Quizlet
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| 1-2 of 2Cognitive theory flashcard sets | |||
|---|---|---|---|
| # | Title | Terms | Date |
| 1 | MKR cognitive theoryby srsalin | 12 terms | October 6, 2009 |
| 2 | Cognitive Theoryby cramirez | 4 terms | July 3, 2008 |
No groups found.
| cognitive theory definitions | |||
|---|---|---|---|
| # | Definition | Sets | |
| 1 | perception of situations that is essential to emotional experiences; cannon-bard is an example; experience depends on one's perception of how to interpret arousal | 6 sets | |
| 2 | psychological perspective that focuses on mental processes: how people perceive and mentally represent the world around them and solve-problems. | 4 sets | |
| 3 | perception of situations that is essential to emotional experiences; cannon-bard is an example; experience depends on one’s perception of how to interpret arousal | 2 sets | |
| 4 | dreams reflect cognitive growth and development | 2 sets | |
| 5 | a grand theory of human development that focuses on changes in how people think over time. according to this theory, our thoughts shape our attitudes, beliefs, and behaviors | 2 sets | |
| 6 | theories of motivation: explains motivation by looking at forces inside and outside of us that energize us to move | 1 set | |
| 7 | teach individual to face reality | 1 set | |
| 8 | theory: body reacts to fear, mind interprets stimulus, fear is recognized | 1 set | |
| 9 | theory: "my heart is pounding therefore the snake must be dangerous. i am afraid of this dangerous situation | 1 set | |
| 10 | views learning as a mental process of memory, thinking, and the rational application of knowledge to practical problems. | 1 set | |
| 11 | explain motivation by looking at forces inside and outside of us that energize us to move | 1 set | |
| 12 | states that emotional experience depends on one's perception or judgment of a situation | 1 set | |
| 13 | what we think influences what we feel | 1 set | |
| 14 | a grand theory of human development that focuses on changes in how people think over time. | 1 set | |
| 15 | motivation is directly affected by attributions (how we interpret or think about our own and other's actions | 1 set | |
| 16 | 1980s claudia allen examined the ignored area of cognition and proposed that a pt could not perform past their cognitive mental ability- similar to mr pts who could not perform higher than they are mentally- allen and king used activities as a focus for evaluation and intervention rather than isolated actions | 1 set | |
| 17 | recognition of developmental levels of learners, and acknowledgments of the learner's motivation and environment | 1 set | |
| 18 | recognize developmental level of the learner and acknowledge learner's motivation and enviroment | 1 set | |
| 19 | examines human thought/behavior in terms of how we interpret, process, and remember environmental events; gestalt theory | 1 set | |
| 20 | how we learn from us, others, through experiences | 1 set | |
| 21 | the study of cognitive processes in nonhuman animals. | 1 set | |
| 22 | wiews learning as a mental process of memory, thinking, and the rational application of knowledge to practical problems. | 1 set | |
| 23 | acquire gender roles by interacting with environment - gets form gender schemas: a set of behaviors organized around how a male or female should behave - when the child acts appropriately within the schema, self confidence rises | 1 set | |
| 24 | dream content reflects dreamers' cognitive development -- their knowledge and understanding | 1 set | |
| 25 | mental process of memory, thinkin, and the rational application of knowledge to a practical problem. ex learning from our parents on what soap to buy | 1 set | |
| 26 | emphasizes the structure and development of thought processes | 1 set | |
| 27 | holds that thoughts and values determine a person's perspective | 1 set | |
| 28 | distorted thinking patterns, negative self talk and catastrophising, | 1 set | |
| 29 | capacity for reasoning develops in sequential and interdependent stages, from infancy through adolescence and early adulthood | 1 set | |
| 30 | intellectual disequilibrium leads to growth | 1 set | |
| 31 | explores how people learn to think, reason & use language. | 1 set | |
| 32 | explain motivation by looking at forces inside and outside of us that energizes us to move e of | 1 set | |
| 33 | views learning as amental process of memory, thinking and the rational application of knowledge to practical problems | 1 set | |
| 34 | cognitive processes (mental activities) intervene between external stimuli and behavioral response; schema, cognitive consistency | 1 set | |
| 35 | stanley schachter - people label a bodily response by giving it the name of the emotion they think they are feeling | 1 set | |
| 36 | psych, mental process how ppl perceive world and solve problems | 1 set | |
| 37 | language acquisition is related to cognitive development, not separate from it. concepts are acquired before words. | 1 set | |
| 38 | the study of the perception of reality and of the mental processes required to understand the world in which we live | 1 set | |
| 39 | piaget | 1 set | |
| 40 | a grand theory of human development that focuses on changes in how people think over time. according to this theory, our thoughts shape our attitudes, beliefs, and behaviors. | 1 set | |