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CEP 400 Educational Psychology > Quiz 2 > Flashcards

Quiz 2 Flashcards

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1
Q

Was the self-esteem movement a success?

A

No, it increased narcissism but academically there were no effects.

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2
Q

Bushman & Baumeister (1998) Findings

A

Self-esteem was not related to aggression. Positive correlation between narcissism and aggression. Combination of narcissism and insult lead to high aggression towards insulter. Contradict the belief that low self-esteem causes aggression.

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3
Q

Optimal time to learn new language

A

Before age 5

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4
Q

Best ways to learn a new language

A
  • in various settings
  • 25% of time in new language
  • the earlier you start the better (before 5)
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5
Q

Classical Conditioning US

A

Unconditioned stimulus: Stimulus that automatically and naturally triggers a response
ex: food

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6
Q

Classical Conditioning UR

A

Unconditioned response: Unlearned, naturally occurring response to the unconditioned stimulus (i.e., naturally occurring involuntary reflex)
ex: salivating

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7
Q

Classical Conditioning CS

A

Conditioned stimulus: Originally irrelevant stimulus that, after association with an unconditioned stimulus comes to trigger a conditioned response
ex: bell/tuning fork

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8
Q

Classical Conditioning CR

A

Conditioned response: Learned response to a previously neutral conditioned stimulus
ex: salivating

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9
Q

Classical Conditioning Psychologist

A 
Ivan Pavlov (dogs)
John Watson (little Albert)
Conditioning automatic response form new stimuli
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10
Q

Classical Conditioning Psychologist

A 
Ivan Pavlov (dogs)
John Watson (little Albert)
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11
Q

Positive reinforcement

A

adding something desirable to encourage a behavior

ex: giving money for a good grade

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12
Q

Negative reinforcement

A

taking away something negative to encourage a behavior. something undesirable gets you to do something.
ex: parent nags about taking out the trash, the child takes out the trash so the nagging will stop

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13
Q

Reinforcement

A

encourages someone to do something

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14
Q

Positive reinforcement

A

adding something to encourage a behavior

ex: giving money for a good grade

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15
Q

Negative/Removal Punishment

A

taking something desirable away to make you stop a behavior

ex: no TV for skipping homework

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16
Q

Operant Conditioning Psychologist

A

B.F. Skinner

goal-directed behavior

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17
Q

Premack Principle

A

“psychological bribing”/Grandma’s rule
giving a reward/extrinsic motivation for a behavior
ex: If you eat all your vegetables you can have cake, you can have an extra hour of TV if you do your homework

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18
Q

Fixed Reinforcement Schedule

A

Set, consistent, predictable

ex: every 5th person to raise their hand gets candy

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19
Q

Variable Reinforcement Schedule

A

Inconsistent

ex: pop quiz (don’t know when it will happen)

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20
Q

Ratio Reinforcement Schedule

A

Occurrences

ex: slot machine depends on # of times the lever is pulled not how much time has gone by

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21
Q

Interval Reinforcement Schedule

A

Time (day, time, etc.)

ex: you have a quiz every MONDAY

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22
Q

Intrinsic Motivation

A

because you want to do it, for your own satisfaction

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23
Q

Negative reinforcement

A

taking away something negative to encourage a behavior

ex: parent nags about taking out the trash, the child takes out the trash so the nagging will stop

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24
Q

When are extrinsic motivators useful?

A

For repetitive, boring tasks. Not stimulating. Also good for kids with special needs (mental disability, impulsiveness, aggression). Also useful for underachieving kids because they are usually turned off and tuned out.

