Term
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Definition
| apply or test theory and evaluate its usefulness (includes evaluation for decision-making purposes) |
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Term
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Definition
| Develop or enhance a theory |
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Term
| Causal-comparative/ex-post facto research |
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Definition
Aimed at making a cause-effect claim.
The alleged cause is not under the control of the researcher |
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Term
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Definition
Given a value of -1.00 to +1.00
Determines whether and to what degree two variables are related |
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Term
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Definition
| Something that changes with respect to something else. Does not happen on its own, regardless of other variables. |
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Term
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Definition
Survey research
Collecting data in order to answer questions about the current status of the subject or topic of study |
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Term
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Definition
| the systematic application of a family of methods that are employed to provide trustworthy information about educational problems. |
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Term
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Definition
Aimed at making a cause-effect claim.
The researcher controls the alleged independent variable.
It is the selection of participants from a single pool and the ability to apply different treatments or programs to participants with similar characteristics that separates this from causal-comparative research. |
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Term
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Definition
authenticity of the data, the extent to which something can be generalized beyond the experiment itself.
Quantitative studies can be generalized to the population the sample was drawn from
Qualitative: Provide enough description so others can determine whether or not it's applicable, but if you gather more and more data, you may find a trend |
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Term
| General process for inquiry |
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Definition
1. Recognize a topic to study
2. Describe and execute procedures to collect information about the topic
3. Analyze the collected data.
4. State the results and implications based on the analysis of the data |
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Term
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Definition
| Studying, understanding and interpreting past events. |
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Term
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Definition
| Something that has already happened and cannot be manipulated: sex of a student, time, age |
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Term
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Definition
accuracy and usefulness of data: the extent to which the experimental design can be trusted to reveal the impact of the independent variable on the dependent variable
1. Cause precedes the effect
2. The cause and effect are related
3. there are no plausible alternative explanations for the covariance. |
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Term
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Definition
| first-hand information: eyewitness reports, original documents, speech recording |
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Term
| Qualitative research methods |
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Definition
Case study: look at particular part of schooling
Groundwork: essence of a group that they all have in common
1. Over long periods of time
2. Researchers rely on themselves as the main vehicle for data collection
3. Use interpretation to analyze data collection
4. Employ expressive language and voice in their descriptions and explanations
5. Seek depth of perspective in their studies
6. Judged in terms of believability. |
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Term
| Quantitative research questions |
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Definition
Cause-effect relationship? No
Relationship or prediction?
Yes: Correlational
No: Descriptive
Cause-effect relationship? Yes.
Independent variable manipulated?
Yes: Experimental
No: Causal-comparative |
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Term
| Qualitative Research Questions |
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Definition
Largely inductive
holistic and process-oriented |
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Term
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Definition
| based on developing generalizations from a limited number of specific observations or experiences (Qualitative) |
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Term
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Definition
| based on developing specific predictions from general principles, observations, or experiences (Quantitative) |
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Term
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Definition
Assessment based on how much of the material you know, how much of the material you have mastered
Teacher tests, driving tests. |
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Term
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Definition
| Reflect the effects of chance factors on the test scores |
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Term
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Definition
Predictive power: if a student from that grade took this same test, we would expect they would get the same score as this student did.
For example, if a fourth grader got a grade equivalent of a 7.5, we would expect that a seventh grader who had 5 months of instruction would get the same score as that 4th grader did on that same exam. |
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Term
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Definition
Relates the test-takers' performance on each item to their performance on all other items. Look at pair of halves and they should have the same score at all of them.
High internal consistency means that all of the items on the test reflect the same underlying characteristic... ?? |
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Term
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Definition
make little or no attempt to standardize and make sure the test is valid and reliable
Types:
Teacher tests
Textbook tests |
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Term
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Definition
Scores based on curve: how well did you do in relation to the others who took the exam?
