EDUC 3F02 Midterm Questions
Q1: The findings of Chase and Simon's (1973) classic study on expert knowledge indicate that:
a) Experts demonstrated superior memory but only when the chess pieces were in a sensible configuration
b) Experts' advantage over novices was greater knowledge about the domain
c) Expert's greater knowledge comes from experience
d) All of the above
d) All of the above
Q2: What are the three components of Sternberg's triarchic theory of intelligence?
1. Thinking analytically: analyze, compare, contrast or evaluate concepts or information
2. Thinking creatively: invent, discover, design, extend your thinking
3. Thinking practically: apply in everyday life
Q3: What are the characteristics of an expert teacher?
- Broad knowledge base of knowledge
- Can motivate students
- Can manage behavior
- Are creative and reflective
Q4: Characteristics of expert knowledge?
Content knowledge: knowledge of the subject matter(content) that must be taught
Pedagogical knowledge: knowledge of how to teach. E.g) designing tests, managing students
- how to explain particular concepts
- demonstrating methods
- deep understanding and expertise
Q5: What are the major assumptions of the stage theory?
FIND
Q6: What is the difference between the term "learning" and "maturation"?
Learning: any relatively permanent change in thought or behavior that occurs as a result of experience
Maturation: any relatively permanent change that occurs as a result of biological aging ex.) puberty can affect a child significantly
Q7: Main mechanism of cognitive development?
Equilibrium:
- balancing of cognitive structures with the needs of the environment
- balance of assimilation and accommodation
Disequilibrium:
- imbalance between assimilation and accommodation
- state of confusion when situation does not match a preconceived notion of the way that the world is
- Piaget believes this is necessary for cognitive growth
- it provides motivation for the child to seek equilibrium
Q8: The world for cognitive structure/schemas?
= Mental patterns, how we organize our thoughts?? CHECK
Q9: A girl who struggles between the word cat and something else. Know the difference between assimilation and accomodation
Assimilation:
- Child attempts to fit new information into existing schemas
Eg) grasping scheme works on toys, blocks, balls, or sees an unknown dog (collie) and fitting into the dog schema
- Quantitative change…adding info
Accommodation:
- Child changes existing schemas based on new information or experience; creating a new schema
- Qualitative changes
- We want children to have both
- Balancing of the both is the goal, if not it is a cause for concern.-teachers help to get balance.
Ex.) A student feeling anxious is not the end goal. -teachers should step in and help
Q10: The idea of object permanence
- the toy behind the back (older children know it exists, younger children don't)
Q11: What are Piaget's Sensory Motor substages?
1. Sensorimotor (birth - 2 yrs)
2. Preoperational (2-7 yrs)
3. Concrete Operational (7-11 yrs)
4. Formal Operational (11-adulthood)
Q12: Explain the Theory of Conservation of Mass/Liquid
- the logical thinking ability that allows a person to determine that a certain quantity will REMAIN THE SAME despite adjustmetn of the container, shapeor size.
- by Piaget
- part of the concrete operational stage of cognitive development between age 7-11
- rolling clay from a ball into a snake is the same amount even though they look different
Q13: Piagetian framework. What is over-generalisation and egocentricity?
Overgeneralization: use of a sound in a wider range than permitted in adult language. "Kitty" for "tiger" and "mouses" for "mice"
Egocentricity: children's difficulty in seeing the world from another's outlook. Decreased at 6-7 years
Q14: Understand what Vygotsky emphasized
- What you can do with others (social, cultural development)
- guiding children's learning through their interaction with a more knowledgeable other
- social interaction, cultural context, language
Q15: What is the difference between Static Assessment and Dynamic Assessment?
Static Assessment: - Is given problems to solve, little to no feedback about the performance
Dynamic Assessment: A testing environment in which the examiner not only give the child problems to solve, but also give the CH a graded series of hints when the child is unable to solve the problems
Q16: Explain Vygotssky's 3 main concepts: ZPD, Scaffolding, Internalisation
ZPD: range between a child's level of independent performance and performance with assistance
Scaffolding: Assistance provided through mediation of the environment by a parent or teacher, by which cognitive, socioemotional, and behavioral forms of development can occur
- Refers to the teaching style that matches the amount of assistance a learner needs
Internalization: Absorption of knowledge from social context, so the CH can use it for themself. E.g. CH watching older students play a game
Q17: On Vygotsky, example of how a teacher is helping a child and have to name what they are doing
Answer is SCAFFOLDING
Q18: Information processing emphasizes ________________________
Information processing emphasizes that children manipulate information, monitor it, and strategize about it.
