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by: Margaretta Kiehn


Margaretta Kiehn
GPA 3.82


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Class Notes
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This 13 page Class Notes was uploaded by Margaretta Kiehn on Monday September 21, 2015. The Class Notes belongs to EPY 7080 at Georgia State University taught by Staff in Fall. Since its upload, it has received 19 views. For similar materials see /class/209828/epy-7080-georgia-state-university in Educational Psychology at Georgia State University.




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Date Created: 09/21/15
Lecture Outline Chapter I 5 I The Social Nature of Learning a Interactions with Adults b Interactions with Peers c Choosing between Adult and Peer Interactions in Instructional Settings ll Apprenticeships Ill Class Discussions a Guidelines for Promoting Effective Discussions IV Reciprocal Teaching a Effectiveness of Reciprocal Teaching V Cooperative Learning a Common Features of Cooperative Learning b How Heterogeneous Should Cooperative Groups Be c Effectiveness of Cooperative Learning Activities VI Peer Tutoring a Guidelines for Facilitating Effective Tutoring VII Community of Learners VIII Technologybased Discussions IX Summary Strunk amp White s Rules Elementary Rules of Usage 390quot w N Form the possessive singular of nouns by adding s In a series of three or more terms with a single conjunction use a comma after each term except the last Enclose parenthetic expressions between commas Place a comma before a conjunction introducing an independent clause Do not join independent clauses by a comma Do not break sentences in two Use a colon after an independent clause to introduce a list of particulars an appositive an amplification or an illustrative quotation Use a dash to set off an abrupt break or interruption and to announce a long appositive or summary 9 The number of the subject determines the number of the verb 1o 11 A participle phrase at the beginning of a sentence must refer to the Use the proper case of pronoun grammatical subject Elementary Principles of Composition 12 13 14 15 16 17 18 19 Choose a suitable design and hold to it Make the paragraph the unit of composition Use the active voice Put statements in positive form Use definite speci c concrete language Omit needless words Avoid a succession of loose sentences Express coordinate ideas in similar form 20 Keep related words together 21 In summaries keep to one tense 22 Place the emphatic words of a sentence at the end A list of reminders in An Approach to Style 59mv wwv 11 Place yourself in the background Write in a way that comes naturally Work from a suitable design Write with nouns and verbs Revise and rewrite Do not overwrite Do not overstate Avoid the use of qualifiers Do not affect a breezy manner Use orthodox spelling Do not explain too much 12 Do not construct awkward adverbs 13 Make sure the reader knows who is speaking 14 Avoid fancy words 15 Do not use dialect unless your ear is good 16 Be clear 17 Do not inject opinion 18 Use figures of speech sparingly 19 Do not take shortcuts at the cost of clarity 20Avoid foreign languages 21 Prefer the standard to the offbeat Punctuation Punctuation is important Its proper use determines interpretation of content In the examples below provided by a friend punctuation makes all the difference Dear John I want a man who knows what love is all about You are generous kind thoughtful People who are not like you admit to being useless and inferior You have ruined me for other men I yearn for you I have no feelings whatsoever when we39re apart I can be forever happywill you let me be yours Gloria Dear John I want a man who knows what love is All about you are generous kind thoughtful people who are not like you Admit to being useless and inferior You have ruined me For other men I yearn For you I have no feelings whatsoever When we39re apart I can be forever happy Will you let me be Yours Gloria 111 VI VII Lecture Outline Chapter 7 Social Cognitive Theory Bandura A Learning can occur by observing the behavior of others B Learning can occur without a change in behavior C Consequences of behavior play a role in learning 1 Enactive learning reinforcementpunishment 2 Vicarious learning facilitation inhibition disinhibition D Cognition plays a role in learning Reciprocal Causation Characteristics of the Model A Competence B Credibility C Perceived similarity Bandura s Motivational Model A Selfefficacy People s judgments about their