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Descrição
FlashCards por Greg MacPherson, atualizado 4 meses atrás
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Criado por Greg MacPherson
mais de 3 anos atrás
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| Questão | Responda |
| Unit Six - Module 47 Social, Cognitive, and Neurological Factors in Learning | Social, Cognitive, and Neurological Factors in Learning |
| latent learning | Learning that occurs but is not apparent until there is an incentive to demonstrate it. |
| cognitive map | a mental representation of the layout of one's environment. For example, after exploring a maze, rats act as if they have learned a cognitive map of it. |
| insight learning | A sudden realization of a problem's solution. This contrasts with strategy-based solutions. |
| intrinsic motivation | A desire to perform a behaviour effectively for its own sake. |
| extrinsic motivation | A desire to perform a behaviour to receive promised rewards or to avoid threatened punishment. |
| overjustification effect | A paradoxical effect in which rewarding a performance can lead to lower, rather than higher, interest in the activity. It occurs when the introduction of an extrinsic reward weakens the strong intrinsic motivation that was the key to the person’s original high performance. |
| observational learning | Learning by observing others. Also called social learning. |
| modelling | The process of observing and imitating a specific behaviour. |
| vicarious learning | Learning that allows individuals to learn from the experience of others. A conscious process that involves sensing, feeling, and empathizing with what people are doing. Rather than direct, hands-on instructions, vicarious learning is derived from indirect sources such as hearing and seeing. |
| vicarious reinforcement | The process whereby a person becomes more likely to engage in a particular behaviour by observing another individual being reinforced for that behaviour. |
| vicarious punishment | The process whereby a person becomes less likely to engage in a particular behaviour by observing another individual being punished for that behaviour. |
| four elements of observational learning | Attention Recall Reproduction Motivation |
| mirror neurons | A type of cell in the brains of certain animals (including humans) that responds in the same way to a given action whether the animal performs the action itself or sees another animal perform the action. The brain's mirroring of another's action may enable imitation and empathy. |
| prosocial behaviour | This is positive, constructive, or helpful behaviour. |
| antisocial behaviour | This is negative, destructive, or harmful behaviour. |
| violence-viewing effect | The violence-viewing effect can occur when an individual views a media violent act not being punished, or the pain of the victim not being shown, or the violent act being portrayed as justified, or the individual committing the violence is physically attractive. The results of the violence-viewing effect can lead to individuals imitating the behaviour of the violent character or developing desensitization to media violence. |
| Robert Rescorla | Robert Rescorla was an American psychologist who specialized in the involvement of cognitive processes in classical conditioning focusing on animal learning and behaviour. |
| Edward Tolman | Tolman was an American psychologist best-known for his work on cognitive behaviourism, cognitive maps, and the theory of latent learning. Tolman's work challenged the behaviourist notion that all behaviour and learning is a result of the basic stimulus-response pattern. |
| Wolfgang Köhler | Wolfgang Kohler was a German psychologist who co-created of gestalt psychology, and was the first to note insight learning. |
| Martin Seligman | Martin Seligman is an American psychologist known for his theories of positive psychology and of well-being. His is also known for his theory of learned helplessness. |
| Julian Rotter | Julian B. Rotter was an American psychologist known for developing social learning theory and for his research into locus of control. |
| Albert Bandura | Bandura is known as the originator of social learning theory and the theoretical construct of self-efficacy, and is also responsible for the influential 1961 Bobo doll experiment. This Bobo doll experiment demonstrated the concept of observational learning. |
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