ACT, GRE, very large lecture course |
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Term
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Definition
| True score + errors of measurement (real scores) |
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Term
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Definition
| How many people you did better than on this exam: 45%= you did better on this exam than 45% of the people that took it. |
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Term
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Definition
| Have empirically documented data on their effectiveness. Have a high degree of standardization. |
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Term
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Definition
| What students would get without errors in measurement. Can't know what this is! |
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Term
| Alternate forms reliability |
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Definition
| Similar test to same person: should get similar scores |
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Term
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Definition
Type of content validity
check to see that the content is covered (Face value)
same amount of types of questions as proportional to time spent in class on topic |
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Term
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Definition
| take the whole test, score two halves. Should be similar scores. (But you have to be able to pair up similar questions together) |
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Term
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Definition
| Same test to same person at a later date. Should get similar scores, as long as no further instruction happens on the topic |
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Term
Reliability
Ways to improve it |
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Definition
Measure of consistency
Add more items
Avoid questions that are too easy and too hard
Wider range of abilities taking the test
People taking the test have similar backgrounds
More objective scoring
Straight-forward, clearly worded questions
Good directions
Learners are well-rested, calm, well and taking the test seriously |
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Term
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Definition
| measure of how well it tests what it is supposed to test |
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Term
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Definition
Type of criterion validity: the extent to which an assessment instrument is capable of predicting criteria that have been measured at the same point in time that the instrument was administered
Vocational Assessment: If the test is a measure of vocational interests in police work, police officers should score well |
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Term
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Definition
Refers to the use of the test: what happens as a result of this test?
Teacher effectiveness. |
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Term
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Definition
| Scores should be the same as the scores for the same types of exams. Also, same scores for individually administered and group administered |
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Term
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Definition
| Different scores for different tests |
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Term
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Definition
The extent to which an assessment instrument predicts criteria that are measured after the instrument was administered.
Good scores on a calculus exam should predict good scores in physics. |
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Term
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Definition
Self-determinization Theory
Focus on Social needs and motivation
Adds psychological needs to Maslow |
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Term
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Definition
| ARCS model needed to motivate people |
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Term
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Definition
Hierarchy of needs
Physiological
Safety
Belongingness and Love
Esteem
Self-Actualization |
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Term
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Definition
| You are born with certain abilities that you need to work at to achieve. An IQ test, for example, is a measure of ability. |
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Term
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Definition
Attention: gaining and sustaining
Relevance: meet needs and satisfy personal desires, including the accomplishment of personal goals
Confidence: provide opportunities for success. Scaffolding, helping students achieve things that are just barely above their abilities
Satisfaction: opportunities to use newly acquired skills or knowledge in meaningful ways |
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Term
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Definition
Attempts to determine the cause of success or failure: LATE: Luck, Ability, Task, Effort (You want the E)
Depending on what students attribute their success or failure to will change their motivation in the future.
"Well, I'm just dumb" does not motivate a student because it is beyond their control and stable.
Stable v. Unstable
Internal v. External
Controllable v. Uncontrollable |
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Term
| Continuing motivation (volition) |
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Definition
| Acting with a sense of choice. "I acted on my own volition" |
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Term
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Definition
| Do something so that others think more highly of you (extrinsic) |
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Term
| Ego involvement and motivation |
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Definition
Extrinsic
I do it because I have to, not because I want to. |
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Term
| Entity and incremental theories of intelligence |
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Definition
Entity: see your abilities as fixed
Incremental: your abilities can change intelligence |
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Term
| Expectancy x value theory |
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Definition
| If I succeed once, I expect to succeed again, but I have to value the success. |
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Term
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Definition
engaging in an activity that has some sort of consequence separate from the activity itself.
Giving out candy for answering questions, for example. |
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Term
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Definition
| Enactive mastery, Vicarious experiences, verbal persuasion, physiological and psychological state |
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Term
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Definition
If you believe that your abilities are fixed, you have no motivation to learn, whereas if your abilities are malleable, you can actually do something to learn.
