Learning and Info Processing
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Created by:
dannigurrl on April 3, 2012
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34 terms
Terms | Definitions |
|---|---|
 learning | a permanent change in behavior caused from experience and and interactions |
| two main approaches to learning | behavioral and cognitive |
| associative learning | behavioral; learning can be explained by directly observing the learner in different environments and situations |
| classical conditioning | behavioral; associates stimulus to a meaningful stimulus |
| operant conditioning | behavioral; consequences of behavior change the chance of the behavior occurring |
| social cognition | cognitive; |
| info processing | how a person processes information through attention, memory, thoughts, etc. |
| cognitive constructivism | how we construct knowledge and understanding in our schema |
| social constructivism | cognitive; how we collaborate with others to gain knowledge and understanding |
| positive reinforcement | the teacher's behavior influence the children to consistently engage in desirable behavior |
| negative reinforcement | the teacher's behavior influence the children to change their behavior |
| extinction | the teacher doesn't pay attention so students stop undesirable behavior |
| shaping | teaching target behaviors through reinforcement |
| social cognitive theory | the theory that personality is shaped and learning is acquired by the interaction of personal, behavioral, and environmental factors |
| self efficacy | one's ability to act effectively to bring about desired results; from Bandura |
| attention | for observational learning to take place, the student must be focused on the teacher |
| retention | the modeling must be remembered and retrievable to be imitated |
| motor reproduction | the modeling must be developmentally appropriate for it to be imitated |
| reinforcement/incentive | what is needed for the student to imitate the teacher; motivation factor |
| self instructional methods | cognitive behavior techniques used to teach individuals how to modify their behavior |
| self-talk strategies | prepare for stress; confront stress; deal with feelings at crucial moments; use reinforcing self-statements |
| self regulatory learning | one generates/monitors behaviors, thoughts and feelings to reach a specific goal |
| steps for regulatory learning | set goals, manage emotions, monitor progress, revise strategies; adapt to obstacles |
| encoding | how info is put into memory |
| automaticity | ability to process with little or no effort |
| transfer | using prior knowledge and skills in new experience or situations |
| strategy construction | finding new ways to process into |
| script | a schema for an experience or situation |
| selective attention | focus on a specific aspect of an experience while ignoring other aspects |
| divided attention | concentrate on more than one thing at once |
| sustained attention | vigilance you can pay attention to something for a long time |
| executive attention | action planning, paying attention to your goals, detecting possible mistakes, monitoring progress; all while in different situations |
| steps in effective problem solving | framing the problem, making strategies, implementing a solution, evaluating the solutions, rethink problems/solutions |
| obstacles in problem solving | fixation, confirmation bias, lack of motivation, lack of persistence; the teacher (biggest obstacle) |
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