PSYCH EXAM 1

 Defining learning from the behaviorist perspective

1. Learning is a long term change in behavior due to the experience, practice, exercise, or instruction

 Defining learning from a cognitivist perspective

1. Learning is a long term change in mental associations due to experience, practice, exercise, or instruction

 Defining learning from a neuro-psychological perspective

1. Learning is a long term change in synaptic connections due to experience, practice, exercise, or instruction 

Why should prospective teachers learn issues in child and adolescent development?

1. To understand their students needs, behaviors, and learning styles in order to create a learning environment that is both effective and supportive

Listing the four-step-model of teaching in its correct order.

Listing the four areas of human development

1. Physical Development 

2. Cognitive Development  

3. Social Developments 

4. Personality development 

Identifying factors that affect development

1. Maturational factors

2. Environmental factors 

3. Genetic factors

Defining metacognition?

1. One's awareness and understanding of their own thinking and learning processes, and the regulation of those processes to enhance learning and memory

Identifying three principles that govern human development

Identifying four functions of peer relationships, especially friendships

Identifying examples of learning

1. Learning a new language

2. Watching a video on how to do a math problem

3. Studying for a test

4. Learning how to play an instrument 

Identifying changes which may not be due to learning alone

1. Human Development 

2. Growth

3. Change in the environment

4. Social/Culture Pressures

Distinguishing between a principle of learning and a theory of learning (3 questions)

1. A principle explains HOW where a theory provides an explanation as to WHY there is a relationship

2. Principle - describes how learning happens 

3. Theory - provides information thats helps the understanding of the process of learning  

Identifying the different aspects of learning which behaviorists and cognitivists focus on

1. Behaviorist focus on observable behaviors; the change is something you CAN visibly see; physical process

2. Cognitivist focus on the internal processes that happen in the mind; The change is something you CAN’T always see; a mental process

Identifying the various ways theories are helpful and what advantages they offer

1. Provides an explanation for an observation

2. Requires to look at things in a new view 

Identifying a correct statement regarding theories of learning

1. If evidence CANNOT support a theory, the theory gets discarded 

2. It then gets replaced with new theories  

3. Or old theories are modified due to new data

Identifying the correct sequence in the scientific method (2 questions)

• 1. Asking a question 

• 2. Formulation hypothesis 

• 3. Gather and collect data (testing hypothesis)

• 4. Analyze the data 

• 5. Draw a conclusion

• 6. Making your findings public 

Distinguishing between descriptive studies, correlational studies, and experimental studies (2 questions)

1. Descriptive Study: trying to observe a students behavior in their environment; then describing what you saw

2. Correlational Studies: identifying how strong the relationship is between two variables 

3. Experimental Studies: introducing an intervention and studying the effects

Distinguishing between an effective teacher, critical teacher, creative teacher, and reflective teacher (2 questions)

1. Effective teacher - focuses on achieving learning outcomes and classroom management

2. Critical teacher - involves questioning information, being skeptical, considering multiple perspectives, and ensuring claims are supported by evidence

3. Creative teacher - think in an unconventional manner, allows diversity, and fosters students creativity

4. Reflective teacher - constantly examines their teaching practices to improve and grow

Meaning of the notion of brain plasticity and interconnectedness of brain structures (2 questions)

• Brain plasticity -  The brain’s ability to change, adapt, and reorganize itself

  • New neural connections are formed in response to learning, experience, or injury

Interconnectedness of brain structures - different parts of the brain are connected and work together to handle tasks like feeling, moving, thinking, and controlling actions

• Making the brain function smoothly as a whole

Identifying the central issues or debates in human development

1. Is development continuous or discontinuous?

2. Is there a critical period in development?

3. Is development universal or context-specific?

4. Is development the result of nature or nurture?

Distinguishing between sensory neurons, interneurons, and motor neurons (3 questions)

1. Sensory neurons - carry incoming info from receptor cells

2. Interneurons - receive info from the sensory neurons and integrate and interpret input from multiple locations 

3. Motor Neurons - send messages (decisions) to different body parts for action
   

The notion of a neuron’s threshold of excitation

1. The minimum level of electrical charge needed to trigger an action potential (an electrical signal) in the neuron

How neurons transmit messages to one another

1. An electrical impulse triggers the release of neurotransmitters from the axon into the synapse

Distinguishing between the various methods used in brain research

1. Studies with animals 

2. Postmortem studies 

3. Case studies of people with brain injuries/other pathological conditions 

4. Electrical recording 

5. Neuroimaging 

Identifying the major functions of the three parts of the brain

1. Hindbrain - is involved in many basic psychological processes that keep us alive (breathing, swallowing, sleeping, etc.)

