Chapters 7,8 and parts of 9,10, and 11
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| Learning | show 🗑
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| show | Assumes that the outcome of learning is a change in behavior
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| show | Whenever 2 or more sensations occur together often enough, they become associated
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| Classical Conditioning | show 🗑
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| Respondent | show 🗑
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| Neutral Stimulus | show 🗑
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| show | No prior training or conditioning is needed to establish a connection
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| Unconditional Response | show 🗑
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| show | Prior training is required to establish a connection
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| show | No elicited automatically
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| Operant Conditioning | show 🗑
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| Reinforcer | show 🗑
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| Positive Reinforcement | show 🗑
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| Negative Reinforcement | show 🗑
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| show | Unpleasant stimulus
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| Punishment | show 🗑
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| Type I Punishment | show 🗑
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| Type II Punishment | show 🗑
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| Continuous Reinforcement Schedule | show 🗑
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| Intermittent Reinforcement Schedule | show 🗑
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| Extinction | show 🗑
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| Stimulus Control | show 🗑
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| show | Instructions that are concise, clear, and specific and that communicate an expected result
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| show | The act of providing an antecedent just before a specific behavior is supposed to take place
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| show | Application of behavioral learning principles to change behaviors
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| Differential Reinforcement | show 🗑
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| Premack Principle | show 🗑
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| Shaping/Successive Approximation | show 🗑
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| show | Determining the goal and then describing the steps it will take to reach that goal
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| Positive Practice | show 🗑
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| Contingency Contract | show 🗑
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| Token Reinforcement System | show 🗑
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| Good Behavior Game | show 🗑
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| show | Base reinforcement on the behavior of the whole class
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| Reprimands | show 🗑
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| Response Cost | show 🗑
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| show | A punishment that is a brief isolation from other people
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| Functional Behavioral Assessment | show 🗑
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| show | Part of what teachers develop in an intervention package
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| show | Identify the context for student misbehavior, clearly specifying the alternative expected behavior, modifying the situation to make the problem behavior less likely, then rehearsing the expected positive behaviors in the new context
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| show | Goal setting and making those goals public
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| Self-Reinforcement | show 🗑
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| Social Learning Theory | show 🗑
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| show | Learning by doing and experiencing the consequences of your actions
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| Observational Learning | show 🗑
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| Cognitive View | show 🗑
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| Cognitive View of Learning | show 🗑
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| Cognitive Science | show 🗑
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| show | The areas of the brain that fire both during perception of and action and when performing an action
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| show | Pertains to a particular task or subject
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| show | Applies to many different situations
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| show | Human mind takes in information, performs operations on it to change its form and content, stores the information, retrieves it when needed and then generates a response
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| Sensory Memory | show 🗑
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| show | Process of detecting a stimulus and assigning meaning to it
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| show | Stimulus must be analyzed into features or components and assembled into a meaningful pattern "from the bottom up"
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| show | People's tendency to organize sensory information into patterns or relationships
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| Automaticity | show 🗑
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| show | The interface where new information is held temporarily and combined with knowledge from long term memory to solve problems
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| Short Term Memory | show 🗑
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| show | Controls the attention, Supervises attention, makes plans, decides what information to retrieve, allocates resources
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| show | Holds sound information
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| show | Visual and Spacial information
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| Episodic Buffer | show 🗑
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| Cognitive Load | show 🗑
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| Intrinsic | show 🗑
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| Extraneas | show 🗑
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| show | Deep processing of relevant information
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| Maintenance Rehersal | show 🗑
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| Elaboration Rehersal | show 🗑
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| Levels of Processing Theory | show 🗑
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| show | Processing new information gets confused with old information
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| show | Holds information that is well learned, such as the names of people that you know
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| show | Knowing that something is the case
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| Procedural | show 🗑
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| show | Knowing how to manage your learning
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| show | Can be recalled and conscious concidered
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| Implicit Memory | show 🗑
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| show | Memory for meaning, mostly for words
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| Propositional Networks | show 🗑
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| Images | show 🗑
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| show | Information is stored in long-time memory as either visual images or verbal units
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| show | Mental representation used to group similar events, ideas, objects or people into a category
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| show | The best representation of a theory
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| Exemplar | show 🗑
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| Schemas | show 🗑
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| show | Helps students understand and remember stories
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| show | About events that we have experienced
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| show | Memories that are dramatic or emotional
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| Procedural Memory | show 🗑
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| show | Action sequences/ plans for actions that are stored in memory
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| Productions | show 🗑
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| Spreading Activation | show 🗑
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| show | Imagining hanging memories in a familiar place in order to remember them
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| show | Remembering the beginning and end but not the middle
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| Massed Practice | show 🗑
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| Automated Basic Skills | show 🗑
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| Domain Specific Strategies | show 🗑
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| Social Learning Theory | show 🗑
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| show | Keeps emphasis on role of others as models/teachers but includes thinking, believing, expecting, anticipating, self-regulating and making comparisons and judgements
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| Triarchic Reciprocal Causality | show 🗑
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| Vicarious Reinforcement | show 🗑
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| Self-Reinforcement | show 🗑
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| Self-Efficacy | show 🗑
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| show | The ability to make intentional choices and plans, design appropriate courses for action, motivate and regulate the plan
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| show | Our own, direct experiences
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| show | Someone else models accomplishments
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| Social Persuasion | show 🗑
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| Embodied Cognition | show 🗑
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| show | How individuals use information, resources, and help from others to improve mental models and problem solving
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| show | Increasing abilities to participate with others in activities that are meaningful in the culture
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| First Wave Constructivism | show 🗑
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| Radical Constructivism | show 🗑
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| Appropriating | show 🗑
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| Second Wave Constructivism | show 🗑
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| Constructionism | show 🗑
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| show | Learning in the real world is different than studying in school
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| show | Deal with fuzzy, ill structured problems
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| show | Commitment to build shared meaning by finding common ground and exchanging interpretations
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| Spiral Curriculum | show 🗑
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| Problem Based Learning | show 🗑
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Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
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If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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