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stimulus that provides guidance about where to look for a piece of information in long term memory
cognitive process in which information is repeated over and over within a short timeframe (typically a few minutes or less) as a possible way of learning and remembering it.
cognitive process in which learners make connections among various pieces of information they need to learn (examples: forming categories, identifying hierarchies, determining cause-and-effect relationships)
cognitive process in which learners relate new information to things they already know.
cognitive process in which learners embellish on new information based on what they already know.
memory aid or trick designed to help learn and remember one or more specific pieces of information.
key word method
mnemonic technique in which an association is made between two ideas by forming a visual image of one or more concrete objects(keywords) that either sound similar to or symbolically represent those ideas.
word of phrase that forms a logical connection, or bridge, between two pieces of information
superimposed meaningful structure
familiar shape, word, sentence, poem, or story imposed on information to facilitate recall
why do we forget
failure to store or consolidate information in long term memory, decay, inadequate search of long term memory, interference, reconstruction error
gradual weakening of information stored in long term memory, especially if the information is used infrequently.
failure to store
or consolidation, process in which newly acquired knowledge is firmed up in the brain, often takes several hours sometimes even longer.
phenomenon whereby something stored in long term memory inhibits one's ability to remember something else correctly.
construction of a logical but incorrect memory by combining information retrieved from one's long term memory with one's general knowledge and beliefs about the world.
theoretical perspective that focuses on how people as individuals construct meaning from their experiences
theoretical perspective that focuses on peoples collective efforts to impose meaning on the world.
tendency to seek information that confirms, rather that discredits, current beliefs.
belief that is inconsistent with commonly accepted and well validated explanations of phenomena or events.
knowledge and beliefs about the nature of human cognitive process (including ones own) as well as conscious attempts to engage in behaviors and thought processes that increase learning and memory
process of checking oneself to verify understanding and memory of newly acquired information.
phenomenon in which something learned at one time interferes with learning or performance at a later time.
phenomenon in which something learned at one time facilitates learning or performance at a later time.
ill defined problems
problem in which the desired goal is unclear, some information needed to solve the problem is missing, and or several possible solutions to the problem exist.
well defined problems
problem in which the goal is clearly defined, all the information needed to solve the problem is present and only one correct answer exists.
what is mental set and its relations with problem solving
mental set- inclination to encode a problem in a way that excludes potential solutions, when problem solving you want to eliminate all the wrong answers so you can see the possible right answers
examples of critical thinking
If you learn that a supervisor's use of humor is correlated with how much an employee likes his or her job, you would think of more than one explanation for this finding. Moreover, you would conclude that you cannot make causal conclusions from this finding because you are not able to rule out alternative explanations.
form of learning in which a new involuntary response is acquired as a result of two stimuli being presented at the same time
stimulus that begins to elict a particular response through classical conditioning
response that begins to be elicited by a particular (conditioned) stimulus through classical conditioning
response that is elicited by a particular (unconditional) stimulus without prior learning
phenomenon in which a person learns a response to a particular stimulus and then makes the same response to a similar stimulus.
form of learning in which a response either increase or decreases as a result of being followed by either reinforcement or punishment respectively
consequence that becomes reinforcing over time through its association with another reinforcer.
consequence that brings about the increase of behavior through the presentation (rather than the removal) of a stimulus
consequence that brings about the increase of a behavior through the removal (rather than the presentation) of a stimulus.
allow child to do enjoyable things they like (read a book, go to library or get on the computer if they finish their work)
a technique in operant conditioning by which desired behaviors receive forms of currency that can be exchanged for rewards
phenomenon in which learners do less-preferred activities in order to engage in more-preferred activities
reinforcement provided by the mere act of performing a behavior; the performance of the behavior is itself reinforcing
formal agreement between teacher and student that identifies behaviors the student will exhibit and the reinforcers that will follow
situation in which everyone in a group must make a particular response before reinforcement occurs
the process by which animals or people learn to make different responses to different stimuli.
increased tendency for a learner to make a particular response immediately after making similar responses
use of a verbal or nonverbal signal to indicate that a certain behavior is desired or that a certain behavior should stop.
reinforcement of incompatible behavior
eliminate a designated behavior by strengthening other behaviors that are incompatible with it.
Pamela is constantly late getting home for supper. Her parents could punish her for her tardiness; and if punishment is effective, she will stop being late. On the other hand, her parents could take the opposite course of action and reward her for getting home on time. If the reward is effective, Pamela will develop the habit of arriving on time for supper; and since being on time is the opposite of being late, Pamela's problem of lateness thus could be eliminated without punishment. (Whether or not Pamela's parents would actually want to choose this second course of action would depend on several factors which will be discussed later in this section.)
reinforcement of a response only occasionally, with some occurrences of the response not being reinforced.
compare negative reinforcement and punishment
negative reinforcement- consequence that brings about the increase of behavior through the removal (rather than the presentation) of a stimulus.
Punishment- consequence (stimulus) that decreases the frequency of the response it follows.
punishment involving presentation of a new stimulus, presumably one a learner finds unpleasant.
punishment involving the removal of an existing stimulus, presumably one a learner doesn't want to lose.
consequence for misbehavior in which a student is placed in a dull, boring situation with no opportunity for reinforcement or social interaction.
loss of either a previously earned reinforcer or of an opportunity to obtain reinforcement.
in school suspension
consequence for misbehaving in which a student is placed in a quiet, boring room within the school building, typically to do schoolwork under close adult supervision.
process of reinforcing successively closer and closer approximations to a desired terminal behavior.
adhd children will sit still during a lesson because they know they will be rewarded with getting to go outside and play because of their good behavior
Augusta is the capital of Maine, picture a gust of wind blowing through a horse's mane
factors that affect retrieval
multiple connections with existing knowledge and a variety of contexts, distinctiveness, emotional overtones, regular practice, relevant retrieval cues and wait time
five general categories of students with special needs
students with specific cognitive or academic difficulties such as learning disabilities and attention deficit hyperactivity disorder, students with social or behavioral problems such as emotional or behavioral disorders and autism spectrum disorder, students with general delays in cognitive and social functioning, students with physical or sensory challenges such as chronic health conditions visual impairments and hearing loss, students with advanced cognitive development
they must clarify and organize their ideas well enough to explain and justify the ideas, they tend to elaborate on what they have learned for example by drawing inferences generating hypotheses and formulating questions to be answered, they are exposed to the views of others who may have more accurate understandings, they can model effective ways of thinking about and studying academic subject matter for one another, they may discover flaws and inconsistencies in their own thinking thereby identifying gaps in their understanding
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