ed psych 301 - exam 1 vocab

hidden curriculum

punctuality, order, discipline, meritocracy, silence, conformity

egg crate school

students of different ages in different classrooms and assessed on their grade level

john dewey

proposed a child-centered approach that places the emphasis of learning on the needs and interests of the child + believed that learning should be social and interactive

formal learning

programs and structures regulated by governments, in which the institutional environment is a strong influence

informal learning

any learning that is not in a formal classroom setting

third places

places where people congregate other than school or home

informal learning spaces (ILS)

learning in places outside of the institution of school (“formal” spaces)

4 characteristics of ILS

self-directed, voluntary, inquiry-drive, open-ended

behaviorism

learning involves an observable change in behavior + this objective view largely ignores mental processes

equipotentiality

principles of learning apply equally to different behaviors and different animals

tabula rasa

organisms start as blank slates

deterministic

behavior is predictable

classical conditioning

involuntary, virtually no control, stimulus and response

operant conditioning

voluntary, control over response, response and reinforcing stimulus + concered wth the effects of consequences on behaviors

conditioning

forming associations or connections between experiences (stimuli) and neural impulses (responses)

generalization

when learned behaviors are produced in response to other similar stimuli

discrimination

when a learner figures out that only certain stimuli should trigger certain responses

extinction

decline of response strength when a behavior is not reinforced; or when the CS is too often presented without the UCS, then the CR will eventually cease

spontaneous recovery

a response randomly occurs again after extinction without retraining

primary reinforcers

satisfy basic human biology-based needs

secondary reinforcers

acquire value by being repeatedly assocaited with primary reinforcers

atecedent

the environmental cue that precedes or triggers a behavior

behavior

the action(s) that occurs as a result of the antecedent

consequence

what happens after the behavior to increase or decrease the probability that it will happen again (key component of operant conditioning)

classical conditioning model

stimulus —> response

operant conditioning model

stimulus —> response —> reinforcer

reinforcement

increases the probability of a behavior

punishment

decreases the probability of a behavior

positive

adding a stimulus to the environment

negative

taking something away

positive reinforcement

strengthens a response by presenting a consequence that you like after a response

negative reinforcement

strengthens a response by reducing or removing an aversive (disliked) stimulus

positive punishment

adding something you do not like

negative punishment

taking away something that you like

premack principle

provide reward of engaging in a highly valued activity if person does a less valued activity first

shaping

when not currently displaying desired behavior at all, rewarding small steps that approximate the desired behavior until the desired behavior is displayed

chaining

using shaping to reinforce 2 responses, then a sequence of 3, and so on, toward a complex sequence

continuous reinforcement

behavior is followed by a consequence every time it occurs

intermittent schedules

behavior is followed by a consequence only after a certain amount of time has passed (interval) or a certain number of times the behavior is performed (ratio)

fixed interval (when/time)

reinforcement after x amount of time

variable interval (when/time)

reinforcement after varying amounts of time

fixed ratio (number/”how many”)

reinforcement after x number of performances

variable ratio (number/”how many”)

reinforcement after varying amounts of performances

social cognitive theory (SCT)

learning occurs from interacting with and watching, as well as witnessing the result consequences + emphasizes learning by observation and modeling

vicarious learning

learning through observing the consequences given to other people

observational learning/SCT

occurs when an observer’s behavior changes after viewing the behavior of a model + an observer’s behavior can be affected by the positive or negative consequences (vicarious reinforcement or vicarious punishment) of a model’s behavior

modeling

the process of learning by observing what other people do and the resulting consequences

facilitation

when someone is more likely to perform previously learned behaviors after observing a model be reinforced for that behavior

inhibition

when someone is less likely to perform previously learned behaviors after observing a model be punished for that behavior

disinhibition

when someone is more likely to perform previously forbidden behaviors after observing a model be either reinforced or not punished for that behavior

what makes a good model?

percieved similarity, percieved competence, and percieved status

cognitive modeling

modeling that involves an explanation beyond just demonstration

necessary conditioning for modeling

attention, retention, motor reproduction, motivation, self-efficacy

enactive learning

learning through experience

latent learning (“delayed imitation”)

when a behavior that is learned does not appear until a later time

observational learning

when a behavior happens that prior to modeling would have had 0 probability of happening prior to observation

three types of models

live, symbolic, or verbal

triadic reciprocality

learning occurs in the interaction between the environment, behavior, and person

constructivism

individuals construct what they learn and understand + emphasizes contribution of learners to their own learning and importance of social interaction in development of skills and knowledge

individual constructivism

clincial method + proposed universal, qualitatively distinct stages

equilibrium

integrating particular pieces of knowledge of the world into a unified whole

assimilation

when we encounter information in our environment that makes sense, it fits into our pre-existing schemas

accomodation

when we encounter information in our environment that doesn’t make sense and doesn’t fit in existing way of thinking, we are forced to change/adapt our existing way of thinking

stages of cognitive development

sensorimotor stage (birth-age 2), preoperational stage (age 2-6/7), concrete operational stage (age 6/7-11/12), formal operations stage (age 11/12 and older)

cognitivism

emphasizes the thought processes involved in the active formation of organized mental representations

social constructivism

focuses on social and cultural learning through social interactions with others

private speech

talking to yourself out line

inner speech

talking to yourself inside your head

appropriation

we can internalize everything from copies to major transformations

zone of proximal development (ZPD)

distance between the actual development level and the potential development level

actual developmental level

current mental functions resulting from completed development

potential developmental level

mental functions that are in the process of developing, but are not yet completely formed + what can be accomplished with the help of a more knowledgeable other

conceptual change

learning that involves changing an existing conception

scaffolding

controlling different aspects of a task that are difficult for students to accomplish alone, so they can focus on aspects of the task that they can master