- big emphasis on Memory and Thinking, Self-Modification (knowing about knowing)
Q19: Components of Atkinson and Schriffin memory theory
Sensory Memory, Short-term memory, Long-term memory
Q20: Different types of memory: Declarative, Episodic, Procedural, Semantic
Declarative (explicit): recall facts, events, verbal
Procedural/Nondeclarative (implicit): skills, cognitive operations. e.g. riding a bike (physical process of how to do something)
Episodic Memory: retention of where and when events
Semantic Memory: general knowledge of world
Q21: Understand the different retrieval strategies
Primacy effect: items at the beginning remembered best
Serial Position: recall better at the beginning and end of list
Specificity: association form cues
Recall: previously learned info., as in fill-in-the-blank
Recognition: identify learned information, as in multiple choice
Q22: Broffenbrenner emphasizes _____________________________
Broffenbrenner emphasizes the social contexts in which children live and the people who influence their development.
- development is influenced by environment and social interactions
Q23: Which system of Broffenbrenner are school and peers considered in?
the Microsystem
Q24: Moral Development + Erikson's theory: what is the main mechanism that promotes development?
- different psychosocial challenges or crisis (reflect the motivation of the individual)
- these stages allow individuals the opportunity to advance their development
Q25: In Erikson's theory of moral development, what stage would a child who is self-sufficient be in?
Autonomy vs. Shame/doubt
Q26: Kate is forming close relationships, which Erikson stage is she in?
Intimacy vs. Isolation
Q27: Erikson, Expert teachers. Teachers should not provide _______________________________ to students but they should provide ___________________________________________________.
NOT: encourage competition and comparisons
DO: provide students with opportunities to perform tasks independently, reassure CH and point out normalcy of identity searches
Q28: What could Kohlberg care less about?
- is it real-life dilemnas, is it hypothetical, moral-reasoning?
He could care less about behavior, he focuses on MORAL REASONING
Q29: Bandura found that:
telivision provides many role models but in an inaccurate manner.
- twice as many men appear on tv than women
- males are shown in aggressive roles and children often perpetuate these sterotypes
Q30: Robert Selman + Perspective Taking stages. 11yr old. Elizabeth is doing......what perspective taking does she demonstrate?
if she is 11, she is demonstrating SELF REFLECTIVE PERSPECTIVE TAKING
Level 0: Undifferentiated Perspective Taking (3-6 years)
- Children confuse their own thoughts and feelings with those of others
- e.g. CH cannot understand why his mothers wants him to bathe
Level 1: Social-informational Perspective Taking (5-9 years)
- Recognizes different perspectives because others have different information
- e.g. CH understands that a teacher may know better because of the extra knowledge teachers have on children
Level 2: Self-reflective Perspective Taking (7-12 years)
- Children become able to see themselves as others see them
- e.g. CH can understand that the talking they do with other students while the teacher is speaking is viewed by his teacher as disruptive
Level 3: Third-party Perspective Taking (10-15 years)
- Understand the third-party perspective of their actions
- e.g. CH and friend throw play punches at each other, by one CH suddenly realizes that a teacher observes them is view their playful interaction as a fight
Level 4: Societal Perspective Taking (14 years-adult)
- Understand that the third-arty persepctive is influenced- by larger systems of societal values
- e.g. CH realizes tat a teacher may wish to stop his throwing play punches because it is viewed as inappropriate in a school setting by society
Q31: Piaget's theory of moral development: A boy sneaks something and another kid thinks he will be punished. Where will he fit in morality? Explain Heteronomous morality vs. Autonomous morality
e.g. breaking 15 glasses by accident while trying to sneak into the cookie jar will be judged more harshly than someone who breaks just one cup.
Piaget's Theory of Moral Development
Heteronomous morality (age 4-7)
- Rules are unchangeable properties of the world
- Moral realism - morality of constraint
- e.g. rules and absolute
Autonomous morality (age 7-10)
- Laws are created by people, and intention and consequences should be considered
- Moral relativism and morality of cooperation
Q32: Kolhberg's theory of moral development: Heinz moral dilemna!
UNDERSTAND THIS STORY: slide 42-44 on lec 3!
Q33: Kolhberg's Theory on Moral Assessment: Explain the 6 stages:
Level 1 – Pre-conventional Morality
Stage 1 - Obedience and Punishment
Stage 2 - Individualism and Exchange
Level 2 - Conventional Morality
Stage 3 - Interpersonal Expectations and Conformity
Stage 4 - Conscience and Social System
Level 3 Post-conventional
Stage 5 - Social Contracts and Individual Rights
Stage 6 - Universal Principles of Justice
Q34: Carol Gilligan's theory arguments:
1.) Women are different than men in their basic orientation to life
2.) Existing psychological theories devalue the feminine orientation
Q35: What are the implication for teaching in regards to moral development?
- Teachers need to expect a level of moral thought and behavior that is appropriate to the child's age
- Having classroom discussion moral dilemmas helps challenge students moral reasoning
- Self-assessment will help teachers assess their own level of moral development to better understand how they can perceive the thinking and behavior of their students
- Teacher must realize that no singular theory of moral development is universally accepted
Q36: What are the components of intelligence?
