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Ed Psych 301 > Test 1 > Flashcards

Test 1 Flashcards

1
Q

Behaviorism

A

Focuses on observable behavior, as a formula of inputs and outputs (stimulus and response)
Learning must involve a change in behavior

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2
Q

Assumptions of behaviorism

A

tabula rasa (blank slate), learning is deterministic, one input one output

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3
Q

Classical Conditioning

A

Ivan Pavlov

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4
Q

Conditioning

A

forming connections between experiences (stimuli) and neural impulses (responses)

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5
Q

Unconditioned

A

unlearned or natural

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6
Q

conditioned

A

learned

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7
Q

Unconditioned stimulus

A

natural stimulus (added to the neutral stimulus in order to change the response to the neutral stimulus)

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8
Q

unconditioned response

A

natural response (involuntary, automatic, reflexive)

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9
Q

conditioned stimulus

A

neutral stimulus that brings a new reaction

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10
Q

conditioned response

A

same as the unconditioned response, but is now the response for the conditioned stimulus by itself without an unconditioned stimulus

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11
Q

paired associations

A

between the neutral stimulus and the unconditioned stimulus

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12
Q

operant conditioning

A

effects of consequences on behaviors, more common than CC

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13
Q

B.F. Skinner

A

Behaviorism, operant conditioning, pigeons

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14
Q

primary reinforcers

A

satisfy basic human needs, food, water,

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15
Q

secondary reinforcers

A

social, activity, symbolic/token

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16
Q

antecedent

A

environmental cue (stimulus)

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17
Q

behavior

A

the response to the antecedent

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18
Q

consequence

A

what happens because of the behavior, punishment or reinforcement

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19
Q

punishment

A

decreases probability of behavior

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20
Q

reinforcement

A

increases probability of behavior

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21
Q

positive reinforcement

A

something is added to the environment, the behavior increases

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22
Q

negative reinforcement

A

something is taken away from the environment, the behavior increases

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23
Q

positive punishment

A

adding something to the environment, the behavior decreases

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24
Q

negative punishment

A

taking away something from the environment, the behavior decreases

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25
overcorrection
have the individual make restitution for inappropriate behavior (write on one desk, clean all the desks)
26
reprimand
verbal punishment (this can be positive too)
27
satiation
ask person to perform inappropriate behavior until that behavior is not appealing anymore
28
response cost
loss of previously earned privileges
29
social isolation
removed from situation
30
premack principle
provide reward of engaging in a highly valued activity is they do the less valued activity first
31
shaping
rewarding in small steps to get the desired behavior (training)
32
chaining
using shaping and reinforcement for 2 responses, then 3, etc. (learning a routine)
33
fixed interval
reinforcement after x amount of time
34
variable interval
reinforcement after variable amount of time
35
fixed ratio
reinforcement after x amount of performances
36
variable ratio
reinforcement after varying amounts of performance
37
Individual constructivism
learning occurs by integrating new information or experiences we encounter with prior knowledge and understandings
38
social constructivism
learning occurs through interactions with more knowledgeable others, or how people work together to create knowledge
39
Cognitivist theories
unique to humans formation of mental representation (may or may not be expressed) actively involved knowledge is organized
40
constructivism
individuals construct what they learn and understand
41
Social Cognitive Theory
emerged out of operative conditioning | social and cognitive processes
42
cognitive processes
change in behavior does not require learning
43
Triadic reciprocality or reciprocal causation
personal, behavioral, or environmental factors influence one another, people have control over these and learning doesn't require a change in behavior
44
SCT
learning from interacting and watching, also witnessing consequences (observation and modeling)
45
enactive learning
learning through experience
46
vicarious learning
learning through observing the consequences given to other people
47
Latent learning
delayed imitation, doesn't appear until later
48
observational learning
behavior pattern happens that would have had ZERO PROBABILITY of happening before observation
49
outcome expectation
expecting a consequence influences behavior
50
modeling
learning by observing what other people do
51
facilitation
when someone is more likely to perform previously learned behaviors after observing a model be reinforced for that behavior
52
Inhibition
when someone is less likely to perform previously learned behaviors after observing a model be punished for that behavior
53
disinhibition
when someone is more likely to perform previously forbidden behaviors after either observing a model being reinforced or not punished for that behavior
54
what makes a good model
similarity (same age, gender), competence (someone successful), status (professionals, popularity),
55
three types of models
Live, symbolic, verbal instructions
56
modeling is only successful if
there is attention, retention, ability, opportunity, motivation, self-efficacy
57
cognitive modeling
modeling that involves an explanation beyond just demonstration
58
Individual constructivism
Learning occurs by integrating new information and experiences with prior knowledge and understanding
59
social constructivism
learning occurs through interactions with more knowledgeable others or how people work together to create knowledge
60
differences between objectivists vs constructivists
transmitted vs constructed learning, teacher structure learning vs student participated learning,
61
Piagets Theory
Individual constructivism
62
scheme
how things that children learn and do are organized
63
equilibrium
when you can comfortably interpret and respond to new stimuli
64
disequilibruim
when you can't make sense of new stimuli using what you already know
65
equilibration
the process of moving in between equilibrium and disequilibrium, integrating new information
66
assimilation
transforming new information to fit with existing way of thinking (changing the external)
67
accomodation
adapting our original way of thinking to fit new information (changing the internal)
68
sensorimotor stage
0 - 2, object permanence, beginning symbolic thought, rapid changes, goal directed behavior,
69
preoperational stage
2 - 6 or 7, actual symbolic thought, language, egocentrism, one-dimensional thinking, fantasy and reality, lack of conservation
70
concrete operational stage
6 or 7 - 11 or 12, logical operations, multiple dimension thinking, conservation, less egocentrism, capable of reversibility, less dominated by sensory information but no hypotheticals yet
71
formal operations stage
11 or 12 and older, theories, abstracts, and hypotheticals, scientific and logical reasoning, metacognitive,
72
conceptual change
learning that involves changing an existing conception
73
concepts
sets of objects, symbols, or events that share common characteristics and critical attributes (abstract or concrete)
74
concept learning
identify attributes, generalize new examples, discriminate examples from non-examples
75
prototype
a typical member of a category (sparrow to birds rather than penguin to birds)
76
exemplars
a typical member of a category that has been encountered in the past
77
overgeneralization
when the definition of a category (dogs) is too vague (4 legs) and would include other things (cows)
78
undergeneralization
when the definition of a category (dogs) is too specific (4 legs, can catch a Frisbee) and would exclude other things (chihuahua)
79
positive or negative instance
recognizing whether something fits a category correctly versus incorrectly
80
personal theory
self developed, incomplete theories
81
confirmation bias
seeking evidence that confirms our beliefs, no matter the accuracy
82
steps to teaching conceptual change
acknowledge prior conceptions, create conceptual conflict, teach to restructure conceptions

Ed Psych 301 (3 decks)

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