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| explain, predict, control behavior |
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| decision making about student performance and teaching strategies |
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| degree to which objectives met |
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| statement of what student should master after 1 or more lessons |
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| start with broad goals and work down to daily lessons |
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| 3 parts of instructional objectives |
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| performance, conditions, criterion |
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| objectives based on getting the kids to "like" something |
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| psychological measurements of intelligence - strength and head size |
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| 1st formal intelligence test. French government did compensatory...opposite of remediation |
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| came up with (mental age)/(real age)*100 for intelligence measure |
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| americanized the Binet (Termite study of intelligent people) |
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| most common test. less verbal more performance based |
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| componential, experiential, contextual |
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| act followed by favorable consequence more likely to be repeated |
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| grandmas rule...less desired activity increased by linking to favorable activity (more favorable contingent upon completion of less favorable) |
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| rats and pigeons...use of consequences of behavior to determine the likelihood of reoccurance (reinforcement and punishment) |
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| Social (observational) learning (who) |
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| Social/Observational learning |
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| learn by watching...apprenticeship model |
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| learn by watching...apprenticeship model |
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| 4 phases of social learning |
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| attentional, retention, reproduction, motivational |
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| food water security warmth |
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| schedules of reinforcement |
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| contiunous, intermittent; ratio, interval |
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| fixed schedule of reinforcement is better for |
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| in reinforcement schedule recognizing and responding to desired reinforcer |
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| in operant conditioning...getting desired behavior from one setting to connect with another |
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| behavioral learning theory |
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| motivation is a function of reinforcement and punishment...personality not considered |
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| motivated to satisfy needs |
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| maslow's hierarchy of needs |
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| upper half of maslow's hierarchy of needs |
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| how you explain your own behavior |
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| ability, effort, luck, task difficulty |
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| internal/external, stable/unstable |
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| who you percieve controls your behavior |
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| motivation=(probability of success)*(perceived incentive value of task) |
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| Achievement motivation model |
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| tendency to strive for success, choose goal-oriented tasks, tend to work harder after failure |
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| winning, awards, recognition |
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| acquisition of knowledge, focus on competency/skill building |
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| perception that no matter what one does it won't matter |
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| arousal to performance ration...breaking point |
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| How is self-esteem assessed |
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| global v compartmentalized |
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| thinking about memory, knowledge of memory |
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| encoding storage retrieval |
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| sensory short-term long-term |
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| characteristics of memory stages |
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| duration, capacity, fate, preferred code |
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| memory tied to a specific time something happened |
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| stuff/knowledge...most of memory |
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| muscle memory...how to memory |
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| showed how you can change memories |
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| active nature of learning "make it your own" |
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| cognitive constructionist (who) |
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| cognitive constructionist |
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| schemes, assimilation, accomodation, equilibration, downplay private speech |
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| assimilation (constructivist) |
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| changing info to fit scheme |
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| accomodation (constructivist) |
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| make changes to scheme to bring in new info |
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| social constructivist (who) |
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| zone of proximal development |
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| vygotsky, material that's a little more than you can do |
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| occurs when previously learned information is lost because it is mixed up with new and somewhat similar information |
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| occurs when current information is lost because it is mixed up with previously learned, similar information |
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| sensorimotor, preoperational, concrete, formal operations |
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| (birth to age 2) the child learns about himself and his environment through motor and reflex actions |
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| child begins to use symbols to represent objects. His thinking is influenced by fantasy -- the way he'd like things to be -- and he assumes that others see situations from his viewpoint. He takes in information and then changes it in his mind to fit his ideas |
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| (first grade to early adolescence) The child develops an ability to think abstractly and to make rational judgements about concrete or observable phenomena |
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| no longer requires concrete objects to make rational judgements. At his point, he is capable of hypothetical and deductive reasoning |
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