Performance goals are fixed, whereas learning goals are malleable. |
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Term
| goal setting -proximal v distal |
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Definition
| Shorter time frames are easier to attain. |
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Term
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Definition
| Having a little bit of confidence, but not having enough to try. |
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Term
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Definition
| Maslow: you can't focus on learning if you are hungry. BUT, it's not all or nothing. You can have most of your needs met to move on to the next level. |
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Term
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Definition
| motivated by happiness or contented-ness that activity gives me |
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Term
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Definition
| internally deal with what you can control, even if you have things that you can't. |
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Term
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Definition
| One of LATE in attribution theory. Don't want students to think that they succeeded because of luck, because that means that they won't try again. They don't attribute their success to their own efforts. |
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Term
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Definition
| A judgment of what will happen from a goal. |
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Term
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Definition
| constantly attributing action to an external source. It makes it much harder to intrinsically motivate. |
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Term
| personal causation/self-agency |
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Definition
| E part of LATE, we want students to attribute their success to their own efforts. |
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Term
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Definition
praise is positive when task is not intrinsically motivating
should be specific for meaning
don't praise for things that are super easy-can show that students have low goals |
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Term
| rewards and intrinsic motivation |
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Definition
| rewards often undermine intrinsic motivation. Rewards have to be part of the activity itself. Not candy for homework |
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Term
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Definition
| person's beliefs about their own abilities and skills |
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Term
| self-regulation (motivation) |
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Definition
| setting and motivating for your own goals |
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Term
| self-determination theory |
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Definition
| regulations that are autonomous and controlled by self are more motivating than those that are controlled externally |
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Term
| task factors (easy v difficult) |
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Definition
| T part of LATE. We don't want students to think that they succeeded because the task was easy, but rather that they attribute their success to their effort |
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Term
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Definition
engaging in the task for the task itself
intrinsically motivated |
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Term
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Definition
Classical conditioning
Involuntary responses
DOGS |
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Term
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Definition
Operant conditioning: more active
Deals with behavior, but not just physiological responses: voluntary responses
SRS |
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Term
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Definition
| Law of Effect (Skinner based his ideas on this) |
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Term
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Definition
a neutral stimulus involuntarily and biologically elicits an unconditioned response
The bell makes me salivate |
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Term
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Definition
| involuntary response (salivating) |
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Term
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Definition
| elicits an involuntary and biological response |
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Term
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Definition
| elicits no response without conditioning |
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Term
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Definition
| the same as the neutral stimulus, but with conditioning, produces unconditioned response in the absence of the unconditioned stimulus |
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Term
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Definition
| same as the UCR, but elicited with conditioning |
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Term
| Higher order conditioning |
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Definition
1. meat = salivate
2. meat + bell = salivate
3. bell = salivate
4. bell + clicker = salivate
5. clicker = salivate |
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Term
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Definition
Baby Albert
If I get you to salivate with a bell, maybe every bell-like sound will make you salivate. |
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Term
| Extinction (classical and operant conditioning) |
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Definition
| After a while, without reinforcement, the conditioning effect will die off. |
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Term
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Definition
| If I like something, I will continue to try to do it. If I don't, I will avoid it. |
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Term
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Definition
a behavior that is emitted by an organism
behavior is more likely to reoccur if it has been rewarded and less likely to reoccur if its punishment has been adversive |
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Term
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Definition
| set the conditions for responding BUT consequences of the response are critical in determining whether it ever happens again |
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Term
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Definition
An instructional application that may make use of both behavior modification and instructional objectives
Sets goal, conditions of achievement and consequences of attainment |
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Term
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Definition
| A cue for the learner to emit a response |
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Term
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Definition
| Needs to be immediate. Reinforces desired behavior by reacting to the response |
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Term
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Definition
| a voluntary response to a stimulus |
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Term
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Definition
| Need a measure of the current frequency of the problem behavior so that you can set goals and keep track of progress |
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Term
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Definition
Give something positive for positive response.
Example: You get a piece of candy for turning in your homework or verbal praise for staying in your seat |
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Term
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Definition
Take away something bad for positive response. Remove the aversive stimulus.
Don't have to take the final if you have an A in the class already. |
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Term
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Definition
Give something bad for a bad response.
Go to jail for a crime. |
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Term
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Definition
Take away something good for a bad response.
Fine you money for parking in the handicap spot. |
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Term
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Definition
| a reinforcer whose reinforcement value is biologically determined (Food) |
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Term
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Definition
reinforcer that acquires its reinforcement through association with a primary reinforcer (gold stars, money)
Special case: praise (social reinforcer) |
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Term
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Definition
The procedure of making high-frequency behaviors contingent upon low-frequency behaviors in order to strengthen the low-frequency behavior
Grandma rule: "You can watch TV as soon as you finish your homework" |
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Term
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Definition
Sometimes a response is not evident until we ask for it.
Discriminant stimulus. |
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Term
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Definition
The passive acceptance of events seemingly beyond one's control
a long history of punishment |
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Term
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Definition
removal of reinforcement contingent on behavior
LIke reinforcement removal |
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Term
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Definition
| remove the learner, for a limited time, from the circumstances reinforcing the undesired behavior |
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Term
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Definition
Positive reinforcement for the learner for successive approximations to a goal behavior
"Good job! You are holding your clarinet correctly!" (Ignoring the bad tone or rhythm)
Teach all at once, and reinforce good parts |
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Term
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Definition
establish complex behaviors made up of discrete, simpler behaviors already known by the learner
Like teaching a dance.
