Educational Psychology 302 – Flashcards
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learning according to a behavioral perspective
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Learning is a process (antecedent>behavior>consequences
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Explain classical conditioning and its relevance to educational settings
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-ie: getting nervous when you see yellow papers because a teacher always does quizzes on that color
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classical conditioning
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A learning process in which an originally neutral stimulus becomes associated with a particular physiological or emotional response
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unconditioned stimulus
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(natural stimulus) ie: food
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unconditioned response
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(natural response) ie: salivation
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neutral stimulus
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ie: bell
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conditioned stimulus
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the neutral stimulus becomes what the person is "trained" to respond to (the bell after the experiment)
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conditioned response
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the response someone is "trained to do" (ie, salivate to the bell)
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generalization
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conditioned response can generalize in the presence of similar stimuli (ie, you're bitten by a snake and you're afraid of lizards)
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discrimination
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conditioned response can be redefined through discrimination (ie, the dogs only salivate to a high pitched bell, but not a low pitched bell)
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extinction
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the decline of response strength because of non-reinforcement
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Operant conditioning
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-voluntary response strengthened by reinforcement (rats in a skinner box) -Antecedent>behavior>consequence
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Pavlov's Classical Conditioning theory:
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natural stimulus > unconditioned response, neutral stimulus> unconditioned stimulus>> unconditioned response
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positive reinforcement
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strengthen a desired behavior by presenting a positive stimulus after the behavior occurs
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negative reinforcement
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strengthen a desired behavior by removing a negative stimulus after the behavior occurs
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presentation punishment
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presenting new unpleasant stimulus consequences (ie, spanking)
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removal punishment
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loss of previously/currently existing stimulus/reinforcer (ie, grounding)
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Premack Principle
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Reinforce low frequency behavior with a high frequency behavior: if you do you homework, then ou can go to recess
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token economies
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child gets token for doing desired behavior and then gets to cash in those tokens for prizes for their good behavior. -ie: Amanda Bucks
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Praise and ignore
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-ignore certain behaviors, and praise the good behaviors the students do, but if you find that the behavior continues, you may need to use a different way to address those problems
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shaping
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break down complex behavior into small steps; then reinforce closer and closer approximations to terminal behavior
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fixed interval
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amount of time between reinforcements is set -ie: pay weekly TV
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fixed ratio
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number of responses between reinforcement is set -working on commission (i.e.: after ten sales)
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variable interval
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amount of time between reinforcements is uncertain -pop quiz
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variable ratio
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number of response between reinforcements is uncertain -slot machines
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Take a stand on rewards
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I don't agree with rewards. As we have learned in class, rewards tend to make students less intrinsically motivated. Students should do work for the "joy" of learning more and succeeding, not because they'll get a candy bar at the end of the quarter.
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Cautions of using punishment
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If a teacher gets a student in trouble, it isn't fair to punish the student right off the bat. The student should have a few warnings. The teacher should issue several non-intrusive interventions (ie, stating behavior expectations, reminding the whole class of expected behaviors, etc). This gives the student the benefit of the doubt, and doesn't automatically assume that they are trying to be "bad." Punishing students removes the benefit of the doubt and assumes they are doing something wrong.
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ARMM
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Attention retention motor reproduction motivation and reinforcement
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motor reproduction (from ARMM)
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are you able to physically/cognitively able to reproduce the action you're paying attention to (ie, a kid with a lisp can't say sassafras)
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Motivation and reinforcement (from ARMM)
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are you able to model that behavior
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effectiveness of models
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-salience: model that stands out to you -liking and respect -similarity -reinforcement: more likely to imitate the model's behavior if you'll be rewarded -model has prestige or power -attractive -gender appropriate actions/dress -model's behavior applies to the observer's situation
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Types of Models
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-direct- imitate the behaviors of a live model (ie teacher) -symbolic- characters in a book/movie/story/tv/play -synthesized- imitate two different behaviors and put them together (kid seeing a mom use a chair to reach something high and seeing his brother grab a cookie)
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Effects of Modeling (modeling outcome)
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-learn new behaviors -facilitate existing behaviors (ie, person doing a standing ovation when others do too) -change inhibitions: driver's inhibition of speeding is strengthed after seeing someone get a ticket -arouse emotions: personal at a social gathering gets embarrassed when a couple is fighting
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self-efficacy
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-one's belief in own ability to complete tasks and reach goals
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self-regulation
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-a process of taking control of and evaluating one's own learning and behavior.
