Exams
Educational Psychology 310 with Delgado at University of New Mexico
About this deck
By: Mari Hawes
Created: 2011-10-27
Size: 32 flashcards
Views: 7
Created: 2011-10-27
Size: 32 flashcards
Views: 7
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Behavioral Theories of Learning
Observable, measurable
internal thinking process not relevant
reinforcers, behavior changes, stimulus-response
animal research
internal thinking process not relevant
reinforcers, behavior changes, stimulus-response
animal research
Social Cognitive/ Constructivist Theories of Learning
social context for constructing meaning
merge external reinforcers and internal thinking processes
make meaning from process
external reinforcers important, but unpredictable
self-regulation and motivation from external context
self-directed learning
merge external reinforcers and internal thinking processes
make meaning from process
external reinforcers important, but unpredictable
self-regulation and motivation from external context
self-directed learning
Cognitive Theories of Learning
Making thinking visible
domain specific learning
expertise
communities of practice with novice learners
domain specific learning
expertise
communities of practice with novice learners
Memory model
encoding, rehearsal, storage, retrieval
Sociocognitive Learning
a relatively enduring change in mental structures that potentially changes behaviors
Cognitive Learning
a relatively enduring change in mental structures that is a result of interacting with the environment
Behavioral Learning
a relatively enduring change in behavior that as a result of interacting with the environment
Intrinsic motivation
Involved in learning for the sake of learning
Extrinsic motivation
involved in learning as a means to an end
Behavioral Motivation
seeking rewards and avoiding punishment
focus on use of reinforcements
rely on incentives - so closely related to extrinsic motivation
focus on use of reinforcements
rely on incentives - so closely related to extrinsic motivation
Positive Reinforcers
rewards, praise, privilege, social recognition, and obligation removal
Informational Rewards
provide useful feedback and increase intrinsic motivation
highly recommended
highly recommended
Controlling Rewards
aimed at shaping behavior
increase extrinsic motivation
increase extrinsic motivation
Praise
young students - overdone and public
older students - informational and private
older students - informational and private
High - ability Cue
an indication that the teacher believes the student is capable of high performance
Low-ability Cue
praise given for easy tasks that undermine motivation
Performance feedback
information on student performance in relation to other students
Informational feedback
information on how performance can be improved
Cognitive Motivation
a students' though belies, expectations, and attitudes towards learning
Dispositional Interest
a stable interest in a topic or subject
Cognitive motivation
preexisting knowledge, experiences, and emotions
Cognitive motivation
preexisting knowledge, experiences, and emotions
Situational Interest
spontaneous, transitory, and activated by the environment
Cognitive motivation
increases engagement
Cognitive motivation
increases engagement
Mastery Goal
a learning goal that focuses on understanding and improvement
Performance Goal
not interested in gaining a full understanding or mastering the topic
focus on competence and achieving end result
Cognitive motivation
focus on competence and achieving end result
Cognitive motivation
Performance-Avoidance Goal
a goal to avoid looking bad or getting negative feedback
Social Goal
making friends, gaining status, teacher approval
Relatedness
the need to feel connected or associated with others
highly motivational if student feels relatedness in the classroom and with the teacher
highly motivational if student feels relatedness in the classroom and with the teacher
Humanistic Motivation
based on philosophy
focus on fundamental issues of life such as identity, death and freedom
focus on fundamental issues of life such as identity, death and freedom
Expectancy -X Value theory
expectation to reach goal * value of learning goal = motivation
if either expectation or value is null, so is motivation
if either expectation or value is null, so is motivation
Sociocognitive Motivation
a result of both the cognition and environmental conditions
self-schema
everything we think of ourselves
Task Value
intrinsic interest, is it something the student is interested in
importance, how much does it confirm or disconfirm self-schema
utility, if it is useful for accomplishing the goal
cost, if cost is too high will effect motivation
importance, how much does it confirm or disconfirm self-schema
utility, if it is useful for accomplishing the goal
cost, if cost is too high will effect motivation
Possible Selves
Ideal
Expected,
Feared
The VISION of one's self in the future
Expected,
Feared
The VISION of one's self in the future
About this deck
By: Mari Hawes
Created: 2011-10-27
Size: 32 flashcards
Views: 7
Created: 2011-10-27
Size: 32 flashcards
Views: 7
About StudyBlue
STUDYBLUE makes things that make you better at school.
Things like online flashcards with photos and audio.
Things like personalized quizzes and friendly reminders about when (and what) to study next.
Think of it as a digital backpack™: access to all of your study materials online and on your phone.
STUDYBLUE exists to make studying efficient and effective for every student, for free. Join us.
“I have been getting MUCH better grades on all my tests for school. Flash cards, notes, and quizzes are great on here. Thanks!”
Kathy
Kathy