- the ability to learn from experience and adapt to one's surrounding (DOUBLE CHECK)
Q37: The pyschometric theories of intelligence: What are they based on?
The statistical analysis of intelligence!
Q38: What are the two skills that the Wechler Intelligence have?
1. Verbal IQ (how they can answer questions)
2. Performance IQ
Q39: Speerman and Thurston: Intelligence: What is S and G and who came up with that?
General Intelligence Factor Theory (g): Hypothetical single intelligence ability that applies to many ability that applies to many different tasks
Spearman—theorized that Spearman—theorized that general ability is supplemented general ability is supplemented by a number of by a number of specific abilities (s)
s = specific abilities
SPEARMAN CAME UP WITH THAT
Q40: the difference between fluid and crystalized intelligence
Crystallized: on a psychometric measure
Fluid: can think creatively between novel tasks RE-READ THIS ONE
Q41: Sturnburgs confidential theory of intelligence: What are the main components of it?
1. Componential Subtheory: metacomponents, performance components, knowledge acquisition components. Result = analytical abilities
2. Contextual Subtheory: Adaptation+shaping+selecting existing and different environments. Result = practical abilities
3. Experiential Subtheory: solving relatively novel problems, automatization. Result = creative abilities
Q42: What is Garnder's Theory of multiple intelligences? Continued: Taking kid to an activity center, what would that be?
1. Linguistic intelligence: Ability to think in words & to use language to express meaning
2. Logical-mathematical intelligence: ability to carry out mathematical operations
3. Spatial intelligence: ability to think 3-dimensionally
4. Musical intelligence: sensitivity to pitch, etc.
5. Bodily-kinesthetic intelligence: ability to manipulate objects and can be physically adept
6. Interpersonal: ability to understand/interact with others
7. Intrapersonal: understanding ourselves
For the example: Naturalist: the ability to observe patterns in nature & understand natural & human-made systems
Q43: Story about Tony Stark: The difference between field independence and field-dependent
Field independence: child is able to separate self, or objects viewed, from the surrounding context. Eg. like a hidden triangle in a set of intersecting lines
Field-dependent: difficulty separating self, or objects for the surrounding field. May perform better at group tasks than field independend children. May prefer literature or history where there are broad patterns
Q44: What is full inclusion?
There is a trend toward full inclusion of all children in the regular classroom, which has resulted in almost every teacher becoming a teacher of special needs.
- integration
- successful if all student needs are being met
- students can develop alongside each other
Q45: Public law 94-142 (1975)
- The one that turned into the idea act, the most important for education
- All students with a disability be given a free, appropriate education public education for every child between the ages of 3-21 years, regardless of how seriously handicapped
- Schools could not hide from dealing with speical needs
Q46: What is an IEP?
Individualized Education Program
- specifies the goals and objectives set to improve the student’s level of achievement and outlines how these will be achieved.
- Written by a team (teachers, qualified school psychologist or special education supervisor, parent (s), guardian (s), principal (s)
- IEP's must be updated annually, must state in writing: (see sample p160 Sternberg)
- Ss current level of achievement
- Annual goals and short-term measurable instructional objectives that will result in the attainment of these goals
- Specific services to be provided to the student
- Specification of how the Ss will participate in the regular instructional program of the school
- Description of how long the special services will be needed
- A statement of how progress toward objectves will be evaluated for those children age 16 and older
Q47: Characteristics of giftedness
- Precocity
- smartness or skills that is achieved much earlier than usual
- Unique learning styles
- require less support or scaffolding from adults
- solo discoveries
- solve problems uniquely
- passion to master
- high level of ability
- high-level of information processing skills
- better at reasoning
- effective strategizing
Q48: Characteristics of a learning disability
- difficulty in one or more academic subjects, communication or social skills. No other diagnosis problem/disorder
- difficulty with reading(most common)(dyslexia), handwriting, spelling (dysgraphia), composition, math (dyscalculia)
Identified by level of:
- intelligence
- current achievement level
- tests of visual-motor skills
- language, memory
Q49: Autism and David scenario
Signs:
- emotional disturbance or avoidance of eye contact
- failure to develop peer relationships
- delayed/non existant language
- self-injurious behavior
- stereotyped repetitive behavior
Treatment:
- dopamine antagonists
- SSRIs
What not to do:
- changes in schedule
- loud noises, disruption of self-soothing techniques are harmful
Q49: Renzulli Three-Ring model on giftedness
Above-average ability, task commitment, creativity
Q50: Cottone (1992): in regards to psychopathology, he emphasized that....
that brain-based explanations for the direction of behaviour (e.g. adaptive, maladaptive) share common assumptions about the internal functions of the brain.
