EDUC 251 - EdPsych

Transfer

The ability to extend what has been learned in one context to new contexts

Low Road Transfer

Involves the spontaneous, automatic transfer of highly practiced skills, with little need for reflective thinking. Results from extensive practice of a skill in a variety of contexts until it becomes flexible and developed to automaticity

High Road Transfer

An individual purposely and consciously applies general knowledge, a strategy, or a principle learned in one situation to a different situation. Mindful abstraction is the defining feature

Positive Transfer

Previous learning benefits learning on new tasks

Negative Transfer

Previous learning hinders learning on new tasks

Zero Transfer

Previous learning has no effect on the performance of a new task

Near Transfer

involves applying prior knowledge to new situations that are very similar, but not identical to, the learning context

Far Transfer

applying prior knowledge to a context that is very different from the learning context

Vertical Transfer

Using what you previously know to understand a more complex topic (ex. using add., sub., and mult. principles to learn division)

Lateral Transfer

Using what you previously know to understand a topic of equal complexity (ex. using math to understand population on a map)

Specific Transfer

Edward Thorndike’s theory (1923, 1924) that transfer will occur between two learning tasks if the new skill or behavior contains elements that are identical to a skill or behavior from the original task

General Transfer

Proposes that broad-based cognitive faculties can “leap” across very different learning situations because these general abilities are the same in both contexts

Abstraction

The process of retrieving meaningful information (that has been consciously learned and actively memorized) and applying it to a new learning context.

Metacognition

Our awareness, monitoring, and regulation of our thinking

Problem-Solving Transfer

Type of high road transfer: A general strategy or principle that we have learned from solving one type of problem and apply it to solve another type of problem

Analogical Transfer

Type of high road transfer: involves creating or using an existing analogy to aid in understanding a new concept (ex. orbit of planet similar to orbit of electron)

Forward-Reaching Transfer

Type of high road transfer: involves learning a principle or strategy so well that an individual selects it quickly and easily when it is needed in future situations (ex. student with deep understanding of geometry easily using principles in other classes, future career, etc.)

Backward-Reaching Transfer

Type of high road transfer: occurs when an individual deliberately looks for strategies or principles learned in the past to solve a current problem or task

Recognition

Ability to detect a link between the new situation and prior knowledge

Mapping

Making appropriate connections between the original and the new problem

Convergent Thinking

Obtaining the right answer to a question

Learning Context

The situation in which the original knowledge is transferred from

Transfer Context

The situation in which the knowledge is transferred to

Framing

The meta-communicative act of characterizing what is happening in a given context and how different people are participating in it

Bounded

Type of framing that discourages students from later using what they learn

Expansive

Type of framing that encourages students from later using what they learn

Zone of Proximal Development

Activity is too hard to do independently, but is achievable with help. In between “too tough” and “easy peasy”. Developed by developmental psychologist Leo Vygotsky

Scaffold

Temporary structure that can come down once the building can stand on its own. Analogous to a method of supporting students in their learning.

Contiguity Learning

Learning by association

Generalization

Learning can be expanded beyond a specific stimulus to other, similar stimuli

Discrimination

Species can learn to differentiate between similar but different stimuli

Extinction

If the conditioned stimulus is presented repeatedly without the unconditioned stimulus, the previously learned behavior will disappear

Law of Effect

Behaviors associated with good consequences (satisfiers) are more likely to occur again in the future, whereas behaviors associated with bad consequences (annoyers) are less likely to occur again. Edward Thorndike (1874-1949)

Ratio Schedule

Type of intermittent reinforcement schedule: based on the number of times a behavior occurs

Interval Schedule

Type of intermittent reinforcement schedule: Based on the time elapsed after a behavior occurred

Fixed schedule

Type of intermittent reinforcement schedule: occurs exactly every third time or 5 minutes. Individuals know when to expect it

Variable Schedule

Type of intermittent reinforcement schedule: occurring every third time or 5 minutes on average but not always

Sensory

Type of memory that

Working

Type of memory that

Long-Term

Type of memory that

Information Processing Model

Helps us understand how various cognitive processes such as attention and memory can influence our ability to learn information

