Terms : Hide Images
| 5005501068 | learning theory | learning is a change brought upon by experience | 0 | |
| 5005506978 | behavioral learning theory | focuses on the objectively, observable, external aspects of learning | 1 | |
| 5005508977 | classical | pavlov, involuntary response to a stimulus, learning through environmental association, | 2 | |
| 5005508978 | operant | skinner, voluntary response to a stimulus, learning through positive and negative environmental reinforcement, where we spend most of our time, homework | 3 | |
| 5005511365 | generalization | responding in similar ways to similar stimuli | 4 | |
| 5005513581 | discrimination | responding in different ways to similar stimuli | 5 | |
| 5005513582 | extinction | weaken a target behavior by ignoring it (mother ignoring whining child) | 6 | |
| 5005518978 | premack principle | 'Grandma's Rule"- finish your peas and then you can have dessert! the opportunity to participate in a favorite activity after completing a less desirable one | 7 | |
| 5005518979 | shaping | complex behaviors are shaped by reinforcing closer approximations to terminate behavior | 8 | |
| 5005522908 | ABC's of Operant Conditioning | antecedents (cue behavior), behavior, consequents (punishers of reinforcers) | 9 | |
| 5005522910 | Time Out | weaken a target behavior by temporarily removing a positive reinforcer after the behavior occurs | 10 | |
| 5005526083 | positive reinforcement | strengthen a target behavior by presenting a positive reinforcer after the behaviors occur (praise, recognition) | 11 | |
| 5005536571 | negative reinforcement | strengthen a target behavior by removing on aversive stimulus after the behavior occurs (removes unwanted stimulus) | 12 | |
| 5005538651 | social-cognitive theory | 13 | ||
| 5005542038 | two types of social-cognitive theory | vicarious, imitative | 14 | |
| 5005544080 | vicarious | we see others rewarded or punished for various actions and we change our behavior as if we had received the consequences | 15 | |
| 5005544081 | imitative | we imitate the behavior of a model even though the model receives no reinforcement while we are observing | 16 | |
| 5005547182 | 4 step process of social learning | attention, retention, production, reinforcement | 17 | |
| 5005550977 | attention | modeled events and observed characteristics | 18 | |
| 5005553908 | retention | remember it | 19 | |
| 5005553909 | production | practice it | 20 | |
| 5005553910 | reinforcement | motivation | 21 | |
| 5005556016 | self-control | ability to control one's actions in the absence of external reinforcement or punishment | 22 | |
| 5005556017 | self-regulation | involves the consistent and appropriate application of self-control skills to new situations | 23 | |
| 5005558729 | self-efficacy | the belief in one's capabilities to organize and execute the sources of action required to manage prospective situations | 24 | |
| 5005563748 | cognitive theories | 25 | ||
| 5005565348 | discovery learning | bruner, true learning is using what you already know to go beyond what you already think, learning is active process, refined in the 1960's | 26 | |
| 5005568635 | social constructivist | vygotsky | 27 | |
| 5005571162 | meaningful reception learning | Ausubel, people acquire knowledge primarily through reception rather than discovery, the most important single factor influencing learning is what the learner already knows | 28 | |
| 5005580349 | 4 techniques of discovery learning | emphasizing contrasts, developing relationships/connections, encouraging participation, arousing emotions | 29 | |
| 5005611455 | emphasize contrasts | determining something by what it is and what it is not | 30 | |
| 5005613266 | developing relationships/connections | seeing the relationships between concepts | 31 | |
| 5005613267 | encouraging participation | participating in actual experiences, role plays or simulations to understand more fully | 32 | |
| 5005616650 | arousing emotions | involving students actively in debates and experiences that have an emotional relevance | 33 | |
| 5005620278 | constructivist | vygotsky, complex mental processes begin as social activities, systematic, open-ended debates are instrumental in helping individuals create personal views | 34 | |
| 5005643542 | zone of proximal development | difference between what a student can do on his own and what can be accomplished with some assistance, optimal level for learning | 35 | |
| 5005653384 | scaffolding | adult or other individual provides some form of guidance or structure that enables students to perform at their proximal zone of development | 36 | |
| 5005786846 | bruner | all children have natural curiosity | 37 | |
| 5005856943 | constuctivist are | hands on minds on | 38 | |
| 5005860648 | contructivist is | meaningful learning is the active creation of knowledge structures from personal experience | 39 | |
| 5005874939 | cognitive constructivism | about how the individual learner understands things, in terms of developmental stages and learning styles (burner) | 40 | |
| 5005918123 | social constructivism | emphasizes how meanings and understandings grow out of social encounters (modeling/Bandura) (ZPD/Vygotsy) | 41 | |
| 5005946199 | problem solving | an ongoing activity in which we take what we know to discover what we don't know | 42 | |
| 5005957430 | cognitive learning | emphasizes how people perceive, understand and remember information by seeing relationships | 43 | |
| 5006237739 | bandura | 44 |