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25
What happens when you use extrinsic motivators on intrinsically motivated kids? (HINT: The article you had to read)
Extrinsic motivation decreases intrinsic desire
26
Punishment
makes you stop doing something
27
Working (Short-term) Memory
20 seconds. 5-9 items can be held at once. Alan Baddeley
28
Positive/Presentation Punishment
adding something negative to make you stop a behavior | ex: giving extra chores for crashing the car
29
Negative/Removal Punishment
taking something away to make you stop a behavior | ex: no TV for skipping homework
30
Negative/Removal Punishment
taking something away to make you stop a behavior | ex: no TV for skipping homework
31
Operant Conditioning Psychologist
B.F. Skinner
32
Declarative/Semantic Memory
information, facts, words | ex: academic information
33
Premack Principle
"psychological bribing" giving a reward/extrinsic motivation for a behavior ex: If you eat all your vegetables you can have cake
34
Fixed Reinforcement Schedule
Set, consistent
35
Sources of self-efficacy
- *****Mastery Experiences****** - Vicarious Experiences - Social Persuasion - Affective (emotional) State
36
Variable Reinforcement Schedule
Inconsistent
37
Ratio Reinforcement Schedule
Occurrences
38
Interval Reinforcement Schedule
Time (day, time, etc.)
39
Intrinsic Motivation
because you want to do it
40
Extrinsic Motivation
for an external reward/for someone other than self
41
When are extrinsic motivators useful?
For repetitive, boring tasks. Not stimulating
42
Sources of self-efficacy
-*****Mastery******: - - -
43
What happens when you use extrinsic motivators on intrinsically motivated kids? (HINT: The article you had to read)
Extrinsic motivation decreases intrinsic desire
44
Sensory Memory
1-3 seconds. using sense to take in information
45
Working (Short-term) Memory
20 seconds. 5-9 items can be held at once.
46
Long-term Memory
Theoretically infinite but of course we forget things (don't use it, lose it).
47
Types of Long-term Memory
- procedural - episodic - semantic
48
Procedural Memory
How to do things | ex: ride a bike
49
Episodic Memory
personal experiences | ex: wedding, friends, baby
50
Semantic Memory
information, facts, words
51
Semantic Memory
information, facts, words | ex: academic information
52
self-efficacy
How confident you feel doing a task
53
Teacher self-efficacy
How confident the teacher feels that they can help students succeed academically
54
Sources of self-efficacy
-*****Mastery******: - - -
55
Fixed Interval Reinforcement Schedule
predictable time | ex: you have a quiz every MONDAY at 12PM (weekly quiz)
56
Variable Interval Reinforcement Schedule
inconsistent time ex: pop quiz may be at a certain time but not on same day, unexpected
57
Fixed Ratio Reinforcement Schedule
predictable occurrences | ex: workers are paid for every 15 products made
58
Variable Ratio Reinforcement Schedule
inconsistent occurrences ex: slot machines people never know when they will win but it could be the next coin or the next
59
Variable Ratio Reinforcement Schedule
inconsistent occurrences ex: slot machines people never know when they will win but it could be the next coin or the next
60
Working Memory Components
Alan Baddeley | Central executive, phonological loop, visuospatial sketchpad, episodic buffer
61
Central Executive
tells you what to focus on, what other parts should contribute or not manages your attention/rehearsal
62
Phonological Loop
where you rehearse spoken/verbal information
63
Visuospatial Sketchpad
Focuses on images
64
Episodic Buffer
Takes into account context of information (where, when, how, who, why)
65
Fixed Interval Reinforcement Schedule
predictable time. reinforcement after a set period of time | ex: you have a quiz every MONDAY at 12PM (weekly quiz)
66
Variable Interval Reinforcement Schedule
inconsistent time. reinforcement after varying lengths of time ex: pop quiz may be at a certain time but not on same day, unexpected
67
Fixed Ratio Reinforcement Schedule
predictable occurrences. reinforcement after a set number of responses ex: workers are paid for every 15 products made
68
Variable Ratio Reinforcement Schedule
inconsistent occurrences. reinforcement after varying number of responses ex: slot machines people never know when they will win but it could be the next coin or the next
69
Episodic Buffer
Takes into account context of information (where, when, how, who, why)
70
Intermittent Reinforcement Schedule
A reinforcer after some but not all responses
71
Intermittent Reinforcement Schedule
A reinforcer after some but not all responses
72
Mastery Experiences
past successes or failures | ex: I succeeded last year I will again this year
73
Vicarious Experiences
Other's successes or failures | ex: watching someone have fun on a roller coaster may make you feel better about doing it
74
Social Persuasion
``` Verbal contexts (cheerleading) ex: principal tells you you're doing a good job influence DEPENDS on how you feel about the person ```
75
Affective (emotional) State
How you feel | ex: feeling anxious before disciplining a student
76
Mastery Experiences
past successes or failures ex: I succeeded last year I will again this year THE MOST INFLUENTIAL

CEP 400 Educational Psychology (2 decks)

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