Educational Psychology Review – Flashcards
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Behaviorism
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Relatively permanent change due to experience through operant and classical conditioning
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Classical conditioning
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not being able to control your reaction, salivating at food, or getting scared for the pop quiz.
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Operant conditioning
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Voluntary reaction to something. Raising your hand, getting a treat when you sit down.
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Social Learning Theory (bandura)
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Learning from others by observing people that are receiving punishments or rewards. (Modeling)
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Socio-cognitive/Sociocultural theory (Vygotsky)
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learning through social interactions and your environment (situated learning)
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Constructivism
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Experience knowledge and interpersonal skills in group instruction.
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Cognitive information processing theory
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relatively permanent change in behavior due to experience and mental associations.
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Reinforcement
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Anything that increases or strengthens a behavior.
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Punishment
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less likely a behavior will occur, or weakening.
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Positive R & P is called
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Presentation
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Negative R & P is called
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Removal
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Positive Reinforcement
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increasing a behavior by giving something good. EX: Gold Star for good grade
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Negative Reinforcement
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taking something negative away for good work EX: get an A on the test, dont take the final.
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Positive Punishment
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Low grade on test, write out all the correct answers in an essay.
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Negative Punishment
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Stayed out past curfew, lose cell phone privileges.
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Positive
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giving something, or adding something
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Negative
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taking something away
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Zone of Proximal Development
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part of the socio-cognitive theory. Range of abilities the student is able to develop.
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Scaffolding
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Giving a framework or guidelines to student, and keeping them at their ZPD.
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Why is it important to understand what is happening in a student's mind?
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to understand how they can best learn something.
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What is CIPT interested in?
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Internal process that leads into a behavior.
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4 basic assumptions of CIPT
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1. Cognitive processes influence nature of what is learned, experience and what we do w/ that in our heads. 2. People are selective about what they process and learn. 3. Meaning is constructed by the learner instead of the environment. 4. Prior knowledge and belief play major roles in meanings the students construct.
