Managing and Taking Care of the Self Flashcards
1
Q
Is a relatively permanent or lasting change in behavior resulting from one’s experience
A
Learning
2
Q
Is an ongoing or continuous process that takes place throughout the entire life of a person.
A
Learning
3
Q
is the first stage of memory that holds the incoming information for a few seconds or less.
A
Sensory memory
4
Q
Iconic or visual, Echoic or sound memory (auditory) are examples of
A
Sensory memory
5
Q
Holds small amounts of information for brief periods of time.
A
Short Term Memory
6
Q
Acts as temporary storage for small amounts of information.
A
Short Term Memory
7
Q
The permanent storage of meaningful information.
A
Long Term Memory
8
Q
The information that is stored in the long-term memory is based on its _____ and _____.
A
meaning and importance
9
Q
Psychologist _____ ____ suggested that people can store between five and nine items in the short-term memory.
A
George Miller
10
Q
Short term memory has a limited capacity of - pieces of information for approximately 30 seconds
A
5-9
11
Q
In short term memory, The number of items can be increased by _____
A
chunking
12
Q
The period of time can be extended by _____ / _____ the information
A
repeating / rehearsing
13
Q
Information considered important is rehearsed or practiced and passed to the long-term memory the process is called _____.
A
encoding
14
Q
Through _____ and _____, the content of short-term memory can become long-term memory.
A
association and rehearsal
15
Q
Types of Memories
A
Explicit Memories
Implicit Memories
16
Q
Types of Memories that include all of the memories that are available in the consciousness which is divided into episodic memory (specific events) and semantic memory (knowledge about the world).
A
Explicit Memories
17
Q
Types of Memories that include procedural memory, which involves memories of body movements and how to use objects in the environment.
A
Implicit Memories
18
Q
Memories that results to Déjà vu, Desire, Dreams
A
Fragmented Memories
19
Q
emotions or desires hiddden consciously
A
Suppression
20
Q
emotions or desires hidden unconsciously
A
Repression
21
Q
Types of Learning
A
Behaviorism
Cognitivism
Constructivism
Metacognition
22
Q
A type of learning that is defined as change in behavior is acquired through an association between a stimulus and respond
A
Behaviorism
23
Q
Types of Behavioral learning
A
Classical conditioning
Operant conditioning
24
Q
A type of behavioral learning that is defined as a learning process in which an association is made between a neutral stimulus and a stimulus that naturally evokes a response. In the experiment of Russian physiologist Ivan Pavlov.
A
Classical conditioning
25
A type of behavioral learning that is defined as learning is based on the consequences of responses.
Operant conditioning
26
A type of behavioral learning that is defined as a learning process in which the probability of a response is increased or decreased by reinforcement or punishment.
Operant conditioning
27
Also known as instrumental learning
Operant conditioning
28
A type of learning that is defined as a higher level of learning involving thinking, knowing, and understanding. The theory is based on the idea that humans process the information they receive rather than responding to stimuli. In this learning process, learning occurs through internal processing of information.
Cognitivism
29
Also known as cognitive information processing
Cognitivism
30
A type of learning that is defined as
An emphasis on understanding the mind.
Learning happens within an individual
Sees knowledge as the growth of the mental structure and learning as retrieval and connections of store information
Emphasis on knowing new information and connecting to existing schema
Cognitivism
31
A type of learning that is defined as Individual construct new ideas and concepts based on prior knowledge and experiences
Constructivism
32
A type of learning that is defined as Learning is an active, contextualized process of constructing knowledge based on personal experience and social environment
Constructivism
33
Constructivist like ____-____ _____ realized that a student’s background, perceptions, and perspective affect his learning in that they are foundations to build upon.
Jean-Jacques Piaget
34
______ argued that we learn and develop through interactions, with language playing a key role.
Vygotsky
35
Constructivism:
Environment
Experience
background
36
Constructivism:
Build on prior Knowledge
Allow guided independence
Scaffolding
37
Constructivism:
Seek assistance
Learning is social
Social
38
Constructivism:
Support
Guide
MKO
39
Constructivism:
Challenges
Push Boundaries
ZPD
40
Constructivism:
Piaget
Vygotsky
History
41
Meaning of MKO
More Knowledge Other
42
Meaning of ZPD
Zone of Proximal Development
43
A type of learning that is defined as It refers to a person’s ability to think about and to regulate one’s own thinking. It is a level of thinking that includes the ability to think about thinking, to understand, to adapt, to change, to control, and to use the thought processes.
Metacognition
44
Metacognition Cycle
```
Assess the Task
Evaluate Strengths and Weaknesses
Plan the Approach
Apply Strategies
Reflect
```
45
are considered essential for acquiring and useful for learning throughout one's life.
Study skills, academic skills, or study strategies
46
It is any skill that involves a person's ability to study, retain and recall information. It includes time management and motivational techniques.
Study skills, academic skills, or study strategies
47
It is a self-guided study involving strategies, such as setting specific learning goals, planning learning strategies on how to accomplish goals, asking oneself questions, monitoring, keeping records, and evaluating one's progress.
Self-regulated learning
48
includes the cognitive, metacognitive, behavioral, motivational, and emotional and affective aspects of learning.
Self-regulated learning
49
____ are the aims of an action.
Goals
50
_____ _____ is the process of achieving these goals.
Goal Setting
51
It motivates a person to develop strategies that enable him or her to perform at the required goal level.