He argues that:
1) Human thoughts, emotions, behaviors are associated with nerve-cell activities of the brain and central nervous system
2) Any change in thoughts, emotions, or behaviours will be associates with an accompanying change in activity, structure, or both in the brain
3) A mental disorder is highly correlated with some form of brain dysfunction, which may or may not be strictly biological in origin
4) Mental disorders are amenable to intervention or treatments (e.g. medication, behavioural intervention, cognitive restructuring)
Q51: What are neurotransmitters
- Minute chemical molecules that act like biochemical currents in the brain
- Neurons that are more sensitive to one type of neurotransmitter (e.g. serotonin or dopamine) are capable of finding each other and clustering togther to make a connection
- cross synapses (the gap)
- When they reach the neighbouring nerve cell, the neurotransmitters fit into specialized receptor sites, causing that nerve cell to "fire" or generate an electric message-carrying impulse
- Dysfunction of NT can lead to behaviour that is unregulated (e.g. aggressive)
Q53: What is the main neurotransmitter associated with ADHD
dopamine
Q54: What are the causal factors of ADHD - is a combination of neurological, genetic, social and psychological aspects
1. Various food substances (dyes, sugars, preservatives, environmental toxins, lead)
2. Genetic factors: increased risk for ADHD
3. Difficult temperment: newborn with irritibility, high activity level, short attention span, distractibility are suggested as a starting point for ADHD
4. Psychological causes:
- Barkley (1998) suggests that modeling and imitation illustrate how CH could acquire deviant behavior patterns through observation of overly active parents or siblings
Q55: What are the cardinal symptoms of ADHD?
○ Inattention - difficulty focusing and getting bored within a few mins, on tasks
○ Impulsivity - do not think before they act
○ Hyperactivity - high levels of physical activity
Q56: What are side effects to psychostimulant drugs for ADHD
- insomnia, high heart rate and BP, nausea, interference growth and weight gain
Q57: How many more times likely are boys to be diagnosed with behavioral disorders
3 times
Q58: What are two characteristics of anxiety?
Anxiousness and Avoidance behaviours
Q59: Differences between OCD, Seperation Anxiety, ODD, Depression
Seperation Anxiety: worried about nightmares and about people being harmed, reluctance to go to school. Distress at seperation, refusal to go to school, complains of stomachache.
Q60: Paragraph on "I couldn't do anything without my rituals. They invaded every aspect of my life. I would wash my hair three times as opposed to one because three was a good luck number and one wasn’t . It took me longer to read because I would count the lines in the paragraph. When I set my alarm at night, I had to set it to a number that wouldn’t add up to a bad number" What behaviour is being shown?
OCD
Q61: Symptoms for clinical depression (know which one wouldn't fit)
- Worthless, hopeless, guilty, lethargic, increase/decrease in appetite, physical complaints (headache, stomach aches), irritability, anxiety, too much or too little sleep
- Persistent sad or irritable mood
- Loss of interest in activities once enjoyed
- Inappropriate guilt *big one*
- Recurrent thoughts of death or suicide
- Frequent absence from school
- Talks about running away from home
- Outburst of shouting and crying
- Boredom
- Lack of interest in playing with friends
- Fear of death
- Increased irritable, hostility or anger
Depression: I did have some happy moments, but overall I was very, very unhappy. I thought that was the way it was supposed to be. I didn’t feel human....I didn't feel like I was like everyone else....Somehow I deserved to feel this way. Anything I did good was luck....anything bad was my fault...I had constant headaches, fatigue, body aches, back and shoulders...most of my life I was senseless
Q62: Aggressive behavior, what is the diagnosis for a kid starting fights?
Conduct disorder (CD): distinctive pattern of antisocial and aggressive behaviour that violates the rights of others, inflicts pain
Q63: Scenario on Brandon who is always sayng no
Oppositional Defiant Disorder (ODD): CH display an age-inappropriate pattern of stubborn, hostile, and defiant behaviours that is persistentand might be exhibited as early as preschool or kindergarten
Q64: Explain the Premack Principle
- The Premack Principle states that a high-probability activity can serve as a reinforcer for a low-probability activity. "eat your dinner and you can go out and play"
MORE PREFERRED ACTIVITIES REINFORCE THOSE THAT ARE LESS PREFERRED.
