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93 Cards in this Set
- Front
- Back
permanent behavior |
human learning |
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it is relatively permanent |
Learning |
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Variable in Human Learning |
1. Individual/ learner 2. task and materials 3. strategy and methods |
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2 types of intelligence |
1. Intelligence Quotient 2. Emotional Quotient |
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general capacity of person to understand the world, to think rationally and use resources |
Intelligence Quotient |
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a person's ability to affectively cope with social relations, emotional challenges, awareness of himself |
Emotional Quotient |
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it is directed to their specific goal called |
incentive |
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2 kinds of Incentive |
1. Intrinsic 2. Extrinsic |
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when he learns to do something bc he gets satisfaction in doing it. |
intrinsic incentive |
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when he learns some tasks bc of external rewards |
extrinsic incentive |
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it is superior over learning motivated by extrinsic incentive |
intrinsic incentive |
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relationship between the intensity of the emotions and the effectiveness of the learning process |
curvilinear |
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part of emotions |
a. intensity of the emotions b. complexity of the task |
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beneficial to the learner |
lower intensity of emotions |
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interfere to the learner |
higher intensity of emotions |
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foregoing effect of emotions almost negligible |
complexity of the task |
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depends on the learner's stage of development |
Maturation |
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psychologist prefer talk to ____ for the learning of specific task |
readiness |
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kinds of task or materials |
1. difficulty of the material 2. meaningfulness of the material 3. serial position effect |
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learning is substantially when the material is meaningful to the learner. "THE MORE MEANING IT IS, THE FASTER IT IS LEARNED". |
meaningfulness of the material |
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this is requires more time and practice to master it. |
difficulty of the material |
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the position of the learned, subject matter in a list of material to be has been found to affect learning |
Serial Position Effect |
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parts of serial position effect |
a. primacy b. mediacy c. recency |
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third major category of variables related to human learning |
Methods or Strategy |
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types of methods |
1. Active Learning and Passive Learning 2. Massed and Distributed Learning 3. Knowledge of results 4. Whole and Part |
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involved recitation, outlining, and self testing |
active learning |
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limit itself merely reading the material from the beginning until the end |
passive learning |
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when the total amount of the time for learning is done in one intervals |
Massed learning |
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when the same amount of time is spread out over several time intervals |
distributed learning |
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principle of feedback |
knowledge of results |
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2 kind of knowledge of results |
a. positive feedback b. negative feedback |
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when the material is so meaningful that it easily hangs together |
Whole Learning |
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when the whole is so large that it needs to a further breakdown |
Part Learning |
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multiple intelligences |
1. Visual-Spatial 2. Mathematical 3. Verbal 4. Musical 5. Bodily 6. Interpersonal 7. Intrapersonal 8. Naturalist 9. Existential |
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understanding others (intelligence) |
Interpersonal intelligence |
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Recognize one's connection to nature |
Naturalist intelligence |
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reflective and deep thinking |
existential intelligence |
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aware of one's inner feelings |
intrapersonal intelligence |
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painting, designing objects |
Visual-Spatial Intelligence |
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singing, playing instruments |
musical intelligence |
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problem solving, numbers |
Mathematical Intelligence |
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listening, speaking, writing |
Verbal-Linguistic intelligence |
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hands on experiment |
Bodily-kinesthetic Intelligence |
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multiple intelligences |
Howard Gardner |
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way to achieve goals |
motivation |
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from latin word "movere" means |
to move |
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characteristics of motivation |
1. instigated 2. directional 3. selective 4. homeostatic |
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body functions |
homeostatic |
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motivated behavior |
1. goal-directed 2. adaptive 3. pro-active(futuristic) |
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instricated behavior |
frustrated behavior |
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from latin words "frustra" means |
IN VAIN "motives are not reach" |
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Frustrated Behavior |
1. does not end goal 2. rigid 3. re-active |
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3 levels of motives |
1. biological motives 2. psychological motives 3. existential motives |
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have needs that's why motivated |
Biological motives |
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affiliation needs, needs to be someone in someone's life. |
psychosocial motives |
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what's your goal in life |
existential motives |
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process which makes available to the individual something he has learned previously |
Memory |
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3 phases of memory |
1. Encodes Information 2. Stores Information 3. Retrieve Information |
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process which new information is initially recorded in a form usable memory |
encoding (fixation) |
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it is the storing process of what was acquired. |
Retention |
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lack of use of information |
decaying or decay |
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interference is the key process of |
forgetting |
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2 types of interference |
1. retroactive interference 2. proactive interference |
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new learning interferes with the recall of information learned earlier |
retroactive interference |
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information interferes with the recall of material learned later. |
proactive interference |
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the process by which material memory stage is located, brought into awareness and used. |
retrieval (remembering) |
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3 types of retrieval |
1. recall 2. recognition 3. redintegration |
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drawing from memory a specific piece of information for a specific purpose |
recall |
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process of acknowledging prior exposure to a given stimulus. (may nagtrigger para maalala mo, ex. naamoy mo ung pabango kaya mo naalala ung tao) |
recognition |
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process wherein one remembers not only the specific events but also the whole details and circumstances of the events |
redintegration |
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effective way to use the ___ stimulus such as words, smell, sound that guides a person through the information stored in memory |
retrieval cue |
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snapshot of the event, full details |
flashbulb memories |
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loss of memory when it is unaccompanied by other mental difficulties |
amnesia |
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2 types of amnesia |
1. retrograde amnesia 2. anterograde amnesia |
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memory loss of occurrences prior to some events |
retrograde amnesia |
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memory loss of events following an injury |
anterograde amnesia |
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loss of memory due to psychological repression mechanism |
psychogenic amnesia |
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illness associated with aging that includes physical deterioration, loss of abilities and severe amnesia |
Alzheimer's disease |
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tricks to recall some elements |
mnemonic devices |
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example of this stage is breathing, food, water, shelter. |
physiological stage |
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stage where health, employment, property is associated |
SAFETY AND SECURITY |
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stage where friendship, family, intimacy |
LOVE AND BELONGING |
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include to this stage are confidence, achievement, respect of others |
SELF-ESTEEM |
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include in this stage are morality, acceptance, experience purpose, inner potential |
SELF-ACTUALIZATION |
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types of personality |
1. Ectomorph 2. Mesomorph. 3. Endomorph |
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their body is skinny and tall, they are usually the introvert type |
Ectomorph |
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desirable and attractive type of body, normal person |
Mesomorph |
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Type of body what have round, white hips, and narrow shoulders (usually the extrovert type, good sense of humor) |
Endomorph |
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4 Temperaments |
1. Sanguine 2. Choleric 3. Phlegmatic 4. Melancholic |
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Avoiding type Roles: the artists, musicians doctors strength: they are thoughtful, cautious and detailed Weaknesses: obsessive, too cautious EARTH |
MELANCHOLIC |
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Usually the socially useful type roles: actors, salesman, speakers strength: sociable, charismatic, outgoing and confident weaknesses: impulsive, shameless, too loud, confident AIR |
SANGUINE |
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Getting type roles: diplomats, accountants, teachers, technicians strength: relaxed, quiet, calm weaknesses: sometimes shy, fearful of change WATER |
PHLEGMATIC |
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Ruling dominant type roles: leaders, producers, builders strength: ambitious, passionate, focused, good at planning weaknesses: aggressive, inflexible, impatient, unable to relax FIRE |
CHOLERIC |