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investigates one person in depth
descriptive studies |
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positive- as one variable increases, another variable increases
negative- as one variable decreases, another variable increases |
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| describe a study--no conclusions can be made |
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| differentiated instruction |
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| building accomodations to learner differences to seeing diversity as an array of strengths on which to build |
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| examining how someone teaches something to someone else in a classroom setting and the best ways to do this |
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| go beyond predictions and actually study cause and effect |
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| quasi-experimental studies |
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| meet most criteria for true experiments except participants are not randomnly assigned to groups, they are left in preexisting groups like classrooms or grades |
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| single subject experiment |
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| determine the effects of a therapy on someone |
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| teachers sense of efficacy |
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| teachers belief that he or she can reach even difficult students to help them learn |
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| linking a respoonse to a stimulus to a new stimulus. the learning of an involuntary emotional or physiological response |
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| increasing or decreasing a voluntary action based on a consequence of the action thats either positive or negative |
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Term
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adding a stimulus as a consequence to a favorble action, that makes the action increase
ex. cookie for hard work |
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removing a stimulus as a consequence to a favorable action, that makes the action increase
ex. car seatbelt buzzer |
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adding a stimulus as a consequence to an unfavorable action, that makes an action decrease
ex. assigning extra work for forgetting homework |
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Definition
removing a stimulus as a consequence to an unfavorable action, that makes an action decrease
ex. not being allowed to go out because of bad grades |
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| functional behavioral assessment |
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Definition
| the process of understanding the "why" behind a problem behavior; antecedents, behavior, consequences. |
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Definition
| reinforcement after every response |
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| fixed interval reinforcement |
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Definition
| after a set period of time, reinforcement (weekly quiz) |
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| variable-interval reinforcement |
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| rewards presented at varying times (pop quizzes) |
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| fixed ratio reinforcement |
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| rewards presented after certain number of responses ( |
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| variable ratio reinforcement |
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Definition
| rewards presented after a varying number of responses |
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| similarities btw cognitive and behavioral |
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Definition
| both believe reinforcement is essential for learning. |
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| cognitive views of learning |
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| learning is extending and transforming the understanding we already have. construction and acquisition to knowledge, relation to the brain. acquiring, remembering, and using knowledge |
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| behavioral views of learning |
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Definition
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| differences btw cognitive and behavioral |
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Term
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like a computer.
takes in information, performs operations on it to change its form and content, stores information, retreives it when needed, and generates responses to it. |
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connecting something youre learning with something you already know... not only helps retain this in short term memory, but also helps engrain it in long term
things such as teaching it to others |
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Term
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| things like mnemonics, just used to store things in short term memory |
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| things you can say you know.state capitals etc |
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| knowing how to do something, like tying shoes |
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| self regulatory knowledge/ conditional knowledge |
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| knowing how to manage your knowledge, like when to skim reading vs read it all |
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| planning monitoring and evaluating. learning about and thinking about the way you learn. essentially our class. |
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| the tendency to look at only the examples that support a theory and ignore the ones that dont. ex jimmy looking at failing science grades |
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| seeking evidence tha supports their ideas rather than evidence that contradicts them |
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| whenever something previously learned influences current learning |
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| learners are active in constructing their own knowledge; social interactions are important in this knowledge construction process |
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Term
| triarchic reciprocal casuality |
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Definition
dynamic interplay between 3 kinds of influences: personal, environmental, and behavioral.
personal- goals, attributions, etc
environmental- models, instruction, feedback
behavioral- goal progress, motivation |
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Term
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| directing attention, encouraging existing behaviors, changing inhibitions, teaching new behaviors and attitudes, and arousing emotions |
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| a persons sense of being able to deal effectively with a particular task |
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| natural human tendency to seek out and conquer challenges as we pursue personal interests and exercise our capabilities |
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| performing a task in order to get reward or avoid punishment |
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| behavioral approaches to motivation |
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Definition
| rewards v punishments for motivation |
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| humanistic approaches to motivation |
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Definition
| intrinsic, like self actualization, autonomy, etc |
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| cognitive approaches to motivation |
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Definition
| behavior is determined by our thinking |
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| social cognitive theories |
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Definition
| expectancy times value theory; |
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| sociocultural concepts of motivation |
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Definition
| emphasize participation in communities of practice; |
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| maslows hierarchy of needs |
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Definition
deficiency needs- things like survival, saftey, slef esteem
then being needs- intellectual achievement, complex things such as. can never be completely filled |
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