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sources of self-efficacy
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1) Mastery/performance in accomplishments 2) Vicarious experiences 3) Verbal persuasion 4) Emotional arousal
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working memory
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-has to do with actively processing information (i.e., calculations, figuring out new words, making decisions) -info stays here for 15-20 seconds -we can hold 5-9 pieces of info at a time
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perceptions
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-the way we make sense of the new information that we have (it is based on our prior experiences)
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semantic memory
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-memory for facts and general knowledge (words, symbols, relations, concepts) -these are stored as images (this helps with abstract reasoning)
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episodic memory
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memories of autobiographical events
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schema
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organized knowledge structures
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procedural knowledge
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knowing how to perform activities (skills)
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declarative knowledge
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knowledge of facts/definitions, generalizations
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conditional knowledge
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knowing when and why to apply declarative and procedural knowledge
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maintenance rehearsal
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using mental and verbal reparations to hold info in short term memory for immediate use
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elaborative rehearsal
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encoding new info in long term memory by connecting it to already stored knowledge
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IDEAL
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I- identify problem D- define goals(our solutions are going to be dependent on how we frame our problem) and represent the problem (graph, table, model,) e- explore possible strategies a-anticipate outcomes and act l-look back and learn
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heuristics
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A rule of thumb; short cut in problem solving (ie, thinking to lok in the front of you book for a definition.)
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insight
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sudden realization of a solution (an "aha" moment)
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belief perseverance
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the tendency to hold on to a belief in the face of contradictory evidence (i.e., if you do poorly on a test, but you continue to study the same way every time)
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confirmation bias
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seeking information that supports our ideas (we seek out people who have similar views)
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transfer of knowledge
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-carrying knowledge from one problem to a new problem (this can either be good or problematic) -ie, if you learn Spanish, you can learn Portuguese much easier.
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Low road transfer of knowledge
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automatic (ie. learning how to take notes for on class, i automatically use the same way for every class)
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high road transfer of knowledge
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conscious application of knowledge
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forward reading
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you intend to transfer at the time you are learning
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backward reaching
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after you learn something, THEN you see how to apply it (i.e., taking statistics in high school, then finally realizing you can use it in college)
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motivation
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something that arouses, directs or maintains behavior
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How Motivation Effects Learning( PLACE Acronym)
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-P-persistence (how long is the individual willing to do work at the activity) -L-latency (how long it takes before individual initiates the activity) -A-achievement- students who engage in task, expend effort, and persist at task -Choice of Tasks- -Effort- (how hard a person works at the activity)
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Internal vs. External attributions
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-internal attributions- I either failed/exceeded this task because.. -external attributions- I did poorly/well because the teacher likes/hates me
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Stable vs. Unstable Attributions
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-stable attributions- I'm fat and really can't do anything about it -unstable attribution- I did not do well on this test, but next time I can put in more effort
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Controllable vs. Uncontrollable attribution
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-controllable attribution- something you can control -uncontrollable attribution- I failed at this because I truly can't do
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Expectancy x Value theory
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expectancy (do I expect to exceed) x task value (Why should I do this task?) = achievement behaviors
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How to have a Mastery focused classroom
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-define success as eventual rather than immediate mastery of class materials, and acknowledge that mistakes are expected -encourage self-comparison raher than comparision with others -encourage students to set mastery goals
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TARGET for promoting student motivation
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task value autonomy recognition grouping evaluation and feedback time for learning
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norm-referenced tests
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score is compared with the average performance of others
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criterion-referenced tests
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score is compared to a standard
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reliability
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consistency of results (ie, your weight doesn't change on the bathroom scale)
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validity
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-Does it accurately measure what you're trying to measure -ie: measuring head size is not a VALID way to measure IQ.
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construct validity
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A standardized test's logical connection with the area it is designed to measure
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criterion/predictive validity
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A standardized test's ability to gauge a learner's future performance
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content validity
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A standardized test's ability to appropriately sample the content taught and to accurately measure the extent to which students understand
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authentic assessments
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direct examination of student performance on tasks that are relevant to life outside of school