Q65: difference between operant conditioning and classical conditioning
- FINISH, LEC 6 SLIDE 11
Q66: Test anxiety
CER (conditioned emotional response): is a term used for emotional responses that have developed from classical conditioning
Stimuli that produce negative emotional responses are called aversive stimuli
Q67: Rewards and punishments
COME BACK TO
Q68: Applied behavioral analysis (ABA): seeks to decrease undesirable behavior by _________________________________
1. Use differential reinforcement by reinforcing more appropriate behavior
2. Withdraw positive reinforcement from a child's inappropriate behavior
3. Remove desirable stimuli through "time-out and response cost"
4. Present aversive (unpleasant) stimuli
= applying the principles of operant conditioning to change human behavior
Q69: APA: the difference between fixed ratio, variable ratio, fixed interval and variable interval
Fixed ratio: Reinforce after a set number of responses (every 2nd Rx)
Variable ratio: the best one because it changes it up. Reinforce after an average but unpredictable number of responses (2, 4, 7)
Fixed interval: Reinforce appropriate response after a fixed amount of time (every 5 min)
Variable interval: Reinforce appropriate response after a variable amount of time (2, 4, 6 Min)
Q70: Which one does rewards sample fall under?
Operant conditioning (reward system to encourage a certain behavior)
Q71: Social and observational learning
Bandura's bobo doll experiment?
Q72: Bobo doll: What are the main findings of Bandura's study?
studied CH who watched films
featuring adult interacting with an inflatable toy
(Bobo doll)
- Adults were highly aggressive, hitting, kicking,
punching, and throwing things at the doll
- The film ended in 1 of 3 ways, depending on the
group to which a given CH was assigned
After watching the file, the CH were allowed to play with
a Bobo doll
Results:
CH who had observed the adult rewarded for aggressive behaviour were
MORE likely than the control group to behave aggressively toward the doll
Ch who had observed the adult punished for the aggressive behavior were LESS likely than the controls to behave aggressively
CH had learned via OBSERVATION, to be aggressive, without any active participation
Bandura (1969) also found that CH did not necessarily have to observed aggressive behaviour
being reward to model it
- CH watched an adult model either sit quietly next to a Bobo doll or attack the doll
- No rewards or punishment
Found: Ch who observed the adult to attack the doll were MORE likely to behave aggressively than Ch who did not observe aggressive behavior
Q73: What is a concept map and prototype matching?
Concept map: offer a visual representation of a concept's hierarchical organization. -help define a concept and give examples
Prototype matching: that when people categorize objects, they do so based on how similar the object is to a prototypical (or ideal) example of that category.
For example, when asked to think of a bird, one might imagine a robin, which is a prototypical bird. If someone sees an animal that looks similar to this prototype, they may quickly categorize it as a bird without much conscious effort.
Q74: Defining features of concepts:
1. Necessary - You have to have this quality to be a member of the concept
2. Sufficient - With this quality you have to be a member of the concept
E.g., CH might learn that a Widow is a woman who has previously been married ( a necessary but not sufficient feature---the woman might be divorced) and whose husband died ( a necessary and sufficient feature)9
Q75: What is a characteristic feature?
Created because some concepts do not seem to be well described in terms of necessary and sufficient features
A characteristic feature is a property typical of something represented in a concept, but not always associated with it.
E.g., Flying (Bird)
The most representative example of a given concept is referred to as a prototype.
Robin (prototypical bird)
A related term, exemplar, refers to a highly typical instance of a concept.
In the case of the Category of Dog a person might compare a new animal to exemplars such as a collie, poodle, or other typical dogs, and decide whether the new animal is a dog by seeing if it closely resembles any of the good exemplars
Teachers should start with the highly typical exemplar to START with, then move to less typical, at the same time guiding students to see the more and less typical features
Q76: Most typical aspect of a concept that you start off with:
= Prototype or EXEMPLAR ( a highly typical exemplar to start with, then move to less typical)
The most representative example of a given concept is referred to as a prototype = Robin (prototypical bird)
In the case of the Category of Dog a person might compare a new animal to exemplars such as a collie, poodle, or other typical dogs, and decide whether the new animal is a dog by seeing if it closely resembles any of the good exemplars
Q77: How to teach concepts to children
- brainstorming the characteristics on a concept map?
ex.) when explaining reptiles, listing their characteristics:
- usually egg-laying
- vertebrate
- breathes by lungs
- external covering of scales
Q78: On reasoning: Inductive and deductive reasoning
Reasoning: the process of drawing conclusions from evidence
Inductive reasoning: The process of drawing reasonable general conclusions from specific facts or observations
E.g., Ss is asked whether a concept learned in math class applies to other domains (e.g., seriation) can apply to other domainsInductive can lead to errors...there is a chance that the next observation you make might disconfirm the inference (e.g., 3 legged dog)
Deductive reasoning: Is the process of drawing specific, logically valid conclusions from one or more general premises.
