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ed psych chapter 10

by: Caoimhe Notetaker

ed psych chapter 10 Psyc3200

Marketplace > Tulane University > Psychlogy > Psyc3200 > ed psych chapter 10
Caoimhe Notetaker
GPA 3.7
Educational psychology
Sarah Grey

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About this Document

Chapter 10 text book notes
Educational psychology
Sarah Grey
Class Notes
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This 5 page Class Notes was uploaded by Caoimhe Notetaker on Sunday October 25, 2015. The Class Notes belongs to Psyc3200 at Tulane University taught by Sarah Grey in Summer 2015. Since its upload, it has received 17 views. For similar materials see Educational psychology in Psychlogy at Tulane University.


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Date Created: 10/25/15
Chapter 10 social cognitive views of learning 10122015 Vocab Social cognitive theory theoretical perspective that focuses on how people learn by observing others and how they eventually assume control over their Own behavior Reciprocal causation interdependence of environmental behavioral and personal variables in in uencing learning and development Outcome expectation prediction regarding the consequence that a particular behavior is likely to yield Incentive hopedfor but not guaranteed future consequences of behavior Vicarious reinforcement phenomenon in which a response increases in frequency when another person is observed being reinforced for that response Vicarious punishment phenomenon in which a response decreases in frequency when another person is observed being punished for that response Mirror neuron neuron in the brain that res either when a person is performing a particular behavior or when the person sees someone else perform the behavior Model real or ctional individual who demonstrates a behavior that learners might emulate alternatively a set of instructions for successfully executing the behavior Modeling demonstrating a behavior for another person or observing and imitating another persons behavior Cognitive modeling demonstrating how to think about as well as how to do a task Self efficacy belief that one is capable of executing certain behaviors or achieving certain goals Resilient self efficacy belief that one can perform a task successfully even after experiencing set backs Coping model model who initial struggles with a task but successfully overcomes obstacles Collective self efficacy peoples beliefs about their ability to be successful when they work together on a task Self regulation process of setting foals for oneself and engaging in behaviors and cognitive processes that lead to goal achievement Selfregulated behavior selfchosen and seldeirected behavior that leads to the ful llment of personally constructed stands and goals Emotion regulation process of keeping in check or intentionally altering feelings that might lead to counterproductive behavior Selfinstruction instruction that one gives oneself while performing a complex behavior Selfmonitoring process of observing and recording ones own behavior Selfevaluation process of judging ones own performance or behavior Self imposed contingency self reinforcement or self punishment that follows a behavior Selfregulated learning regulation of ones own cognitive processes and studying behaviors in order to learn successfully Coregulated learning process through which an adult and child share responsibility for directing various aspects of the child s learning alternatively collaborative process in which one or more learners jointly support and monitor one another s learning process Self regulated problem solving use of selfdirected strategies to address complex problems Peer mediation approach to con ict resolution in which a student asks peers in con ict to express their differing viewpoints and then work together to devise a reasonable resolution Effortful control ability to inhibit dominant responses in favor of other less dominant ones that might be more productive an aspect of temperament that is in uenced by biology and brain maturation Basic assumptions 0 People learn by observing others 0 Learning is an internal process that may or may not lead to a behavioral change 0 Cognitive processes in uence motivation as well as learning 0 People and environment mutually in uence one another 0 Behavior becomes increasingly self regulated Rewards and punishment 0 Less critical role but still several indirect effects 0 Consequences in uence behavior ONLY if learners are aware of the responseconsequence contingency o Learners form expectations about the likely consequences of future action and then behave in ways they think will maximize desired results 0 Learners expectations are in uenced by what happens to other people as well as themselves o Expectations about future consequences affect how thoroughly and in what ways learners cognitively process new info 0 The nonoccurrence of an expected consequence can have a reinforcingpunishing effect in and of itself Modeling Live model symbolic model character verbal instructions Learners acquire academic skills through observation Children increase aggressive behavior when they view aggressiveviolent models bandura study Learners acquire prosocial behavior and interpersonal skills by observing imitating others Effective model competent have prestige power behaviors are relevant to child s circumstances Teacher MUST consciously model appropriate behavior Successful learning form modeling requires 0 Attention o Retention 0 Motor reproduction 0 Motivation Self efficacy Effect motivation More likely to engage in a behavior when they believe they ll be able to execute behavior successfully o Affects choice of activities goals and persistence 0 Goals high self efficacy higher goals 0 Activity choose activities you believe you will be successful at o Persistence high self efficacy more likely to try again Learners with high self efficacy learn and achieve more A little overcon dence is bene cial more likely to engage in difficult tasks 0 Self efficacy for LEARNING Too much decrease effort and setting of unachievable goals What affects selfefficacy 0 Previous successes and failures 0 Current emotional state 0 Messages from others 0 Successes failure of others Best teachers have increase selfefficacy on their ability to help students achieve Self regulation 0 Through observation we begin to distinguish between productiveunproductive behavior and increase controlmonitor our own actions developmental 6 components 0 Self determined standards and goals Students more determined to work towards goals they set themselves 0 Emotional regulation More control of emotion more socially skilled and more fdends Self instruction Cognitive modeling teachers models self instruction while performing task Overt external guidance teachers repeat instruction while learners perform Faded overt self guidance whispers instructions while performing Cover self instruction think about instruction while performing 0 Self monitoring 0 Self evaluation 0 Self imposed contingencies Acquiring selfregulation sill is slow gradual process but with scaffolding all students can master them Self regulated learning involves metacognition Goal setting 0 Planning 0 Self motivating 0 Attention control 0 Flexible use of learning strategies 0 Self monitoring 0 Appropriate helpseeking Self evaluating Self regulated learners set more ambitious goals learn more effectively and achieve at higherlevels O Explicit instruction in self regulation strategies can help students at risk begin to acquire more effective study habits Diverse perspectives of learning often compliment rather than contradict one another and together they give us a richer more multi faceted picture of human learning then any signal perspective can give by itself


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