Psych 133F: Midterm Set 1

The "meshing hypothesis" has insufficient evidence. In addition to people not wanting to be seen as having the potential to learn, why does it exist? (3)

1. business

2. classify ourselves

3. place blame elsewhere

Preferences are _____

reliable

Some people have strong auditory skills or visual skills, and these are not "learning styles" rather they are ____

aptitudes

Our ___ about how we learn are often wrong

intuitions

The concept that individuals differ in regard to what mode of instruction they prefer

learning styles

Hypothesis that individualizing instructions to the learners style can allow people to achieve a better learning outcome

learning styles hypothesis

The general learning styles hypothesis refers to generalizing ____ as opposed to individualizing it

instruction

A learning style is a ____, and people will volunteer them when asked

preference

Hypothesis that instruction is best provided in a format that matches the preferences of the learner

meshing hypothesis

The meshing hypothesis is the ____ form of the learning styles hypothesis

specific

Pashler, McDaniel, Roherer and Bjork were the authors of which article?

learning styles

For the learning styles study, the authors tasks were (2)

1. find ____

2. review _____ for that

1. evidence 2. literature

Methodology Required to test a learning styles hypothesis

1. Divide learners into 2+ groups based on ____ ____ ___

2. Randomly assign participants in each group to ____ (or more) learning style methods

3. Give all participants same ______ test

preferred learning style, 2, achievement

For the learning styles hypothesis, Results must show that the learning method that optimizes test performance of one group is _____ than the method that optimizes test performance of the other group

different

For the crossover interaction found in the learning styles study, "A Style" means _____ learners

visual

For the crossover interaction found in the learning styles study, "B Style" means _____ learners

auditory

For the crossover interaction found in the learning styles study, method 1 is _____ instruction

visual

For the crossover interaction found in the learning styles study, method 2 is ___ instruction

auditory

For the crossover interaction found in the learning styles study...

the X axis = ___ ___ ___

the Y axis = ___ ___

learning style preference, test score

The crossover interaction graph for learning styles shows also that ____ style learners always outperform ____ style learners

B, A

Goal of the studies in "Praise for Intelligence Can Undermine Motivation and Performance"

Goal: Analyze how praise for ____ compares with praise for ____

effort, intelligence

the theory that we explain someone's behavior by crediting either the situation or the person's disposition; HOW we explain behavior

attribution theory

Why praise effort instead of ability/intelligence?

How we ____ the cause of behavior impacts our ____ to it

attribute, response

Stable and Internal =

ability

Unstable, internal, and controllable =

effort

____ ____ represent different ways of approaching, engaging in, and responding to achievement activities

achievement goals

Praise for Intelligence Can Undermine Motivation and Performance:

Study 1 Method: first group was called ____ group, the second group was called ____ group, and the third was the control

ability, effort

1. Problems that aren't hard so i don't get many wrong

2. Problems that are easy so i do well

3. Problems that i'm good at so i can show im smart

These were the the ____ goal options

performance

Problems i'll learn from even if i don't look smart

This was the ___ goal option

learning

3 performance questions were used to offset ___ ____ of the learning goal

social desirability

the tendency to try to give answers that reflect well upon them

social desirability

Praise for Intelligence Can Undermine Motivation and Performance:

Study 1 Method Recap:

there were ___ sets of matricies

3

Praise for Intelligence Can Undermine Motivation and Performance:

Study 1 Method Recap:

Set 1: ____ + ____

Groups: ___, ___, control

success, praise, ability, effort

Praise for Intelligence Can Undermine Motivation and Performance:

Study 1 Method Recap:

Set 1: DV = ____ (either performance or learning)

goal

Praise for Intelligence Can Undermine Motivation and Performance:

Study 1 Method Recap:

Set 2: DV= Persistence, enjoyment, quality ______

attributions

Praise for Intelligence Can Undermine Motivation and Performance:

Study 1 Method Recap:

Set 3: DV= ____ after "failing" on set 2

performance

If praised for intelligence, it _____ performance goals

increased

If praised for effort, it ____ performance goals

decreased

For no praise (control), the result in choosing performance vs. learning goals was _____

half

Children praised for intelligence attributed failure to lack of _____

ability

Children praised for effort assigned greater weight to failure based on ___ ____

low effort

Children praised for intelligence were less likely to want to ____ with the task than were children praised for effort

persist

Children praised for intelligence ____ the task less

enjoyed

Children in control condition were ____ likely to enjoy the problems than those praised for effort

less

Praise for Intelligence Can Undermine Motivation and Performance:

Study 3 RQ

1. can we ____ study 1

2. What do children ____ about after failure?

3. How do children represent their task ____ to others?

replicate, care, performance

Praise for Intelligence Can Undermine Motivation and Performance:

Study 3 Method

same as study 1, but post failure they were told to choose one of two _____

folders

Folder 1 = ___ ___ for solving problems

Folder 2 = ___ ___

new strategies, average scores

Folder 1 had a ___ goal

Folder 2 had a ___ goal

learning, performance

Praise for Intelligence Can Undermine Motivation and Performance:

Study 3 Results

Proportion of children who misrepresented their scores:

Control __%

Praised for effort ___%

Praised for intelligence ___%

14, 13, 38

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