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22 terms

Educational Psychology Midterm

STUDY
PLAY
Response Facilitation
observer displays a previously learned behavior more often after seeing a model being rewarded for the behavior
Response Inhibition
observer displays a previously learned behavior less frequently after seeing a model punished
Response Disinhibition
observer displays a previously forbidden or punished behavior more often after seeing a model get away with the behavior
Model Criteria
Competence, Prestige or Power, Gender Appropriate, Situationally Relevant
Self-Efficacy
The confidence in one's ability to execute a behavior successfully, (generally situation specific)
self-regulation
Monitoring and evaluating our own behavior.
self-evaluation
the ability to judge ones own behavior
Self-imposed contingencies
reinforcement (rewards/punishment) provided when accomplishing or failing to accomplish pre-set goals or standards
Reciprocal Causation
Social Learning Theory's view that environment, behavior, and person are essential in building a foundation or learning, and that each influences the other.
Descriptive Research
Researcher searches for rich, detailed in-depth and valid data according to the individual's perception
Correlational Studies
Tests Relationships* between two variables
Experimental Studies
must have, Randomization, Control Group, Manipulation.
Sensorimotor Stage
in Piaget's theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities
Preoperational Stage
in Piaget's theory, the stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic
Concrete Operations Stage
Piaget's third stage of cognitive development (ages 6-11 or 12), during which a child acquires the concepts of reversibility and conservation and is able to attend to 2 or more dimensions of a stimulus at the same time
Formal Operations Stage
Piaget's fourth and final stage of cognitive development (ages 11 or 12 and beyond), which is characterized by the ability to apply logical thinking to abstract problems and hypothetical situations
Classical Conditioning
The response occurs as the result of the Stimulus— the learner has no control over whether the response occurs
Operant Conditioning
The response is usually First— the learner can control whether or not it occurs
Reinforcer
Any response the increases the frequency of a particular behavior
Expository Instruction
Approach to instruction in which information is presented in more or less the same form in which students are expected to learn it.

PRO:Organization, visual aides, pacing, signals
CON:Puts students in passive roles as learners.
Discovery Learning
Student interaction with the physical or social environment (manipulatives, discussion groups, experiments)

PRO:Relate the key concepts
CON:Incorrect constructions of content may occur, very time consuming
Mastery Learning
Ensuring each student masters the content before moving to more complex ideas.

PRO: better on tests
CON: assumes all students can comprehend at the same level