Forward or backward chaining. |
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Term
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Definition
Discriminations are often learned by a behavior being reinforced in the presence of one stimulus and being punished in the presence of another.
Fading out discriminative stimuli used to initially establish a desired behavior. (Desired behavior still occurs without the stimulus) |
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Term
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Definition
| requires the learner to make so many responses before they are given reinforcement |
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Term
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Definition
| reinforcement is given after some fixed interval of time |
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Term
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Definition
| Reinforcement given at random numbers of responses centered around an average. This is the most effective schedule. |
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Term
| variable interval schedule |
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Definition
| reinforcement given at random intervals of time, centered around an average. |
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Term
| program of behavioral change |
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Definition
1. Baseline and goals
2. Determine appropriate reinforcers
3. Select procedures for changing behavior
4. Implement
5. Evaluate and Revise as necessary |
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Term
| contingencies of reinforcement |
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Definition
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Term
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Definition
| tokens serve as conditioned reinforcers that can later be exchanged for objects or privileges |
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Term
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Definition
1. desired behavior
2. conditions under which behavior occurs
3. criteria (how well behavior is performed) |
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Term
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Definition
Social Cognitive Theory
1. The learning process requires both the cognitive processing and decision-making skills of the learner
2. learning is a three way interlocking relationship among the environment, personal factors and behavior
3. learning results in the acquisition of verbal and visual codes of behavior that may or may not later be performed |
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Term
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Definition
| can't learn new behavior unless the learner attends to the information accurately |
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Term
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Definition
| reinforcement experienced directly by an individual |
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Term
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Definition
| "Mastery Experience" helps students with self-efficacy because they can do something complex well, if split into smaller components |
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Term
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Definition
The observer expects the same reinforcement measures for them as are expressed to the model
the model's continued reinforcement for a behavior predicts success for the observer |
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Term
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Definition
| observer has direct contact with the model |
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Term
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Definition
| use symbols, people transform experiences into internal models that can guide future actions |
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Term
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Definition
direct, self and vicarious reinforcement
anticipation of reinforcement for a particular behavior motivates a learner |
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Term
| motor reproduction processes |
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Definition
Recognizes that you don't have to respond immediately to have learned something
includes the selection and organization of responses at the cognitive level, followed by their execution. |
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Term
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Definition
| involves self-appraisal of abilities |
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Term
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Definition
influences self-efficacy
If you are sick, fatigued, etc, you are less likely to think that you can do something. |
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Term
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Definition
| effects that are produced by events rather than by a prior set of causal external factors |
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Term
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Definition
| memory codes of observed behaviors |
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Term
| response-outcome expectancy |
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Definition
| a belief that a particular behavior will lead to a particular outcome |
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Term
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Definition
| responsible for the symbolic coding of the behavior into visual or verbal codes and the storage of codes in memory |
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Term
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Definition
one can successfully execute the behavior require to produce the desired outcome
1. Prior experiences
2. Similar individuals experiences
3. verbal persuasion
4. physiological state |
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Term
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Definition
independent of the consequences delivered by society.
Individual performance standards |
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Term
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Definition
| pictorial representation of behavior |
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Term
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Definition
| learners store information about the modeled behavior in verbal descriptions, as well as in mental images |
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Term
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Definition
influences self-efficacy
If someone tells you you will succeed, you are more likely to think that you will. |
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Term
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Definition
| associated with the observed behavior of others |
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Term
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Definition
punishment associated with the observed behavior of others
Inhibitory effect
Devalues the model's status since a functional behavior was not transmitted |
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Term
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Definition
reinforcement associated with the observed behavior of others
Arousal of the emotional responses of pleasure and satisfaction of the observer
1. a model is reinforced for the execution of a particular behavior
2. the observer's performance of the behavior must increase |
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Term
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Definition
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Term
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Definition
Gagne's theory of instruction
1. taxonomy of learning outcomes
-verbal information
-intellectual skills
-cognitive strategies
-attitudes
-motor skills
2. conditions for learning
-internal (individual characteristics)
-external (environmental characteristics)
3. events of instruction
-gain attention
-inform learners of objectives
-stimulate recall of prior knowledge
-present content
-provide "learning guidance"
-elicit performance
-provide feedback
-assess performance
-enhance retention and transfer |
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Term
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Definition
| adding more and more experience or connections to an idea to strengthen it |
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Term
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Definition
Jeopardy computer competitor
Start out as declarative knowledge (schema) and then make it to procedural knowledge (productions) |
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Term
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Definition
| sensory auditory memory lasts longer than visual because you've got to learn speech |
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Term
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Definition
when tasks are overlearned or sources of information become habitual so that their attention requirements are minimal.