capabilities to organize and execute courses of action required to attain designated types of performance Bandura 1986 p 391 B Outcome expectations our beliefs about the outcome of our actions Importance of Selfef cacy for Learning Children s Selfef cacy Gender Differences I p 1 p 1 p 1 Lecture Outline Chapter 12 How Retrieval Works a Retrieval Cues Construction in Retrieval a Suggestion b Construction of Memories c Other Memories Forgetting a Decay b Obliterative Subsumption c Interference d Failure to Retrieve e Repression f Construction Error g Failure to Store h Infantile Amnesia IV General Principles of Retrieval for Instructional Settings 111 Lecture Outline Chapter 4 The longest schedule of unreinforceal behavior in human existence is graduate school Anonymous Operant Conditioning Contingencies of Reinforcement S gt R gt S Stimulus Control A Antecedent stimulus Sd gt Discriminative stimulus S or S B Stimulus discrimination training C Stimulus discrimination D Stimulus generalization Reinforcement and Punishment A Reinforcer vs reward B Positive reinforcement Sr C Negative reinforcement Sr D Positive punishment Sp E Negative punishment Sp Shaping A Topography B Amount C Intensity Schedules of Reinforcement A Continuous reinforcement and extinction B Intermittent Schedules 1 Ratio 2 Interval C Differential Reinforcement of Other Responses DRO vs Differential Reinforcement of Alternative Responses DRA referred to as DRI in text Lecture Outline Chapter 13 I Metacognition a De nition and Roles b Early background Flavell c Types of Metacognitive Knowledge d Strategies Metacognitive and Cognitive e Metacognitive Experiences II SelfRegulated Learning a De nition b Selfregulated Learning Skills III Effective Learning amp Study Strategies a De nition overview b Skills Study Strategies c Illusion of Knowing IV Mnemonics a Role of Imagery b Methods Types c Pros d Cons e Strategies 1 Overt 2 Covert V Development of Metacognitive Knowledge and Skills a Overview b Theory of Mind VI Epistemological Beliefs a Overview b What is the form of knowledge c Why is knowledge of Epistemology Important d What are the sources of knowledge and their implications e What is the effect of Epistemological Belief f What are the types of Belief and Impact thereof VII Intentional Learning a De nition Overview b Implications Applications VIII Effective Learning Strategies a Reasons effective lea1ning strategies not used b Methods to romote use of effective learnin strate ies P g g 1 Guidelines to promote use of effective lea1ning strategies Lecture Outline Chapter 3 Classical Conditioning Pavlov A B Responses are involuntary Stimulusresponse relationships S gt R 1 Neutral Stimulus NS 2 Unconditioned Stimulus UCS 3 Unconditioned Response UCR 4 Conditioned Stimulus CS 5 Conditioned Response CR Higherorder conditioning Sensory preconditioning Contingency and contiguity II p 1 Lecture Outline Chapters 17 and 18 Intrinsic and Extrinsic Motivation A Extrinsic Rewards and Intrinsic Motivation 1 Overjustification hypothesis 2 Selfdetermination theory Task contingent reward Performance contingent reward B Research Findings Test Anxiety A Components 1 Cognitive component 2 Emotional component B Stability Trait vs State C Effects on Academic Performance D In uence of Classroom Variables Attribution Theory A Assumptions B Attributional Biases l Fundamental attribution error 2 Actorobserver error 3 Selfserving bias 4 Counterdefensive attribution 5 Selfcentered bias 6 False consensus effect Lecture Outline Chapter 8 I Piaget s Developmental Theory A We construct our own knowledge B Knowledge is described as structures that change with development C Cognitive development is result of interactions with physical and social environments 1 Equilibration a Equilibrium b Disequilibrium c Functions assimilation and accommodation D Rate of cognitive development is controlled by maturation II Vygotsky s Developmental Theory A Humans follow two paths of development 1 Biological development called natural or primitive development 2 Sociohistoric development a Psychological vs technical tools b General law of genetic development Every function in the child s cultural development appears twice rst on the social level and later on the individual level first between people and then inside the child Vygotsky 19341978 p 57 c Signification III Piaget vs Vygotsky A Leamingcognitive development 1 Why it occurs 2 How it occurs 3 When it occurs B Goal of cognitive development C Role of speech


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