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Definition
| A theory that explains learning in terms of observable behaviors and how they're influenced by stimuli from the enviornment. |
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| A relatively enduring change in observable behavior that occurs as a result of experience. |
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| a type of learning that occurs when individuals learn to produce involuntary emotional or phsyiological responses similar to instinctive responses. |
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| an object or event that causes an instinctive or reflexive (unlearned) physiological or emotional response. Pavlov's experiment- meat powder |
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| The instinctive or reflexive (unlearned) physiological or emotional response caused by the unconditioned stimulus. Pavlov's experiment-dog's salivation from meat powder |
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| An object or event that doesn't initially impact behavior one way or the other. -lab assistants |
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| A formerly neutral stimulus that becomes associated with the unconditioned stimulus. - Lab assistants |
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| A learned physiological or emotional response that is similar to the unconditioned response. - dog's salivation in absence of meat powder |
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| The process that occurs when stimuli similar, but not identical, to a conditioned stimulus elicit the conditioned response by themselves |
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| The process that occurs when a person gives different responses to similar but not identical stimuli |
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| Extinction(classical conditioning) |
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Definition
| The disappearance of a conditioned response as the result of the conditioned stimulus occuring repeatedly in the absence of the unconditioned stimulus |
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| A form of learning in which an observable response changes in frequency or duration as a result of a consequence. |
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| Event (stimulus) that occurs following a behavior and that influences the probability of the behaviors recurring. |
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| a consequence that increases the likelihood of a behavior recurring |
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| The process of applying reinforcers to increase behavior |
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| The process of increasing the frequency or duration of a behavior as the result of presenting a reinforcer. |
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| the principle stating that a more-desired activity can serve as a positive reinforcer for a less-desired activity |
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| The process of increasing behavior by avoiding or removing an aversive stimulus. |
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| The process of reinforcing successive approximations of a desired behavior. |
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| Different patterns in the frequency and predictability of reinforcers that have differential effects on behavior |
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| Continuous reinforcement schedule |
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Definition
| A reinforcement schedule where every desired behavior is reinforced |
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| Intermittent reinfocement schedule |
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Definition
| a reinforcement schedule where some, but not all, behaviors are reinforced |
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Definition
| an intermittent reinforcement schedule where specific behaviors are reinforced, either predictably (fixed) or unpredictably (variable). |
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Definition
| an intermittent reinforcement schedule in which behaviors are reinforced after a certain predictable interval of time has passed (variable). |
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| Extinction (operant conditioning) |
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Definition
| The disappearance of a behavior as a result of nonreinforcement |
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Definition
| The process of using a reinforcer so frequently that it loses its potency-its ability to strengthen behaviors |
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| Consequences that weaken behaviors or decrease the likelihood of the behaviors' recurring |
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| The process of using punishers to decrease behavior. |
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| A decrease in behavior that occurs when a stimulus (punisher) is presented. |
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| A decrease in behavior that occurs when a stimulus is removed, or when an individual cannot receive positive reinforcement. |
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| Verbal or nonverbal communications that teachers use to stop a behavior. |
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| The process of isolating a student from his or her classmates. |
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| Stimuli that precede and induce behaviors |
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| Applied behavior analysis (ABA) |
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Definition
| The process of systematically applying the principles of behaviorism to change student behavior. |
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| Steps in Applied Behavior Analysis |
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Definition
1. Identify target behaviors
2. Establish a baseline for the target behaviors
3. Choose reinforcers and punishers
4. Measuer changes in target behaviors
5. Gradually reduce the frequency of reinforcers as behavior improves. |
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Definition
| A strategy used to identify antecedents and consequences that control a behavior. |
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| A theory of learning that focuses on changes in behavior that result from observing others. |
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Definition
Person who came up with social cognitive theory
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| Person who discovered classical conditioning |
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| Person who discovered operant conditioning |
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| A change in mental processes that creates the capacity to demonstrate different behaviors. |
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| The interdependence of the enviornment, behavior, and personal factors in learning |
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| A general term that refers to behavioral, cognitive, and affective changes deriving from observing one or more models |
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Definition
| The process of performing a demonstration combined with verbalizing the thinking behind the actions |
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Definition
| The process of people observing the consequences of other's actions and adjusting their own behavior accordingly |
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| A self-imposed restriction on one's behavior |
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Definition
| The process of setting personal goals, combined with the motivation, thought processes, strategies, and behaviors that lead to reaching the goals. |
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| Cognitive behavior modification |
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Definition
| A procedure that combines behavioral and cognitive learning principles to promote behavioral change in students through self-talk and self-instruction |
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| Cognitive Learning Theories |
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Definition
| Theories that explain learning in terms of changes in the mental structures and processes involved in acquiring, organizing, and using knowledge |
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| Information processing theory |
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Definition
| A theory that describes how information enters our memory system, is organized, and finally stored |
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Definition
| Repositories that hold information, in some cases in a raw state, and in others in organized, meaningful form. |
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Definition
| The memory store that briefly holds incoming stimuli from the enviornment until they can be processed. |
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Definition
| the store that holds information as people process and try to make sense of it. The workbench of the mind, where conscious thinking occurs and where individuals construct knowledge |
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| a supervisory component of working memory that controls the flow of information to and from the other components |
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| short term storage system for words and sounds in working memory |
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| the process of repeating information over and over, either out loud or silently, without altering its form |
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| a short-term storage system for visual and spatial information in working memory |
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Definition
| historically, the part of our memory system that temporarily holds information until it can be processed. |
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| the amount of mental activity imposed on working memory |
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| the process of mentally combining separate items into larger, more meaningful units |
