Learning and Cognition Flashcards
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- Define recovered memory
- recovery of memories of past experiences -- some claim therapists uncover actual episodes; other that techniques used by therapists encourage suggestible client to imagine abuse that never occurred
- Define Zone of Proximal Development
- The amount of learning possible by a student given the proper instructional conditions
- Define cognitive dissonance
- mental tension that is produced by conflicting cognitions and that has drive-like properties leading to reduction
- Define Piaget's accommodation
- the process of changing internal structures to provide consistency with external reality -- we accommodate wshen we adjust our ideas to make sense of reality
- Define learned helplessness
- psychological state involving a disturbance in motivation, cognition, and emotions due to previously experienced uncontrollability (lack of contingency between action and outcome)
- Compare Performance Goals to Mastery goals
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performance goal - goal of completing a task
mastery goal - display of high achievement and competence in topic, brought about by planning, instruction, and grading by teacher- enjoyable learning experience - instructional event
- what an effective teacher does to promote learning; promotes past memories in preparation for the next increment of learning
- constructivist view of memory
- view that learning takes place in contexts and that learners form or construct much of what they learn and understand as a function of their experiences in situations
- effects of praise after age 8
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becomes less important and a weak re-inforcer.
praise for success conveys message that teacher doesn't expect much from student
used indiscriminately conveys no info on capabiities and little effect on behavior - effects of globality, stability, controllability on development of causal inference
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attributions effect achievement, beliefs, emotions and behaviors.
internal-external; stable-unstable; controllable-uncontrollable
internal - Seligman's learned helplessness
- helplessness is passivity -- people do nothing when they think they have no control over situation; retards learning; ex: weight gain
- how instructors promote low achievement behavior?
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lock-step instructionh to keep all on task together; no individual instruction
verbal cues - verbal and nonverbal communication conveying lack of ability
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that is correct - straightforward statement
now you are on the right track, continue -- tells student to proceed and confirms that he is correct - how effort feedback is important to students with learning problems
- students with special needs are easily discouraged, experience self-efficacy issues; feel ostracized
- What are implicit theories
- those beliefs we hold about ourselves, others and our environment
- why is the helpless pattern considered maladaptive
- because obstacles and challenges are unavoidable in life -- avoiding them can keep them from reaching their potential -- acceptance of helpless pattern behavior leads to repetition of the behavior
- goals of the helpless vs mastery oriented students
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mastery oriented welcome challenge; view challenge as new opportunity to learn
Helpless avoids challenge by choosing tasks that are too easy or too hard; they view failure as "fixed" - why helpless students orient toward performance
- believe they are less able than their peers, select with the intention that they not be judged as incompetent
- incremental theory of intelligence vs. entity theory of intelligence
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incremental theory - intelligence is malleable, increasable, controllable
entity theory - intelligence is fixed, uncontrollable, justifying negative behaviors - mastery oriented vs helpless oriented differences in social situations
- welfare recipients of multi generational families promote helpless culture by providing without effort - $ better spent geared toward education, where pride can be instilled in self-sufficiency
- entity theory and morality; prejudice
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cheat more easily and justify it by their being "fixed" - it is a part of their nature and can't be changed;
prejudices seen as fixed difference between the races, unchangeable - relate locus of control to attribution theory
- locus of control - one has control over life's decisions; attribution theory places blame/justify reasons behind the decisions they make (attributional styles)
- problems raising self-esteem in theoretical orientation
- providing problems that are too easy doesn't challenge; more challenging problems lead the incremental student to take pride in solving the problem--praise for effort is preferable over praise for performance
- Dweck and Leggett's theory applied to parenting practices
- parental involvement in activities, reading, and academic endeavors support mastery oriented theory; good role modeling by parents - accepting responsibility not blaming others
- American educational achievements and Dweck and Leggett's findings
- Deterioration of world education; teachers not promoting mastery learning in trade/university education
- why memory consolidation hypothesis doesn't explain retrograde amnesia
- if retrograde amnesia were caused by a disruption of memory storage, then how could old (consolidated) memory be rendered amnesic
- what does Howe say has to happen before we can have autobiographical memories?
- must develop a sense-of-self; usually between 18 months and 2 years
- 2 causes of imagination creating false autobiographical memories
- dreams of troubling events; impaired recall of actual events
- prototype approach to concept attainment -- how do we know that one is at the classification level of concept attainment?
- prototype requires that learners have the basic prerequisite capabilities of discrimination between relevant and irrelevant features
- Klausmeier's 4 stage model of concept attainment
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concrete level- recognize item previously encountered
identity level- recognize item previously encounter from diff perspective
classification level- recognize 2 items as being equivalent
formal level- requires identifcation of instancesand nonexamples of concept; knows what distinguishes one concept from another; requires classification - how do novice xray readers differ from expert xray readers
- experts are able to recall and understand fine tuning required to read xrays; experts and novices differ in problem solving techniques; experts call on relevant info only
- experts:
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possess more declarative knowledge
better hierarchical organ. of knowledge
spend more time planning/analyzing
recognize problem formats easily
monitor their performances with care
understand the value of strategy - relate problem promoting positive transfer across situations of learning to research on cuing systems to facilitate memory
- positive transfer occurs when you present knowledge to the class while thinking about what needs to be presented next in the learning procedure; guiding by cues to the next topic
- teaching for long-term knowledge, how do you present material
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enhance memory recall by changing the way the material is presented:
repetion
reinforcing old learning
relate to real life learning
use mneumonics
use different media (computer) - relate discovery learning to spiral curriculum
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discovery learning - learning for oneself
spiral curriculum - promotion of varied instructional presentations
task: to translate info into a format appropriate to learner's level - teach same content in different ways - meaningful reception vs. discovery learning
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meaningful reception learning- learning ideas, concepts, and principles when material is presented in final form and related to students prior knowledge
discovery learning - figure it out for oneself - disadvantages of discovery learning
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confuses student if no initial framework is available
inefficient and time consuming
leads to student frustration - Gagne's belief we need to recognize 5 domains of learning; they are:
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attitudes
verbal information
intellectual skills
cognitive strategies
psychomotor skills - Gagne's criticism of packaged instruction
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-all nine steps of instruction must be covered
-pkgs lack reinforcement
-designed by experts with no teaching knowlege
-designed to instruct many using one technique; no regard for diff learning styles - when are simulations a good idea in instruction
- they provide instruction safely
- when are simulations unnecessary in instruction
- when it is important that the learner go through a sequence of procedures to understand the process as a whole
- 2 positive contributions of humanistic psychology to understanding motivation and learning
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Maslow's heirarchy of motivation
--learning is facilitated when student participates in learning process;
--is primarily based on direct confrontation with practical, social, personal or research problems
--self evaluation is principal method of assessing progress/success - Maslow's Hierarchy of Motivation (Need)
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I-Physiological needs
II-Safety
III-Love & belongingness
IV-self-esteem needs
V-self-actualization - cognitive dissonance theory
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states irrational behavior is an attempt to make sense out of discrepancies
ex: newlyweds don't see flaws - difference between need for achievement and fear of failure
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need for achievement requires moderate/doable goals
fear of failure requires close calls to motivate to excel - How do goals affect cognitions; affects; behaviors
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cognitions - challenge their own thinking & increase mastery
affects - threatens self-esteem
behavior - influences task choices and performance, reaction when failure occurs