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| theoretical perspective that focuses on the mental processes underlying learning and behavior |
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| particular ways of mentally responding to or thinking about information or an event |
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| focsuing of mental processing on particular stimuli |
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| component of memory that holds knowledge and skills for a relatively long time |
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| knowledge related to "what is" - that is, to the nature of how things are, were, or will be |
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| knowledge concerning how to do something (a skill) |
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| construction of a logical but incorrect "memory" by combining info retrieved from long-term memory with one's general knowledge and beliefs about the world |
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| info that can be verified through observation, reading, or experience |
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| single word or short phrase that is the result of interpreting facts and provides the basis for the development of a generalization |
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| a principle or law which the student can use in dealing with the events of the present or the future. It is a statement. It can be developed as the student matures. |
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| theoretical perspective in which learning and behavior are described and explained in terms of stimulus-response relationships |
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| generalization (behaviorism) |
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| phenomenon in which a person learns a response to a particular stimulus and then makes the same response to a similar stimulus |
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| gradual disapperance of an acquired response |
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| act of following a response with a reinforcer |
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| consequence that satisfies a biologically built-in need |
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| consequence that becomes reinforcing over time through its association with another reinforcer |
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| consequence that brings about the increase of a behavior through the presentation of a stimulus |
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| consequence that brings about the increase of a behavior through the removal of a stimulus |
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| reinforcer that comes from the outside environment, rather than from within the learner |
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| reinforcer provided by the learner or inherent in the task being performed |
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| examination of inappropriate behavior and its antecedents and consequences to determine functions that the behavior might serve for the learner |
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| theoretical perspective that focuses on how people learn by observing others and how they eventually assume control over their own behavior |
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| demonstrating a behavior for another or observing and imitating another's behavior |
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| belief that one is capable of executing certain behaviors or reaching certain goals |
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| process of setting goalss for oneself and engaging in behaviors and cognitive processes that lead to goal attainment |
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| inner state that energizes, directs, and sustains behavior |
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| motivation resulting from factors external to the individual and unrelated to the task being performed |
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| motivation resulting from internal personal characteristics or inherent in the task being performed |
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| ongoing need for either physical or cognitive stimulation |
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| individual who eagerly pursues and enjoys physically thrilling and potentially dangerous experiences |
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| basic need to believe that one can deal effectively with the overall environment |
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| need for self-determination |
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| basic need to believe that one has some autonomy and control regarding the course of one's life |
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| basic need to feel socially connected to others and to secure others' love and respect |
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| consistent tendency to seek out friendly relationships with others |
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| consistent tendency to seek acceptance and positive judgments from others |
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| feelings, emotions, and moods that a learner brings to bear on a task |
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| temporary feeling of anxiety elicited by a threatening situation |
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| pattern of responding with anxiety even in nonthreatening situations |
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| level of anxiety (usually relatively low) that enhances performance |
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| anxiety of sufficient intensity that it interferes with performance |
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| desire to acquire new knowledge or master new skills |
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| desire to demonstrate high ability and make a good impression |
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| personally constructed causal explanation for a particular event, such as a success or failure |
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| extent to which an assessment yields consistent information about the knowledge, skills, or characteristics being assessed |
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| extent to which an assessment actually measures what it is intended to measure and allows appropriate inferences about the characteristic or ability in question |
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| extent to which an assessment instrument or procedure is inexpensive and easy to use and takes only a small amount of time to administer and score |
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| extent to which an assessment involves similar content and format and is administeredand scored similarly for everyone |
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