driving a car, knitting, reading words (rather individual words) |
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Term
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Definition
| when you find that something doesn't work with your schema, you explicitly look at your schema to see what is wrong |
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Term
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Definition
| Gestalt idea that if something is unfinished, individuals will tend to fill it in using prior knowledge |
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Term
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Definition
| controlled processes require more attention than others |
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Term
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Definition
| visual and verbal processes for encoding happen at the same time |
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Term
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Definition
| when you practice things in your own words, or elaborate with examples or connections, you learn it better |
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Term
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Definition
| the process of relating incoming information to concepts and ideas already in memory in a such a way that the new information is memorable |
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Term
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Definition
| if you encode something in a specific way, you will only be able to retrieve it with that specific cue |
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Term
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Definition
| memory of specific events |
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Term
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Definition
| certain specific features are stored in memory for each particular category and the extent to which something matches those features puts it in that category |
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Term
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Definition
failure to encode (never knew it)
failure to retrieve (didn't know it well enough)
interference (older ideas or newer ideas) |
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Term
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Definition
1. Provide organized information
2. Lots of practice (varied)
3. Use strategies
4. Metacognition |
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Term
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Definition
| what we do when our senses fail to show us the whole picture: we fill it in based on context |
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Term
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Definition
| permanent storehouse of information |
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Term
|
Definition
| can only process so many things in working memory |
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Term
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Definition
schema +
schema + knowledge of the world (working memory, use to direct behavior and encode) |
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Term
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Definition
| knowing what you know, when you know, and what you need to know |
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Term
|
Definition
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Term
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Definition
| Brain structure with neurons and axons |
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Term
|
Definition
| knowledge is equated with truth and absolute |
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Term
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Definition
| effects what you see (stroop effect, eyewitness testimony) |
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Term
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Definition
| matching the incoming information to the appropriate template in memory |
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Term
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Definition
| we tend to remember things that we learn first in a list |
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Term
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Definition
| if-then rules (Flow chart) |
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Term
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Definition
| we have particular prototypical ideas about things, and if something mostly fits the prototype, it is categorized together with the prototype |
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Term
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Definition
In Network models, if things are closer together in the network, it takes less time to assess the sentence.
"A canary is a canary" versus "A canary has skin" |
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Term
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Definition
| remember something without answers available to choose from (essay question) |
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Term
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Definition
| you are more likely to remember things that you just learned |
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Term
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Definition
| answers already generated, just need to choose the best one |
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Term
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Definition
| repetition that serves to maintain the information in the working memory |
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Term
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Definition
| schema doesn't work at all, need to abandon it and find a new one |
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Term
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Definition
| Taking things from LTM for a response |
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Term
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Definition
| general essence of some concept |
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Term
|
Definition
general how-to of a situation
(what to do when you enter a doctor's office) |
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Term
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Definition
the learner's ability to select and process certain information while simultaneously ignoring other information
1. Similarity between task and distracter
2. task complexity
3. personal differences
4. meaning distracter has for the learner |
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Term
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Definition
| general information stored in memory that can be recalled independently of how it was learned |
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Term
|
Definition
| functions to hold information very briefly, just long enough for the information to be processed |
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Term
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Definition
| If distracters are similar to the task, it makes it harder to focus on the task. (Selective attention) |
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Term
|
Definition
| Written out colors printed in different colors. |
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Term
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Definition
| assumes that mental copies of environmental stimuli are stored in memory |
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Term
| top-down/conceptually-driven |
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Definition
| implicit means to use a schema (use as long as there are no problems with a schema) |
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Term
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Definition
| schema works mostly, just need to tweak it |
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Term
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Definition
| some things can only be represented in memory by words (abstract terms like freedom) |
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Term
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Definition
| further processing is carried out to make information ready for long term storage or response |
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Term
|
Definition
| another way to say working memory |
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