E.g., learn a general rule and apply it to other situationAll dogs bark....you hear your neighbors pet barking you can deductively conclude your neighbours pet is a dog 20
Q79: What kind of syllogism is this _________________? (be familiar with three of them)
A syllogism is a deductive argument: That permits a conclusion from a series of two statements or premises
3 Types:
1. Linear: Relate terms to one another over a successive (linear) sequence.
2. Categorical syllogism: Typically involve relations where members of one category belong to another category as well
E.g., All robins are birds and all birds are animals
3. Conditional syllogism: Involve determining the validity of a deduction based on conditions given the premises of the syllogisms
E.g., If an animals is a robin, then it s a bird. This animal is a robin. Is it a bird?
Q80: Define motivation
involves the processes that energize, direct, and sustain behavior
Motivation: refers to an internal state that arouses, directs, and maintains behavior.
Motivation has been associated with academic achievement - stay in school longer, perform better, learn more
Intrinsic: an indiv. Has develop an internal desire to do something
Extrinsic: motivation to do something that comes from outside the individual
Q81: - Brofenbrenner (1985) showed that girls and boys many need different types of assistance in order to develop motivation. It was found: when interviewed as adults.....
-> Boys cited people who challenge and pushed them as essential to their development
-> Girls cited nurturing and supportive people, who encouraged them without being overly assertive, as important to their motivation
Q82: Covington (2000) found that what works better for motivating younger children?
- Extrinsic motivation works well for younger CH (e.g. stickers, prizes)
- Intrinsic motivation works better for older CH
Q83: Motivation, Spence and Helmreich's study on college students. What did they discover?
1. Extrinsic motivators can undermine Intrinsic Motivation:
Spence and Helmreich (1983) found:
- Intrinsic motivation produces high achievement, and extrinsic motivation does not
- Despite similar abilities, people oriented toward mastery and hard work typically achieve more than people not so oriented
- Those who were most competitive (showed more extrinsic), achieved less
Individuals who are driven by a desire for meaningful learning, mastery of skills, and work -- who are sometimes described as mastery oriented -- achieve more if they were not also highly competitive…
Q84: What does a behaviouralist say about motivation?
The Behavioral Perspective emphasizes external rewards and punishments as keys in determining student motivation
Negative Aspects of Behavioral Theory:
- Using external reward to motivate SS, they may never develop intrinsic motivation
- Deci (2000) found that giving Ss extrinsic rewards for working on problems they find interesting has the effect of decreasing the Ss interest level
External rewards can focus Ss on the rewards rather than on learning
External rewards become less effective as children mature
- Mature Ss may perceive rewards as attempts to bribe
Q85: Rosenthall and Jacobson: Effect of student teacher expections - UNDERSTAND THE PYGMALION EFFECT
- Teachers were told that some Ss were likely to blossom during the years, and these Ss did in fact do better
- But the Ss names as likely to blossom were randomly chosen.
- The effect of T’s expectations on Ss performance call Pygmalion Effect
Pygmalion Effect: growth in accomplishments that can result when a teacher believes in and encourages a Ss
General conclusion: higher T expectations create better outcomes
THE ANSWER IS B)
Q86: Attribution theory of motivation: if a student says they are nervous and anxious about taking a test, which type of attribution are they demonstrating?
Attribution Theory (Heider, 1958):
- Explaining or pointing out the cause of a
behaviour
- In their effort to make sense of their own behavior or performance, individuals are motivated to discover its underlying causes.
“Why did I act that way?”
Two types:
Dispositional Attributions: Explanations of behaviour based on internal characteristics in a personal
“My anxiety about taking tests makes me fail”
Situational Attributions:
Caused by external factors such as settings, events, or other people
“My friend kicking my chair during the test made me fail.”
Answer: Dispositional Attributions: their test anxiety is an internal characteristic
Q87: (Locke and Matham 1990) What are the main reasons why goals are effective motivators?
Answer = ALL OF THE ABOVE
Locke and Latham (1990) four main reasons that goals are effective motivators:
Goals help focus attention
- We pay more attention to tasks if we have clearly defined goals
Goals help mobilize resources
- Give us a sense of what we need to do to get to where we want to be
Goals facilitate persistence
Goals facilitate accomplishment
- Having goals helps us define and enact specific steps to reach the goals
- Goals motivate us to keep on trying to succeed
Q88: 3D Triangle of power and affiliation, discussing different levels of needs
Answer = Maslow's Hierarchy of Needs
- Individuals need to satisfy lower level needs first.
- Levels 1- 4 Deficiency Needs
- Levels 5-7 Growth Needs
1. Physiological needs
2. Safety needs
3. Belongingness and love needs
4. Esteem needs
5. Need to Know and Understand
6. Aesthetic needs
7. Self-actualization need
Q89: Know the difference between Self-esteem, Self-concept, Self-advocacy
Self-Esteem: Refers to the value a person places on him/herself
Self-Concept: Ss ideas about their own attributes and abilities
- belief in what they can achieve is important
Self-advocacy: the action of representing oneself or one's views or interests.- are able to tell people about your thoughts and feelings = self-advocacy can improve self-esteem
From the web:
Self-advocacy
The ability to express one's needs, wants, and rights in an assertive manner. For example, a student who struggles with writing might ask their teacher for pre-printed notes.
