STUDY GUIDE EXAM 3
STUDY GUIDE EXAM 3 EPY 4033/6033
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This 2 page Study Guide was uploaded by Maggie Kennedy on Thursday September 29, 2016. The Study Guide belongs to EPY 4033/6033 at Mississippi State University taught by Kasia Gallo in Fall 2016. Since its upload, it has received 6 views. For similar materials see Applied Learning Theories in Educational Psychology at Mississippi State University.
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Date Created: 09/29/16
STUDY GUIDE FOR TEST 3 EPY 4033/6033 Ormrod (6 ed.) th Read your text thoroughly, and selfcheck (flashcards may work for definitions). Review all lecture notes; these may have ADDITIONAL information, not covered below. Be sure that you can define each term and be able to apply it. Chapter 6 Social Cognitive Theory Know the main focus of social cognitive theory (SCT). Know the similarities and differences between behaviorism and SCT. Why is it called a bridge theory? How is SCT able to explain a situation when strict operant condition perspective fails to? Know the principles of SCT and be able to provide examples; know the concept of personal agency. Know how reinforcement and punishment work within SCT and how they differ from operant conditioning. Know the concepts of generalized imitation, modelling, vicarious reinforcement, vicarious punishment, outcome expectations, incentives, efficacy expectations, Know the differences between selfconcept, selfesteem, and selfefficacy. Understand modelling. When does modelling work best, what kinds of models are there, what models work best, what behaviors can be learned through modelling, who is likely to me modelled. How does modelling affect behavior. Define facilitation effect, inhibition effect, and disinhibition. How does the environment reinforce and punish modelling. What are children more likely to imitate: what they see or what they are told? Understand and be able to give examples of reciprocal causation Know the following studies: o Bandura (1965b). What are the cognitive factors in social learning? o Walters and Parke (1964). What was the main implication of this study? o Rushton study. What did it demonstrate about morality? How does selfefficacy affect behavior? What factors play a role in the development of selfefficacy? Know what selfregulation is and what promotes it. What conditions must be met for selfregulation to make a difference? Understand the implications of SCT. Chapter 7 – Introduction to Cognitivism Know Tolman’s work. Be able to define and give examples of: latent learning, purposive behaviorism, cognitive map, mental model. “Learning is an internal, not external change.” Be able to explain the method and findings of the 1930 rat/maze study by Tolman and Honzik. Know the main focus of the Gestalt psychology; whole is DIFFERENT than the sum of its parts. Know the grouping principles (your book calls them laws of perception; many scientists disagree with calling them laws): proximity, similarity, closure, etc. (review the book AND the lecture slides) Identify the purpose that the toothpicks into triangles activity represented. Know how the verbal learning theorists extended the concept of behaviorism. Know the definitions and examples of: serial learning, paired associate learning, primacy and recency effects, retroactive and proactive inhibition, retroactive and proactive facilitation. Be able to draw and explain the serial learning curve. Know the characteristics of the material that affect the speed of human learning. Know the assumptions of cognitive theories; be able to give examples of each. Know the general scope of Information Processing Theory, Constructivism, Contextualism Know the general implication of cognitive theories for education.
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