Lectures 4 + 5 Flashcards Preview

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Flashcards in Lectures 4 + 5 Deck (35)
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1
Q

Cognitivism

A
  • 1960s
  • Growing rejection of strictly behaviorist views
  • Not complete rejection of behaviorism, but recognize
    • unobservable change in cognitive structures, processing knowledge, thoughts impact learning/behavior change
    • cognition can be influenced and changed
    • contexts and person/behavior/environment interactions impact learning and behavior change
    • self control, self-management are possible and desirable
  • Bandura, Piaget, Vygotsky, Lave, Meichenbaum
2
Q

Social Cognitive Theory

A
  • Bandura
  • Environment, person, and cognition/Behavior influence all each other reciprocally
    • reciprocal causation/determinism
  • Learning occurs in a social context
    • people learn by imitating others
    • people learn by observing others, cognitively processing observations, storing those observations and thoughts, and then using them at a later time
  • Learning can occur even in the absence of an observable change in behavior
3
Q

Assumptions of Social Cognitive Theory

A
  1. People can learn by observing others
  2. Learning is an internal process
  3. People are motivated to achieve goals
  4. People regulate and adjust their own behavior
  5. Reinforcement and punishment may have an indirect effect on behavior
4
Q

Cognitions

A
  • Thoughts
  • Beliefs
    • views, guiding principles, judgements and decisions about ourselves, people close to us, our community, and how the world functions
5
Q

Characteristics of Beliefs/Cognitions

A
  • Instrumental: show how we think, feel, and behave
  • Way we feel is associated with the way we interpret and think about a situation
  • Components of our personalities and sense of identity
  • Filter what we perceive (pay attention to) in environment and self
6
Q

Modeling

A
  • People can learn by observing the behavior of others and outcomes of those behaviors
    • watching what happens when others act
7
Q

Bobo Doll Studies

A
  • Kindergartener’s were shown a video of a woman playing calmly or a video of a woman beating up a bobo doll with hammer and shouting aggressive phrases
  • Kids modeled the behavior of the woman in the video that they saw
    • Bandura: observational learning or modeling
    • aggressive video = aggressive play with bobo
  • Variations on study: Model rewarded or punished, kids rewarded or punished, live clown vs. doll
  • Implications: the effects of media on children, violent children after seeing violence on tv
8
Q

Types of Models

A
  • Live - real person
  • Symbolic – an image or a real person (TV, movies, etc) or character (Superman)
  • Verbal or written instructions on how to act
9
Q

Observational Learning requires 4 different processes (Learning –> Performance)

A
  1. Attention: observer must attend to relevant characteristics of model and pick out significant aspects
  2. Symbolic representation: observer translates what they see into a conception of it and remembers it
  3. Transformation to action: observer converts the conception into an appropriate course of action – Performance
  4. Motivational incentive: observer must want to perform the observed behavior
    - - positive and negative implications
    - - impacted by individual differences
    - - need to be motivated to put into action
10
Q

Incentives

A
  • Anticipation that reinforcement will be given if a particular behavior is performed or not performed
    • people develop expectations about what they think will happen as a result of different behaviors
11
Q

Effects of Modeling on Behavior

A
  • Teaches new behaviors
  • Influences frequency of
    • previously learned behaviors
    • similar behaviors
  • May encourage previously forbidden behaviors
    • disinhibition effect
12
Q

Characteristics of Effective Models

A
  • Competence - perceived by the observer to know what she is doing
  • Prestige and power
  • Gender-appropriate behavior
  • Relevance - behaviors to be reproduced need to have some functional value
  • Identification with the model - observer views the model as being similar to himself in a relevant way
13
Q

Vicarious Reinforcement and Punishment

A
  • Learner watches the consequences of behaviors engaged in by others.
    • which influences their own future behavior
  • People decide to act or not to act, based on observing others.
  • A person’s belief in his/her ability can also be influenced by watching others succeed or fail
14
Q
  1. Self-Efficacy

2. Self-Esteem

A
  1. judgement of your own capability

2. judgement of your own self-worth

15
Q

Self-Efficacy Theory

A
  • Bandura
  • A person’s belief about how adequately she can perform in a particular situation
  • A person’s beliefs about how effective she is or will be at learning or completing a new skill or behavior
  • Involves behavioral and cognitive processes
16
Q

In the face of obstacles, expectations of personal self-efficacy determine

A
  • whether coping behavior will be initiated
  • how much effort will be expended
  • how long effort will be sustained
  • The stronger the perceived self-efficacy, the more active the efforts
17
Q

Ways of Developing Efficacy

A
  • Mastery Experiences
  • Social Modeling
  • Social Persuasion
  • Physical and emotional states
18
Q

Mastery Experiences

A
  • Performance Accomplishments
  • Overcoming Obstacles
  • Success raises mastery expectations
    • it builds belief in one’s efficacy
  • Repeated failures lower mastery expectations
    • depends on the timing and total pattern of the experience of failure
  • After strong self-efficacy expectations are developed through repeated successes, the negative impact of occasional failures is likely to be reduced
19
Q

Social Modeling

A
  • Vicarious Experience
  • When people see others like themselves succeed by sustained effort they come to believe that they too have what it takes
    • if others can do it, so can I
  • Seeing other people perform activities without adverse consequences generates expectations in observers that they will improve if they intensify and persist in their efforts.
20
Q