Self-concept
How a person thinks about themselves, including their beliefs and opinions about themselves. Self-concept is made up of self-esteem, self-knowledge, and social self.
Self-esteem
How much a person values themselves, and how they feel about themselves in different areas, like intelligence, personality, appearance, and success. People with higher self-esteem are more likely to be more confident and experience greater well-being.
Q90: Brain fun facts: How does the brain develop?
Answer = from the back to the front
- this is why the frontal lobe is the LAST part to develop
Q91: The brain weighs ________ and it constitutes _______ of body weight?
The brain weighs only 3 POUNDS and constitutes 2% of your body weight
- brain is walnut shaped
Q92: Neurogenesis: What are two things that help it?
1. Exercise: the growth of new neurons is strengthened by exercise
2. Sleep: sleep loss weakens neurogenesis
Q93: What is the number of neurons that the brain has?
Answer = 100 billion neurons
- IT IS APPROXIMATELY THE # OF STARS IN THE MILKY WAY
Q94: Bandura's Social Theory: What are the three areas?
Behavior, Environment, P/C Person and Cognitive factors
Q95: Learning Disabilities and Mathematics: What is dyscalculia?
a difficulty understanding numbers and math concepts
- math facts, problem-solving, time, distances
Q96: What is the graph with the curved line called? What is its other name?
A bell curve, also called a normal distribution curve
Q97: Difference between formative and summative assessment?
Formative assessment
Used to monitor a student's learning process and provide ongoing feedback. Formative assessments are used to help students improve their learning and to help teachers improve their teaching. They can be used as frequently as a teacher needs, and the information can be used to impact teaching in real time. Examples of formative assessments include classroom polls, exit tickets, and one-minute papers.
Summative assessment
Used to evaluate a student's learning at the end of a unit or course. Summative assessments are used to compare a student's learning against a standard or benchmark. They are more product-oriented and assess the final product. Examples of summative assessments include midterm exams, final projects, and district benchmark scores.
Formative assessments are more informal and less structured, while summative assessments are more formal and structured.
Q98: New directions in standardized testing: Difference between authentic and performance-based assessment?
Authentic Assessments: tests designed to allow students to show their achievement or abilities in real: life contexts
E.g., Performance Tests....Students solve problems hands-on....experiment, portfolios
Performance Assessments: use rubrics or formal specification criteria for evaluation
High = 5= response is accurate, coherent, clear
Medium = 3= response is generally accurate or fairly coherent
Low = 1 = response largely inaccurate
Q99: What is performative assessment?
- a method of evaluating a student's knowledge and skills by having them demonstrate what they know through open-ended tasks. The goal is to assess how well a student can apply their knowledge in a practical setting, rather than just recall it.
- performance assessments evaluate a student's ability to apply the skills and knowledge they've learned in a practical context.
Q100: What is mental age?
(IQ = mental age/chronological age) x 100
Mental age = An individual’’s s level of mental level of mental development development relative to relative to others
Q101: In BA25, What is BA?
BA25 is metabolically overactive in treatment-resistant depression and has found that chronic deep brain stimulation in the white matter adjacent to the area is a successful antidepressant for some patients
- BA stands for Brodmann Area 25
- the subgenual area in the cerebral cortex of the brain
Q102: What lobe are executive functions found in?
Frontal lobe (particularly the prefrontal cortex)
Q103: Psychopathology (Ritalin and Dexedrine) what do they do?
Medications for treating ADHD
- Psycho stimulants: decreased motor activity and increased attention
Q104: Theory of perspective taking (4 levels): What level do friendships fall under?
Level 0: Undifferentiated Perspective Taking (3-6 years)
- Children confuse their own thoughts and feelings with those of others
- e.g. CH cannot understand why his mothers wants him to bathe
Level 1: Social-informational Perspective Taking (5-9 years)
- Recognizes different perspectives because others have different information
- e.g. CH understands that a teacher may know better because of the extra knowledge teachers have on children
Level 2: Self-reflective Perspective Taking (7-12 years)
- Children become able to see themselves as others see them
- e.g. CH can understand that the talking they do with other students while the teacher is speaking is viewed by his teacher as disruptive
Level 3: Third-party Perspective Taking (10-15 years)
- Understand the third-party perspective of their actions
- e.g. CH and friend throw play punches at each other, by one CH suddenly realizes that a teacher observes them is view their playful interaction as a fight
Level 4: Societal Perspective Taking (14 years-adult)
- Understand that the third-arty persepctive is influenced- by larger systems of societal values
- e.g. CH realizes tat a teacher may wish to stop his throwing play punches because it is viewed as inappropriate in a school setting by society
Q105: In the substages 1-6, which substage would this fall under: A 7 mth old shaking her rattle
Substage 3: Secondary circular reaction
(5-7mths)
- Interested in outcomes beyond their bodies
- Repetitive
Ex.) Shake a toy to hear it
Q106: Robbie Case: Unites Piaget and _________.
unites Piagetian and INFORMATION PROCESSING THEORIES/
- mind like a computer
Q107: What did Robbie Case emphasize?