2. Midbrain - plays a supporting roles in vision and hearing (reticular formation)

3. Forebrain - where most complex activities take place in primate species (location: front and upper portions of brain) 

How brain researchers understand the great deal of synaptic pruning occurring in early childhood

1. Synaptic pruning -the process of eliminating unnecessary neural connections

2. Guided by the use it or lose it principle

Understanding the notion of myelination and what its significance is (its use or function)

1. Myelination - The process of forming a fatty sheath around neuron axons

   1. Function - Speeds up electrical signal transmission between nerve cells

   2. Significance - enhances brain function, improves communication in the nervous system, and is crucial for cognitive development and motor coordination

A lot of brain development is occurring in regions of the brain during the elementary and secondary school years and such development is responsible for what aspect of brain function

1. Thinking and reasoning aspects of brain function 

 Identifying the correct conclusion that may be drawn regarding factors that influence brain development

1. Genetics 

2. Environmental factors

3. Education (learning)

4. Social interactions 

5. Early childhood experiences (during the critical period)

Major research findings about factors that influence brain development

1. In the critical period, positive, nurturing experiences promote healthy brain growth, while neglect or stress can harm development

2. Genetics shape brain structure, but interact with environmental factors

3. Learning challenges strengthen memory and cognitive skills

4. Positive relationships improve emotional and social skills

Identifying an example which illustrates the notion of critical period in development

1. The importance of learning language as a young child

   1. If a child isn't exposed to language early enough, they may have trouble learning to speak or understand it properly 

Identifying the best statement that describes psychologists’ current beliefs about the brain and learning

1. Psychologists currently believe that the brain is highly adaptable (plastic) and can change throughout life

Identifying the way children’s lack of metacognitive knowledge is directly reflected

1. Reflected in their difficulty in understanding their own thinking processes; not being aware that they don’t understand something

Identifying statements which clearly illustrate metacognition (3 questions)

1. "I think I need to read this again because I didn’t understand it the first time."

2. "Let me pause and check if my answer makes sense before moving on."

3. "I’m not sure about this problem, so I’ll try a different approach."

4. "I need to focus better because I’m getting distracted."

Identifying characteristics associated with self-regulated learning

1. Goal setting

2. Planning

3. Self-motivation 

4. Self-assessment 

5. Self-reinforcement   

6. Attention control

7. Use of effective, goal-relevant learning strategies

8. Self-monitoring

Identifying students showing signs of self-regulated learning

1. When they are… 

   1. Setting goals for learning and to track their progress 

   2. Using effective strategies to understand and solve problems (summarizing, note taking, etc.)

   3. Recognizing when they need help

   4. Continuing to work despite being set back by challenges (motivation)

Comparing self-regulated and non-self-regulated learners with regards to their achievement

1. Self-Regulated Learners:

   1. Set goals, track progress, and use good study strategies

   2. Adapt to challenges and keep going

   3. Generally achieve higher success because they control their learning

2. Non-Self-Regulated Learners:

   1. Don’t set clear goals or track progress

   2. Struggle with study strategies and give up easily

   3. Often achieve lower success due to lack of active learning

Distinguishing between the different learning strategies such as meaningful learning, organization, and elaboration (3 questions)

1. Meaningful learning - connecting prior knowledge to what you are learning 

2. Organization - sort information to understand and find inter connections between similar ideas

3. Elaboration - adding on to the information that is given 

Identifying a student who is engaging in comprehension monitoring

1. Pause while reading and say, "I don’t understand this part, I need to read it again."

2. Stop and ask themselves, "Does this make sense? What’s the main idea?"

3. Check if their answer to a question is correct before submitting it

The consequence of an illusion of knowing in learning

1. Students may believe they understand a concept or topic when they actually don’t

   1. This could lead to poor retention, mistakes on assessments, and the inability to apply knowledge effectively

When should a learner engage in comprehension monitoring?

1. When they… 

   1. Encounter confusing or unfamiliar material while reading or listening

   2. Realize they’ve lost focus or are unsure about what they’ve just learned

   3. They are preparing for tests or applying knowledge to ensure understanding

   4. They want to verify if their answers or conclusions make sense

Notion of epistemic beliefs

1. Beliefs that individuals hold about what “knowledge” and “learning” are

What parts are included in such epistemic beliefs

1. Certainty of knowledge 

2. Simplicity and structure of knowledge 

3. Source of knowledge

4. Criteria for determining “truth”

5. Speed of learning 

6. Nature of learning ability
   

Connection between epistemic beliefs and approaches students use when studying/learning

1. Students with more advanced epistemic beliefs tend to use more effective learning strategies, like thinking critically and understanding concepts 

2. Students with simpler epistemic beliefs, tend to use simpler study methods, like memorizing facts without fully understanding them

Identifying true statements about students’ and teachers’ epistemic beliefs

1. Students' epistemic beliefs influence how they approach learning

2. Teachers' epistemic beliefs shape their teaching methods and how they engage students in learning

3. Both students and teachers with more developed epistemic beliefs tend to encourage critical thinking and deeper understanding in the classroom

Steps in self-regulation

1. Goal Setting

2. Planning

3. Monitoring

4. Self-reflection

5. Adjusting Strategies

6. Persistence

Temperament

1. General tendency to respond in particular ways to one's physical and social environments

Distinguishing between authoritarian and authoritative parenting styles

1. Authoritarian Parenting: strict, controlling, expects obedience without explanation, and limits open communication

2. Authoritative Parenting: balances rules with warmth, encourages communication, and explains reasons behind rules while being supportive

Child abuse at home and teachers’ responsibility

1. Child abuse at home - Teachers are often in a position to notice signs of abuse, such as changes in behavior, physical marks, or emotional distress.

2. Teachers' responsibility - Teachers are required to report suspected abuse to authorities, provide a safe environment, and support the child while following legal and ethical guidelines

Effortful control

1. Students general ability to control immediate impulses in order to think and act productively