Human Learning Chapter 6 (Ormrod) – Flashcards
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How people perceive, interpret, remember and in other ways think about environmental events
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Cognitive Processes
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general theoretical perspective that focuses on the mental processes underlying learning and behavior
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Cognitive psychology
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purposive behaviorism; 1. Learning is an internal rather than external change 2. Behavior is purposive 3. Expectations affect behavior 4. Learning results in an organized body of information
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Edward Chace Tolman
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Tolman's term - learning that happens but it isn't until it is reinforced that we see a behavioural change
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Latent Learning
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Tolman's theory of learning; he stressed the goal-directed (purpose) nature of behaviour
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Purposive Behaviorism
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Tolman proposed that rats and humans develop these; they learn where different parts of the environment are situated in relation to one another
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Cognitive Maps
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School of psychology the emphasizes the importance of organizational processes in learning, perception and problem solving; Gestalt means "structured whole"
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Gestalt Psychology
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(optical illusion) When two lights blink on and off sequentially at particular rate they often appear to only be one light moving fast
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Phi Phenomenon
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Experiment done with chickens which highlights the importance of interrelationships among stimuli
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Transposition
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People tend to perceive as a unit those things that are close together in space
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Law of Proximity
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People tend to perceive as a unit those things that are similar to one another
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Law of Similairity
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People tend to fill in the missing pieces to form a complete picture
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Law of Closure
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The Gestalt view that people always organize their experience as simply, concisely, systematically and completely as possible
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Law of Pragnanz
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What we remember afterwards of a picture and it follows the law of Pragnanz (they tend to be simpler, concise, systematic, and complete)
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Memory Traces
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arranging the problem elements in various ways
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restructuring
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Learning a set of items in a particular order
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Serial Learning
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Learning pairs of items
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Paired-associate Learning
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People typically learn the first few items and last few items easier and quicker then those in the middle when doing serial learning
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Serial Learning Curve
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The tendency to remember and learn the first few items in a serial learning curve
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Primacy Effect
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The tendency to remember and learn the last few items in a serial learning curve
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Recency Effect
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When you learn material to mastery and then practice it for additional study trials
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Overlearning
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Spreading study time out over several occasions
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Distributed Practice
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Study time occurs all at once
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Massed Practice
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When learning 2 sets of paired associates in succession and the learning of the second makes you forget the first
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Retroactive inhibition
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When learning 2 sets of paired associates in succession and you have trouble remembering the second
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Proactive Inhibition
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learning one set of information may actually improve the recall of information learned at another time
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retroactive facilitation or proactive facilitation
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recalling items of a serial learning task in whatever order they prefer
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free recall
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focus on how people think about (i.e., process) the information they receive from the environment—how they perceive the stimuli around them, how they "put" what they've perceived into their memories, how they "find" what they've learned when they need to use it, and so on
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information processing theory
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portrayal of learning more as constructing knowledge rather than directly acquiring it from the outside world
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constructivism
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focuses on the process of construction occurring separately within each learner
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individual constructivism
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encompasses theories that focus on how people work together to create new knowledge, perhaps at a single sitting or perhaps over a period of many years
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social constructivism
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importance of the immediate physical and social environment; context
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contextual theories