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| The ability to perform mental operations with little awareness or concious effort. |
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| the permanent information store in the model of human memory |
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Definition
| knowledge of facts, definitions, procedures, and rules |
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| memory for concepts, principles, and the relationships among them |
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| memory for personal experiences |
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| knowledge of how to perform tasks |
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| knowledge of where and when to use declarative and procedural knowledge |
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Definition
| cognitive constructs that organize information into meaningful systems on long-term memory |
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Definition
| the extent to which information in long-term memory is interconnected with other information |
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Definition
| schemas for events that guide behavior in particular situations |
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| the process of conciously focusing on a stimulus |
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| the process people use to find meaning in stimuli |
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| the process of representing information in long-term memory |
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| the process of forming mental pictures of an idea |
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Definition
| a theory suggesting that long-term memory contains two distinct memory systems: one for verbal information and one that stores images |
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Definition
| an encoding strategy that involves the clustering of related items of content into categories that illustrate relationships |
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Definition
| an encoding strategy that involves activating relevant prior knowledge so that new knowledge can be connected to it. |
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Definition
| an encoding strategy that increases the meaningfulness of new information by connecting it to existing knowledge |
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Definition
| descriptions of relationships between ideas that are similar in some but not all respects |
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| memory strategies that create associations that don't exist naturally in the content |
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Definition
| the loss of, or inability to retrieve, information from long-term memory |
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Definition
| the loss of information because something learned either before or after detracts from understanding |
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| the loss of new information because of the influence of prior learning |
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Definition
| the loss of previously learned information because of the influence of new learning |
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Definition
| the process of pulling information from long-term memory into working memory |
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Definition
| our awareness of and our control over our cognitive processes |
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| knowledge of and control over the ability to pay attention |
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Definition
| knowledge of and control over our memory strategies |
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| a theory of learning suggesting that learners create their own knowledge of the topics they study rather than receiving that knowledge as transmitted to them by some other source |
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Definition
| a constructivist view that focuses on individual, internal constructions of knowledge |
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Definition
| a view of constructivism suggesting that learners first construct knowledge in a social context and then individually internalize it. |
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Definition
| a form of social constructivism that emphasizes the social dimensions of learning, but places greater emphasis on the larger cultural contexts in which learning occurs |
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Definition
| a learning enviornment in which the teacher and all the students work together to help everyone achieve. |
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| the process of having a less-skilled learner work at the side of an expert to develop cognitive skills |
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| a theoretical position in social constructivism suggesting that learning depends on, and cannot be separated from, the context in which it occurs |
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Definition
| the ability to take understanding acquired in one context and apply it to a different context |
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| real-world task (authentic task) |
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Definition
| a learning activity in which students practice thinking similar to that required in the real world |
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| a belief that is inconsistent with evidence or commonly accepted explanations |
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| examples that include all the information learners need to understand a topic |
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Definition
| a mental construct or representation of a category that allows one to identify examples and nonexamples of the category |
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| A concept's defining elements |
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| in concept-learning theory, the best representation of a category or class |
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| In concept-learning theory, the most highly typical examples of a concept |
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| A state that occurs when a problem solver has a goal but lacks an obvious way of achieving the goal |
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| a problem that has only one correct solution and a certain method for finding it |
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| a problem taht has more than one acceptable solution, an ambiguous goal, and no generally agreed-upon strategy for reaching a solution |
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| a specific set of steps for solving a problem |
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| general, widely applicable problem-solving strategies |
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| a heruistic that breaks a problem into subgoals and works successively on each |
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| a heuristic that is used to solve unfamiliar problems by comparing them with those already solved |
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| individuals who are highly skilled or knowledgeable in a given domain |
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Definition
| the ability to produce original work or solutions to problems that are productive |
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Definition
| the ability to generate a variety of original answers to questions or problems |
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Definition
| a teaching strategy that uses problems as the focus for developing content, skills, and self-regulation |
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Definition
| problems with completed solutions that provide students with one way of solving the problems |
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| cognitive operations that exceed the normal activities required to carry out a task |
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Definition
| awareness of, and control over, our cognitive processes |
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Definition
| specific techniques students use to increase their understanding of written materials and teacher presentations |
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| teacher-prepared handouts that "guide" students with cues and space available for writing key ideas and relationships |
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Definition
| a learning strategy in which learners construct visual relationships among concepts |
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| a concept map illustrating nonhierarchical relationships |
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| elements included in written materials that communicate text organization and key ideas |
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Definition
| the process of preparing a concise description of verbal or written passages |
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Definition
| the process of checking to see if we understand what we have read or heard |
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Definition
| the process of drawing inferences, identifying examples, and forming relationships in the material being studied |
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| an individual's ability and inclination to make and assess conclusions based on evidence |
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| the tendency to make evidence subservient to belief, rather than the other way around |
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Definition
| the ability to take understanding acquired in one context and apply it to a different context |
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Definition
| the ability to apply knowledge or skills learned in one context in a variety of different contexts |
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Definition
| the ability to apply information in a context similar to the one in which it was originally learned |
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