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Psych 031 > Lesson 11: Learning to be a Better Student > Flashcards

Lesson 11: Learning to be a Better Student Flashcards

1
Q

what are the 3 form of environment

A
  1. physical
  2. social
  3. cultural
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2
Q

which affects all areas of our health and safety conditions.

A

physical environment

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3
Q

includes our family and other people we come into contact with daily

A

social environment

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4
Q

includes the language used during family interaction, the food we eat, the customs and traditions of the place we come from, or the religious group we belong.

A

cultural environment

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5
Q

Is defined as a relatively permanent change in behavior that is brought about by experience

A

learning

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6
Q

Cacioppo & Freberg presented the three main types of learning, namely:

A

-associative
-non-associative
-observation

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7
Q

occurs when we make a connection or an association between two events

A

associative learning

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8
Q

process of learning the associations

A

conditioning

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9
Q

what are the 2 forms of associative learning

A
  • classical conditioning
    -operant conditioning
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10
Q

who is the proponent of classical conditioning

A

Ivan Pavlov

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11
Q

It is forming associations between pairs of stimuli that occur sequentially in time.

A

classical conditioning

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12
Q

refers to something that must be learned

A

conditioned

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13
Q

refers to factors that are reflexive or that occur without any learning.

A

unconditioned

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14
Q

refers to an environmental event whose significance is learned

A

conditioned stimulus (CS)

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15
Q

has innate, built-in meaning to the organism

A

unconditioned stimulus (UCS)

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16
Q

are learned reactions

A

conditioned responses (CRs)

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17
Q

don’t need to be learned; they appear without prior experience with a stimulus.

A

unconditioned responses

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18
Q

It is forming associations between behaviors and their
consequences. Increasing behaviors that is
followed with rewards.

A

operant conditioning

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19
Q

is a process by which a stimulus increases the probability of a preceding behavior to be repeated

A

reinforcement

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20
Q

is any stimulus that increases the probability that a preceding behavior will occur again.

A

reinforcer

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21
Q

refers to a stimulus that decreases the probability that a prior behavior will occur again.

A

punishment

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22
Q

A stimulus added to the environment that brings about an increase in a preceding response.

A

positive reinforcer

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23
Q

Refers to an unpleasant stimulus whose removal leads to an increase in the probability that a preceding response will be repeated in the future.

A

negative reinforcer

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24
Q

Weakens a response through the application of unpleasant stimulus.

A

positive punishment

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25
Q

It consists of the removal of something pleasant.

A

negative punishment

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26
Q

Involves changes in the magnitude of responses to a single stimulus rather than the formation of connections between stimuli

A

non-associative learning

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27
Q

2 types of non-associative learning

A
  • habituation
    -sensitization
28
Q

Reduces our reactions to repeated experiences that have already been evaluated and found to be unchanging and harmless.

A

habituation

29
Q

Increases our reactions to a wide range of stimuli following exposure to one strong stimulus.

A

sensitization

30
Q

Is also called imitation or modeling

A

observational learning

31
Q

It is a learning that occurs when a person observes and
imitates behavior.

A

observational learning

32
Q

4 main processes of observational learning

A
  • attention
  • retention
  • motor reproduction
  • reinforcement
33
Q

is needed to reproduce the model’s actions

A

attention

34
Q

To attend to what the model is saying or
doing.

A

attention

35
Q

Is done by encoding the information and keeping it in memory so that you can retrieve it.

A

retention

36
Q

It is the process of imitating the model’s actions.

A

motor reproduction

37
Q

It is observing whether the model’s behavior is followed by a consequence.

A

reinforcement

38
Q

Is commonly defined as “thinking about thinking” or awareness and understanding of one’s thinking and cognitive processes

A

metacognition

39
Q

It helps individual better manage cognitive skills which lead to identification on one’s weaknesses which can be corrected thus constructing new cognitive skills

A

metacognition

40
Q

uses of metacognition

A

● Helps students plan, monitor, and modify their mathematical problem-solving
● helps promotes autonomy and resiliency

41
Q

what are the metacognitive strategies

A
  1. self-instruction
  2. self-monitoring
42
Q

talking one’s self through a task or activity

A

self-instruction

43
Q

checking one’s performance; often involves a checklist

A

self-monitoring

44
Q

why set goals?

A

The first step of successful goal achievement is goal setting.

45
Q

The theory explains that people can have different mindsets towards different aspects of their lives, like intelligence and learning.

A

mindset theory (carol dweck)

46
Q

what are the types of mindset

A
  • fixed mindset
    -growth mindset
47
Q

Those who attribute their successes on innate ability

A

fixed mindset

48
Q

Majority of people who are “””” do not set another goal after a setback because they are easily discouraged. They also see feedback as criticisms rather than an opportunity for self-growth, and they easily give up.

A

fixed mindset

49
Q

Those who attribute their accomplishments on learning, effort, training, and practice

A

growth mindset

50
Q

Majority of individuals who possess a growth mindset strive harder despite of challenges, and see feedback constructively to better improve next time

A

growth mindset

51
Q

is essentially linked to task performance.

A

goal setting theory (edwin locke)

52
Q

Specific and challenging goals along with appropriate feedback contribute to higher and better task performance.

A

goal setting theory (edwin locke)

53
Q

what are the 5 effective goal setting principle

A
  1. clarity
  2. challenge
  3. commitment
  4. feedback
  5. task complexity
54
Q

a clear, measurable goal is more achievable than one that is poorly defined. When the goal is clear, you will know what you are trying to achieve

A

clarity

55
Q

The more challenging the goals are, the more people become motivated. However, it is important to consider a careful balance to ensure the right degree of challenge.

A

challenge

56
Q

This means putting deliberate effort into attaining the goal you set

A

commitment

57
Q

Other than setting a goal, it is also good to listen to feedback on how you are progressing towards the attainment of your goal

A

feedback

58
Q

The more you set challenging goals, the more complex the process will become. If the goal becomes complex, it is helpful to break down larger tasks into smaller, more attainable steps, so as not to become overwhelmed as you go along the way.

A

task complexity

59
Q

meaning of S.M.A.R.T

A

s- specific
m- measurable
a- achievable
r- relevant
t- time-bound

60
Q

I have to increase my scores during examination to increase my overall average to qualify for an academic scholarship.

A

specific

61
Q

My scores during minor and major examinations have to reach 95% of the total score per exam.

A

measurable

62
Q

I will ask my classmates who do well in Chemistry and Physics to teach me on the topics that I don’t clearly understand.

A

achievable

63
Q

I will reduce the financial requirements every semester. Better grades will also open more opportunities for me.

A

relevant

64
Q

I have four days to prepare for the quiz in Chemistry and five days to prepare for Physics; four weeks to prepare for the midterm so I have plenty of time to do personal study, and meet my classmates and teachers to help me with my weak points in these courses.

A

time-bound

65
Q

goal setting tips:

A
  • write down your goals
  • stick with your goals
66
Q

In this way, it will be easier to keep track how far or near are you in reaching it. In writing your goals, use “I will” and frame your goal statement positively.

A

goal setting tip: write down your goals

67
Q

Whatever challenges you may face on the process of achieving your goal, you need to be convinced that with hard work and commitment, everything will be possible.

A

goal setting tip: stick with your goal

Psych 031 (16 decks)

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