Goal Setting
52
Setting a goal encourages ______ and ______, focuses one’s acquisition of knowledge, helps a person organize time and makes the most out of his or her resources, and builds self-confidence such that the person recognizes his or her abilities and competence in achieving the goals
achievement and being motivated
53
SMART
Specific, Measurable, Actionable, Realistic, Timebound
54
(SMART) – be clear and specific so your goals are easier to achieve. This also helps you know how and where to get started.
Specific
55
(SMART) – can be tracked allowing you to see your progress. They also tell you when a complete goal is complete.
Measurable
56
(SMART) – are you able to take action to achieve the goal? It ensures the steps to go there are within your control
Actionable
57
(SMART) – avoid overwhelm and unnecessary stress and frustration by making the goal ______.
Realistic
58
(SMART)– a date helps us stay focused and motivated, inspiring us and providing something to work towards.
Timebound
59
____ __. _____ and his colleagues suggested that more specific and difficult goals lead to an improvement in performance than easier or general goals.
Edwin A. Locke
60
Principles of Locke's Goal Setting
clarity, challenge, commitment, feedback, and task complexity
61
A Principle of Locke's Goal Setting that states when a goal is clear, the person has an understanding of a task and knows what is exactly required thus, avoiding or eliminating confusion.
Clarity
62
A Principle of Locke's Goal Setting that states challenging goals can improve one’s performance through motivation and increase self-satisfaction.
Challenge
63
`A Principle of Locke's Goal Setting that states it is the degree to which an individual is attached and is determined to achieve a goal.
Commitment
64
A Principle of Locke's Goal Setting that states It allows a person to adjust the expectations and helps to determine one’s progress or if a goal is being met.
Feedback
65
A Principle of Locke's Goal Setting that states overly complex goals can become overwhelming, thus affecting the productivity and motivation of a person.
Task Complexity
66
Refers to whether a person believes that qualities such as intelligence and talent are either fixed or changeable traits.
Mindset
67
proposed the mindset theory to understand the effects of the beliefs that a person has on the nature of intelligence.
Carol S. Dweck
68
A mindset that the person believes that intelligence or talent are qualities that are inborn, fixed, and unchangeable. (Failure is the limit of my abilities, I’m either good at it or I’m not, My abilities are unchanging)
Fixed Mindset
69
A mindset that the person believes that intelligence or talents are qualities that can be developed through effort, commitment, and hard work. (Failure is an opportunity to grow, I can learn to do anything I want, Challenges help me to grow)
Growth Mindset
70
Steps in preparing your study environment
1. Set out all the materials
2. Have a word with your family
3. Clear out your inbox
4. Clear your phone of notifications
5. log out of any apps and social media
6. Optimize your body and brain to study
7. Knock out important tasks
71
How do you improve focus with study goals?
Skim the material before diving in.
Identify your strengths and weaknesses
Break it down into bite-sized sessions
72
Set study goals appropriate to your ____ ___
mental gear
73
Study Methods
- Change of scenery
- A round of flashcards
- Study-on, study-off
- Get a study buddy
74
Vary your ____ ____ to improve ______
Study methods, concetration
75
How to maintain focus and overcome daydreaming
Give yourself a chance to reflect
76
promotes the physical, mental, social, emotional, and spiritual well-being of a person.
Self-care
77
Types of Self Care
```
Physical
Social
Emotional
Practical
Mental
Spiritual
```
78
A type of self care that is defined as activities that a person does that improve the well-being of one’s physical health.
Physical
79
A type of self care that is defined as activities that nurture one's relationship with other people.
Social
80
A type of self care that is defined as activities that help the person connect, process, and reflect on a range of emotions.
Emotional
81
A type of self care that is defined as tasks that a person completes in order to prevent future stressful situations.
Practical
82
A type of self care that is defined as activities that stimulate the mind or intellect
Mental
83
A type of self care that is defined as activities that nurture one's spirit.
Spiritual
84
______-______entails being warm and understanding toward ourselves when we suffer, fail, or feel inadequate, rather than ignoring our pain or flagellating ourselves with _____-_____.
Self-compassion, self-criticism
85
Self-compassion involves recognizing when we’re stressed or struggling without being judgmental or overreacting. It is _____
Mindfulness
86
Being supportive and understanding towards ourselves when we’re having a hard time, rather than being harshly self-critical.
Self-Kindness
87
Remembering that everyone makes mistakes and experiences difficulties at time. We are not alone.
Connectedness
88
Why Practice Self-compassion?
Happier
Less Stressed
More Resilient
89
A reason to practice self-Compassion because it leads to more happiness, optimism, gratitude, and better relationships with others.
Happier
90
A reason to practice self-Compassion because it is a powerful antidote to self-criticism and perfectionistic thinking that can lead to stress, anxiety, and depression.
Less Stressed
91
A reason to practice self-Compassion because it makes people bounce back more easily from set-backs are more likely to learn from their mistakes.
More Resilient
92
Be kind to _____
Yourself
93
a source of strength and resilience.
Self-compassion
94
A way to be kind to yourself that states we are as caring toward ourselves as we are toward others
Self-Kindness
95
A way to be kind to yourself that states moment of connection with others and shared human experience
Recognizing our common humanity
96
A way to be kind to yourself that states being open to the reality of the present moment and acknowledge our suffering without exaggerating it.
Mindfullness
97
It's okay to ___ __ ____ sometimes.
not be okay