Bottom-Up

Type of processing that uses pieces of information (ex. lines and curves) to understand a more complicated concept (letter e)

Top-Down

Type of processing that uses prior knowledge (ex. women are smaller than skyscrapers) to perceive stimuli (picture of woman who appears larger than a skyscraper)

Fading

Removing scaffolding as student gradually masters concept or skill

Sociodramatic Play

Particular form of pretend play in which children jointly create and act out an imaginary context

Spontaneous Concepts

unsystematic, unconscious, and sometimes incorrect ideas generalized from children’s everyday concrete experiences

Semiotic Functions

Term by Piaget. Psychological and cultural tools to mediate the child’s thinking and shape the development of more complex thought

Intersubjectivity

Process in which two individuals who begin a task with different knowledge and perspectives comes to a shared understanding as each person adjusts to the perspective of the other. Also known as a co-construction of knowledge.

Sensorimotor

One of the four stages of Piaget’s theory: birth-2 years. Infants construct knowledge from sensory perceptions. They do not realize that they exist as separate entities apart from objects or that objects exist apart from them. Also included in this stage is the development of object permanence.

Preoperational

One of the four stages of Piaget’s theory: 2-7 years. Children develop the ability to represent an object or action with signs and symbols, such as language, imagery, drawing, symbolic games, and deferred imitation. Operations are limited to one-way thinking. Children cannot engage in reversibility of operations (ex. 5 coins together vs. spread out).

Concrete Operational

One of the four stages of Piaget’s theory: 7-11 years. Able to mentally reverse operations / engage in two way thinking.

Formal Operational

One of the four stages of Piaget’s theory: 11 years - adult. Children exhibit abstract reasoning, and can engage in a debate, write a critical analysis, or consider future career plans.

Remember

First of six levels of Bloom’s taxonomy: Memorizing facts or information learned earlier without necessarily understanding or being able to use that knowledge (e.g., list or define)

Understand

Second of six levels of Bloom’s taxonomy: Making sense of information without connecting the information to prior knowledge (e.g., explain or summarize)

Apply

Third of six levels of Bloom’s taxonomy: Selecting and using information to solve a problem or specific task (e.g., demonstrate, compute)

Analyze

Fourth of six levels of Bloom’s taxonomy: Breaking information or knowledge into parts and possibly making connections between those parts (e.g., compare, contrast)

Evaluate

Fifth of six levels of Bloom’s taxonomy: Making judgments about the value of information for a particular situation (e.g., assess, critique)

Create

Sixth of six levels of Bloom’s taxonomy: Creating or generating new ideas by combining information (e.g., produce, develop)

Identify

IDEAL problem solving method: i__ the problem. Initial state, goals, and constraints

Define

IDEAL problem solving method: D__ goals and represent the problem. Determine how best to ask the question or consider the problem

Explore

IDEAL problem solving method: E__ possible solutions. Identify possible options and strategies that might be used to solve the problem. Do not yet evaluate those strategies

Anticipate

IDEAL problem solving method: A__ outcomes and act. Consider consequences of possible strategies and choose a strategy

Look

IDEAL problem solving method: L__ back and learn. Determine how well that strategy worked and consider how to approach similar problems in the future

Convergent

Type of thinking that involves the ability to give one “correct” answer based on previous knowledge

Divergent

Type of thinking that offers many solutions based on previous ideas

Interactive

Part of the ICAP framework:

Constructive

Part of the ICAP framework:

Active

Part of the ICAP framework:

Passive

Part of the ICAP framework:

ICAP Hypothesis

Interactive → Constructive → Active → Passive

Inductive

Type of reasoning in which a body of observations make up a general principle

Deductive

Type of reasoning where conclusions are drawn from general principles

ICAP Framework

Interactive → Constructive → Active → Passive

Interactive

Stage in ICAP framework in which information is discussed back and forth between more than one individual

Constructive

Stage in ICAP framework in which information is processed and recorded in one’s own words