Social Persuasion

A
  • Verbal Persuasion
  • If people are persuaded they have what it takes to succeed, then they exert more effort and avoid focusing on their doubts
  • People are led, through suggestion, into believing they can cope successfully with what has overwhelmed them in the past
    • does not provide an authentic experiential base
    • can contribute to success achieved through corrective performance
21
Q

Physical and Emotional States

A
  • Emotional Arousal
  • Read one’s own states correctly in order to judge capabilities
  • People rely partly on physiological arousal in judging anxiety and vulnerability to stress
  • Diminishing emotional arousal can reduce avoidant behavior
  • Acknowledging that arousal is both informative and motivational determines level and direction of motivational inducements to action
22
Q

Dimensions of Efficacy Expectations

A
  • Magnitude - level of difficulty for a task
    • how hard you think the task is
  • Generality - degrees to which a person’s perceived self-efficacy for one task transfers to another
  • Strength - degree to which people believe they can succeed
    • how capable/good/strong you think you are
23
Q

Effects of Efficacy Beliefs

A
  • Cognitive
    • how you view yourself and your abilities
  • Motivational
    • whether or not you try
  • Emotional
    • overcoming emotional stress and depression,
    • coping
  • Decisional
    • affects the choices people make at turning points in their lives
24
Q

Social Development Theory of Learning

A
  • Vygotsky
  • Emphasized social and cultural contexts of learning
    • connections between people, interact in shared experiences
  • Cognitive development is dependent on social interaction
  • Scaffolding
  • Zone of Proximal Development
25
Q

Scaffolding

A
  • Vygotsky
  • Mediated Learning
  • Instructional strategies
  • Modeling a skill
  • Providing hints, prompts, cues given now and then later removed by the teacher
  • Break up learning into chunks and provide structure or tools for each chunk
  • More difficult tasks can be accomplished in collaboration with a more competent person (a more skilled partner)
  • Examples: Training wheels on a bike
26
Q

Zone of Proximal Development

A
  • Vygotsky
  • Describes the area between a child’s level of independent performance (what child can do alone—without assistance) and the child’s level of assisted performance (what the child can do with support or assistance)
  • Reflects learning potential
    • looks at difference between independent performance and assisted performance
  • The developmental stage when you are ready to advance on the the next thing with help
    • when you are at the just right challenge for a particular task, you are in that zone
27
Q

Situated Learning

A
  • Jean Lave
    • social anthropologist
    • influenced by Vygotsky
  • Gradual acquisition of knowledge and skills as the novice learns from experts in the context of everyday activities.
  • Learning is a function of the activity, context, and culture in which it occurs (is situated)
    • social interaction is critical component
    • “community of practice”
  • Behavior is a result of both the person and situation
    • does not result from either factor alone.
    • an interdependent, evolving interaction among an individual’s cognition, environment, and behavior
28
Q

How Situated Learning works in practice

A
  • A “community of practice” where “newcomers” work alongside “oldtimers” to gradually acquire more proximity to, and responsibility for, the community’s product
    • Animal Farm??
  • The learner is placed in contexts that reflect the real world and apply to everyday situations.
  • Fellow consumers serve as the mechanism for feedback.
29
Q

Situated Learning Techniques

A
  • Stories
    • serve as familiar, meaningful way to store, link, and provide ready access to information
  • Reflection
    • provides time to think about what you are doing, puzzle over new situations, anticipate what to do next, and to put problems into a meaningful context
  • Cognitive Apprenticeship
    • links novices with experts
    • immerses novices in the authentic culture and activity of the practice to be acquired
  • Collaboration
    • fosters skill in working with others of unequal knowledge and ability to come to a shared understanding about the task in which they are engaged
30
Q

Sensory Processing Disorder and Behavior at Perkins

A
  • Nervous system imbalanced –> student craves sensory input –> lack of acceptable behavior repertoire = behavior problem
  • OT: offer acceptable activities/behaviors to replace undesirable behaviors
  • Sensory Channels
  • Tactile, Proprioceptive
  • Visual, Vestibular, Auditory
  • Olfactory, Gustatory
31
Q

Positive Behavioral Supports

A
  • Eliminate challenging behaviors and replace with desirable behaviors
  • Reduces focus on negative interactions
  • Based on Behavioral Theory
32
Q

Positive Behavioral Supports take into consideration

A
  • Individual Student
  • Environment
  • Task Demands
  • Specific Learning Curriculum
  • Instructional Pace
  • Reinforcement
33
Q

Positive Behavioral Supports are Based on Behavioral Theory

A
  • The context and outcome of behavior determines the functions of behavior
  • Change outcome of behavior to less desirable
  • Make desired behavior more functional
34
Q

Functional Behavioral Assessment

A
  1. Completed by student’s team
  2. Begin by identifying undesirable behavior
    - - and the antecedents/triggers for it
  3. Goal is to identify the function of the behavior
  4. Identify desirable replacement behavior
  5. Positive behavioral supports
  6. Create plan
    - - how will we track progress
35
Q

OT’s role in Functional Behavioral Assessment

A
  1. Share our knowledge!
  2. Help to coordinate behavior plan
  3. Suggest appropriate sensory activities to use as positive behavioral supports
  4. Avoid using sensory activities as rewards
    - - part of the necessary structure for a productive environment
    - - needed, not an extra
  5. Take data