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