Active

Stage in ICAP framework in which information is received and recorded word for word (ex. writing down teacher’s words in lecture)

Passive

Stage in ICAP framework in which information is received, but not used (ex. listening to teacher during lecture). Needs a cue to be recalled

Gap Filling

Process where the learner assimilates or integrates new information into activated schema, thereby making it more complete

Inferring

Process of elaborating, such as adding more details or qualifications

Revising

Process of changing what was initially stored but incorrect. Also known as repairing

Reorganizing

Changing hierarchical relations, or pattern of relationships

Reflecting

Student evaluates what he or she does or does not understand in order to carry out a constructive activity such as generating a question

co-inferring

• Learners A and B (LA & LB) are both exposed to base information (Knowledge 1).

• LA activates his/her own knowledge relevant to K1 (Schema A).

• LA makes inference from SA (Inference 1)

• LA shares i1 with LB

• LB activates Schema B (SB) relevant to K1 + i1

• LB makes Inference 2 (i2) based on Schema B

This is the process of __________

Bloom’s Taxonomy

Culturally Responsive Teaching

Using students’ customs, characteristics, experience, and perspectives as tools for better classroom instruction

Asset-Based Pedagogies

Teaching methods and strategies that focus on the strengths of all students and value diversity in culture, language, and other traits.

Community funds of knowledge

Also known as FoK

Trust Vs Mistrust

First of eight stages of Erikson’s development:

• Occurs during infancy

• Caregivers are dominant environmental an social influences

• Positive outcome: Needs met. Infant learns to trust the world

• Negative outcome: Needs not met. Infant develops a sense of mistrust

Autonomy Vs Shame

Second of eight stages of Erikson’s development:

• Occurs during toddlerhood

• Children continue to be influenced by caregivers’ responses

• Individual attempts to do things on their own (walking, playing alone)

• Positive outcome: Opportunities for freedom provided. Sense of autonomy instilled

• Negative outcome: Parents are punitive / overprotective. Sense of doubt in individual’s own capability instilled

Initiative Vs Guilt

Third of eight stages of Erikson’s development:

• Occurs during preschool age

• Increased interaction among peers

• Positive outcome: Child is rewarded for trying new things. Sense of initiative is developed

• Negative outcome: Doing everything for the child / being overprotective / punitive. Guilt is instilled

Industry Vs Inferiority

Fourth of eight stages of Erikson’s development:

• Occurs during school age

• Child learns to master skills (reading, school subjects, sports, etc.)

• Teachers and peers become increasingly influential

• Positive: Influences (caretakers, peers) provide opportunities for child to complete tasks.

• Negative: Influences don’t provide. Child does not feel competent

Identity Vs Identity Diffusion

Fifth of eight stages of Erikson’s development:

• Occurs during adolescence

• Individual’s own internal state and family / peers / school are influential

• Goal is to develop a clear sense of self

• Need for psychosocial moratorium (time with few responsibilities and opportunities to explore roles)

• Familial / educational aspirations / career goals / morals and values considered

Intimacy Vs Isolation

Sixth of eight stages of Erikson’s development:

• Occurs during young adulthood

• Focused on developing close, personal relationship (not just romantic)

• Positive: Close, long lasting relationships

• Negative: Moving from one relationship to another. Fear of rejection

Generativity Vs Stagnation

Seventh of eight stages of Erikson’s development:

• Occurs during middle adulthood

• Focused on giving back to the next generation

• Positive: Individual feels they have given to society

• Negative: Individual feels they failed to contribute and are bored with life

• Most teachers at this stage for most of their career

Integrity Vs Despair

Eighth of eight stages of Erikson’s development:

• Occurs during late adulthood

• Positive: Feeling that life was worth living. No fear of death

• Negative: Dissatisfaction with one’s life. Desire for one more time

Emergent

Characteristic of a(n) ______ connection

Emergent

Characteristic of a(n) ______ connection

Transitional

Characteristic of a(n) ______ connection

Transitional

Characteristic of a(n) ______ connection

Meaningful

Characteristic of a(n) ______ connection