

Question 80

This theory formulated by Thorndike states that the amount of transfer depends upon the identical elements present or are common in both learning situations.

Answer 80

theory of identical elements

Question 81

In Charles Judd’s theory of generalization, experiences in one learning situation can be applied to another learning situation. This theory is similar to the theory of identical elements. However, emphasis is placed on the understanding and recognition of relationships between the generalizations of two learning experiences involved.

Answer 81

theory of generalization

Question 82

This theory is based on the Gestalt theory of learning. It holds that the transfer of learning from one situation to another is the result of the application of the principles of configuration. Configuration refers to the unified or total pattern of organization of a learning situation so that the components or elements lose their identity.

Answer 82

theory of configuration

Question 83

are those strategies that can be applied to learning problems, such as paraphrasing, re-reading, estimating, outlining, or guessing from context.

Answer 83

cognitive strategies

Question 84

include recognizing when a strategy is needed, selecting strategies, memorizing or rehearsing strategies, and assessing the helpfulness of strategies.

Answer 84

metacognitive learning strategies

Question 85

five keys to facilitating learning

Answer 85

Key # 1. Set the Learning Environment Key # 2. Activate Prior Learning Key # 3. Use a Variety of Approaches Key # 4. Engage Learners in a Dialogue Key # 5. Reinforce the Learning