Transcript Unit II - Wheelerswiki

Please take out the following…
 Notes & assignments from Unit II
 Your study guide
Unit II
Test Review
Test Format
 Electronic / taken on computers
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Matching
Multiple Choice
True/False
 Notecard
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May be double-sided, must be handwritten.
Operant Conditioning
 Conditioning that results from one’s
actions and the consequences that
cause it.
 Voluntary response – (followed by) –
reinforcement – (therefore) – the same
voluntary response is likely to occur
again.
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Ex. Study for a test – high grade – studying
for next test.
Classical Conditioning
 Pavlov’s method of conditioning in which
associations are made between a
natural stimulus and a learned, neutral
stimulus.
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Ring bell – give dog food – dog salivates
Learning Curve
 A gradual upward slope representing
increase retention of material as the
result of learning.
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Overlearning – when you know remember
something beyond one perfect recitation.
 Information
is stored in long-term memory.
 Forgetting curve has no effect.
Other Factors in Learning
Forgetting Curve
 Graphic representation of speed and amount of
forgetting that occurs.
Emotional Factors in Learning
 Stress
 Anxiety
 Depression
 Attention
 State dependent learning – people tend to do
best if they take a test under the same
conditions they studied in.
 Positive Transfer
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When skills from one
area transfer to
another area.
 Negative Transfer
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When skills from one
area do not transfer
to another area.
Gardner’s Theory of Multiple
Intelligences.
 Musical – sensitive to sound, concentrates
better with music, understands rhythm.
 Mathematical-Logical – understands patterns,
good at math, thinks sequentially.
 Linguistic – reads, writes & speaks well, thinks
in words.
Gardner’s Theory of Multiple
Intelligences.
 Kinesthetic – can move body well, learns better
through hand-on activities.
 Visual-Spatial – learns visually, likes charts, graph,
pictures, art, etc…
 Interpersonal – interacts well with others, likes to
work in groups, outgoing.
 Intrapersonal – prefers to work alone, understands
own opinions & goals, reserved.
Factors in Learning
Critical Period
 A specific time of development that is the
only time when a particular skill can begin to
develop or an association can occur.
Family Roles
 Patterns of behavior within a family.
 Society and culture influences greatly.
 Examples:
 Instigator
 Provider
 Peacekeeper
 Teacher
 Nurturer
 Maintenance
 Family Hero
 Mascot
Birth Order - Alder
 Oldest
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More responsibility /
power.
Strict
Set an example
 Youngest
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Many “mothers” and
“fathers”
Older children try to
educate.
Never dethroned.
Spoiled.
Birth Order - Alder
 Middle
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Always behind
someone.
Squeezed out of
privilege /
significance.
Even-tempered
(mellow)
 Only
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Most parental
attention.
Spoiled
Prefers adult
company
Uses adult language
Piaget – Child Dev.
Sensorimotor
 Birth - 2
 Learns about self & environment.
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Uses action & movement
 Thoughts come from movements/senses
 Object permanence
Piaget – Child Dev.
Preoperational
 Ages 2-7
 Use language, words…
 Personify objects – everything has life.
 Only thinks about the present
 Egocentric – everyone has the same
views as them.
Piaget – Child Dev.
Concrete
 Ages 7-11
 Consider the thoughts and feelings of
others.
 Think abstractly (science, symbolism…)
Piaget – Child Dev.
Formal
 12 - rest of life
 Can make rational judgments without
seeing all the evidence.
 Hypothetical reasoning.
 Can use many different perspectives.
Daily Vocabulary
 Set
 Extinction
 Elaboration
 Intelligence
 Gerontology
 Nature vs.
 Acquisition
Nurture
 Object
Permanence
 Reversibility
 Separation
Anxiety
 Persona
 Space Constancy
 Attachment
 Empty-Nest Period
 Blocking