PSYCH 2GG3 Test 1

Who are the “learning scientists” ?

Yana Weinstein, Oliver Caviglioli, Megan Smith

spaced practice

spacing out your study sessions to increase long-term retention

dual coding

turning what you learned into another form of information (drawing cartoons to explain)

interleaving

mixing different topics together and connecting commonalities

concrete examples

creating specific and personal examples to understand concepts

elaboration

asking “why”

retrieval practice

active recall, using flash cards, practice tests

law of effect

edward lee thorndike believed that behaviours rewarded with a positive would be repeated more

instrumental/operant conditioning

b.f skinner: he believed we shaped behaviour through positive and negative reinforcements

john watson: he believed behaviour was measured by early life experiences

classical conditioning

ivan pavlov, behaviour can be learned through creating associations between naturally occurring stimuli and a conditioned stimuli to create the same response

social learning theory

albert bandura, he believed that behaviour was learned through observation and social interaction

cissy ballen’s research

• compiled 7 most common intro bio textbooks to compare mentioned scientists

• found that the diversity of the represented scientists did not equate to the diversity of the students

science self-efficacy

the belief one has in themselves in their abilities in science

katherine phillips

• studied in and out groups and how they impacted confidence and quality of work

• found that the out groups with new comers were less confident but were more likely to be correct than the in groups with old timers

gender-balanced teams to better work

yang yang, found that diversity = high science influence and better work

science influence

the number of times someone’s research is mentioned/cited in other research

rosemary and peter grant

studied evolution in Darwin’s finches in 1973

the habit loop

cue → behaviour/response → reward

internal cue

an emotion or physical sensation

external cue

a place, person, time of day, thing

chunking

when a behaviour becomes automatic

behavioural chunking

behaviours that are automatic (brushing teeth, combing hair)

habit formation

it is first processed and controlled consciously by the prefrontal cortex until it becomes automatic and taken over by the basal ganglia

dopamine and habits

the happy hormone leads to the repetition of habits

pros of our social media habit

it helps us meet our personal needs/goals, it provides us with social support, and gives us quick access to information

cons of social media habit

it can cause procrastination, it reduces our self-control, it can cause problematic behaviour, it creates a dependence

rationalism

plato, the belief that knowledge is innate and we gain it through self-reflection

empiricsm

aristotle, the belief that knowledge is learned through experience and hands-on learning

socratic method/dialectic approach

socrates, learning through speaking and sharing with others with a specific focus on asking questions

rote memorization

the romans, a form of respect towards religion, where stories were identically repeated and passed down generations

experimental learning

the romans, a concept of hands-on learning with a mentor

interdisciplinary learning

studying one subject through many viewpoints and perspectives

empirical observation

copernicus, he believed that real evidence and observation held value in scientific learning

martin luther

he believed that access to education was only available to the privileged people

rene descartes

believed that we come into the world with knowledge/understanding on how the body functions

tabula rasa

john locke, he believed that children were born with a blank slate

“…white paper, void of all characters, without any ideas…”

john locke’s tabula rasa

jean-jacque rousseau

believed that children should figure out consequences and experiences with minimal guidance

developmental cognitive process

jean piaget, he focused on learning during development and said we must consider the internal and unobservable processes

social-cultural cognition

vygotsky, he believed that learning occurs in a cultural context involving social interactions

zone of proximal development

vygotsky, the zone in where learning is not “too easy” but not “too hard”, just enough to cause desirable difficulty

desirable difficulty

when the brain struggles a bit to eventually master information

progressive learning theory

centring learning around what the student wants and is interested in using problem solving and hands-on learning

john dewey

believed that school and learning should co-exist with life

pedagogical knowledge

john dewey, teaching how to teacher … teachers college

maria montessori

believed that you need to let the interests of students guide the learning experiences and also make them culturally relevant

psychophysics

the measure of detecting stimuli in the environment and seeing how humans interact with these changes

sensation

when your senses pick up something from the environment

perception

when you process what you have sensed

absolute threshold

the difference between seeing a stimulus and not seeing a stimulus, noticing it 50% of the time

difference threshold

the small increase or decrease of a stimulus that is required for you to notice a difference

just noticeable difference

max weber, the least amount of change in a stimulus that would be noticeable

contingency

when 2 things that are naturally connected

continguity

the idea that events that occur in similar times/spaces will be associated

simultaneous pairing

when the CS starts and ends at the same time as the US

delayed pairing

when the CS is played before the US and ends with the US

trace pairing

when the CS is played and ends before the US

backward pairing

when the US is played and removed before the CS

acquisition

when the association is accquired

extinction

when the association is broken

spontaneous recovery

after extinction, the CS is played and somehow causes the response

stimulus generalization

same response even with remotely similar stimuli

stimulus discrimination

limiting the range of stimuli that cause the CR

higher order conditioning

linking other things through experience (ex. bell always rings at 12pm and emits food … bell = food and 12pm)

john dunlosky

• small class size is only beneficial if teacher takes advantage

• emphasized the good study strategies

fluency

rereading, reviewing, or cramming

mastery

the true understanding of the material

active retrieval

using self-testing methods to actively remember the information

growth mindset

intelligence can be increased with effort

5 stages of child development

rousseau, infancy, childhood, pre-adolescense, adolescense, adulthood

infancy

ages 0-5, you learn from natural impulses

childhood

ages 5-12, you explore the physical world and your senses through experience

pre-adolescence

ages 12-15, you learn practical skills

adolescence

ages 15-20, morals and social emotions develop

adulthood

ages 20+, you have wisdom and independence

what is the problem with traditional classrooms

they force all children to learn at the same pace and age-grade levels, ignoring natural human development

montessori education

it aligns with natural human development, allows for independence, multi-age classrooms, and student-led approaches