- Children's developmental progression across the stages is a function of more efficient use of working memory, which provides them with a greater ability to process more complex information
WORKING MEMORY
Q108: What are Siegler's three main characteristics of the Information-Processing Approach?
1. Thinking - to perceive, encode, represent, and store information from the world
2. Self-Modification - Represented by metacognition, "knowing about knowing"
3. Change Mechanisms - Encoding: information gets into memory. Automatization: process information with little strategy or effort. Construction: discovery of new processing procedures.
Q109: What should students have instead of low challenge and low self esteem?
They achieve flow when they have both high confidence and high challenge
ANSWER IS A
Q110: What are the almond-shaped areas of the brain?
Answer = the amygdala
- part of the limbic system
- controls emotions, behavior, and memory
- processing information and triggering emotional responses, especially in situations that involve fear, anxiety, or rage
- plays a key role in identifying potential threats and triggering the "fight or flight" response.
Q111: What are taxonomies?
- systematic or hierarchical classifications of learning objectives.
- the point of a taxonomy is to take a collection of learning objectives and organize them sensibly
- helps to understand the higher-order concepts/skills
Q112: Bloom's 3 ways to categorize information are:
1. Cognitive: mental skills (knowledge)
2. Affective: growth in feelings or emotional areas (attitude)
3. Psycho-motor: manual or physical skills (skills)
Q113: What is the best treatment for autism?
- there is not one best treatment!
- psychotherapy, behaviour modification, psychopharmacologic treatment:
- dopamine antagonists, especially haloperidol (Haldol)
- Selective serotonin reuptake inhibitors (SSRIs), including fluxoamine (Luvox; fluoxetine (Prozac), and clomipramine (Anafranil)
- SSRIs are often associated with intolerable adverse events (E.g., clomipramine---seizures, weight gain, constipation, and sedation)
- children appear to respond less well to SSRIs than do adolescents and
adults
- Buspar most promising
Best treatment is a combination of a few approaches!
Implications for teaching:
- divide lessons into small, clearly defined steps
- help them learn self-regulation
- make lessons concrete and applicable
- help support students' self-esteem
Q114: What is the term for the area between neurons?
- In the nervous system, a message-carrying impulse travels from one end of a nerve cell to the other by means of an electrical impulse
- When it reaches the terminal end of a nerve cell, the impulse triggers tiny saces called presynaptic vessicles to release their contents, chemcial messengers called neurotransmitters
- The neurotransmitters float across the synapse (the gap)
Answer = SYNAPTIC CLEFT
Q115: Eating disorders, what happens to the neurotransmitters in the body?
- serotonin and dopamine go down
Q116: If an individual gets a concussion on their frontal lobe, what can be expected?
- impulsivity (ex. inappropriate social behavior)
- Difficulty with problem-solving or organization
- Reduced creativity
- Impaired judgment
- Reduced sense of taste or smell
- Depression
- Changes in behavior
- Low motivation
- Low attention span
- Weakness on one side of the body or face
- Falling
- language difficulties
- Impaired planning and execute complex sequences of actions
- Perhaps persisting with one course of action or pattern of behavior when a change would be appropriate (perseveration)
Answer = might be ALL OF THE ABOVE
Q117: What does the cognitive model of psychopathology emphasize?
- Interaction of external and cognitive influences
- Internally, there is a learned pattern of irrational or negative self-statements
FINISH!
Q118: In the Powell (1997) study on ADHD behaviors and choice/no choice, what was found??
Powell (1997) compared the undersirable behavior of a student with ADHD under 2 conditions:
○ No choice - teacher gave the student an assignment
○ Choice - teacher presented the Ss with 3 different language arts assignments taken from the class curriculum, and he could choose one to complete
ADHD Treatment:
Powell (1997) found:
- Student's undersirable behaviour was much lower under the CHOICE condition
- Giving Students with ADHD control and input in their work is helpful in managing their behavior
- Noisy, disruptive, destructive and inattentive behavior can be changed for the better by controlling the contingencies of reinforcement
Q119: What type of mnemonic device is used when the first letter is made into a word. E.g. HOMES to represent the great lakes.
Acronym - creating an abbreviation
Q120: What is PQR4?
- a mnemonic device for the steps in a study method
- stands for: Preview, Question, Read, Reflect, Recite, Review
- designed to help you remember what you read