{"id":131,"date":"2022-10-24T16:55:54","date_gmt":"2022-10-24T16:55:54","guid":{"rendered":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/back-matter\/appendix\/"},"modified":"2022-10-24T16:55:54","modified_gmt":"2022-10-24T16:55:54","slug":"appendix","status":"publish","type":"back-matter","link":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/back-matter\/appendix\/","title":{"raw":"Glossary","rendered":"Glossary"},"content":{"raw":"Glossary <\/strong>\n\nCHAPTER 1 <\/strong>\n\nBehaviorism<\/strong>- observable and measurable aspects of human behavior; A change in behavior resulting in stimulus-response behaviors\n\n \n\nClassical conditioning- <\/strong>a type of learning behavior that occurs unconsciously through association with a certain stimulus\n\n \n\nOperant conditioning<\/strong>- a type of learning behavior that can be strengthened by rewards or punishments\n\n \n\nPositive reinforcemen<\/strong>t- the presentation of a stimulus that increases the likelihood of a response\n\n \n\nNegative reinforcemen<\/strong>t- increasing the likelihood of a response that removes or prevents an adverse condition\n\n\u00a0<\/strong>\n\nPunishment<\/strong>- presenting a strong stimulus to decrease the likelihood of a response\n\n \n\nExtinction<\/strong>- decreases the likelihood of a response by withdrawing a previously reinforced stimulus\n\n \n\nShaping<\/strong> is the process of gradually changing the quality of a response. The desired behavior is broken down into discrete positive movements, each of which is reinforced as it progresses towards the overall behavioral goal.\n\n \n\nCueing<\/strong> is providing a student with a verbal or non-verbal cue as to the appropriateness of a behavior.\n\n \n\nBehavior Modification- <\/strong>the process of changing a person\u2019s behavior by using different techniques (ie, reinforcement, punishment, shaping, cueing, etc)\n\n\u00a0<\/strong>\n\n\u00a0<\/strong>\n\nCHAPTER 2<\/strong>\n\n\u00a0<\/strong>\n\nSchema- <\/strong>background knowledge or lived experiences- connecting to the schema of a student improves their engagement and understanding\n\n \n\nAssimilation- <\/strong>modifying information to fit into what we already know (our schemas)\n\n \n\nAccommodation-<\/strong> when a person modifies what they already know so new information fits in better\n\nEquilibrium-<\/strong>per Piaget\u2019s theory, seeking order when being uncomfortable with contradictions and\/or inconsistencies in knowledge structures.\n\n \n\n\u00a0<\/strong>\n\nCHAPTER 3<\/strong>\n\nSelf-efficacy-<\/strong>a person\u2019s belief that they are capable to perform certain behaviors that lead to a desired performance outcome\n\n \n\n\u00a0<\/strong>\n\nSelf-regulation-<\/strong> controlling one\u2019s emotions and thoughts to achieve certain goals or perform certain behaviors\n\n\u00a0<\/strong>\n\nReciprocal determinism- <\/strong>Bandura\u2019s idea that states that a person\u2019s behavior both influences and is influenced by personal factors and the social environment\n\n \n\nSocial Cognitive Theory<\/strong> (SCT) is a learning theory based on the idea that people learn by observing others.\n\n \n\nCognition<\/strong>- how someone takes in information and processes it, related to their experiences.\n\n \n\nReciprocal Triadic Relationship<\/strong>-the environment, behavior, and cognition which operate as a triad<\/strong>, a group of three connected things that influence one another.\n\n \n\nAgentic- <\/strong>a person\u2019s ability to control their actions\n\n\u00a0<\/strong>\n\nPersonal Agency-<\/strong>The understanding that one's own actions can influence the environment\n\n \n\nModeling- <\/strong>when a person observes another person\u2019s behavior and then imitates that behavior\n\n \n\n \n\nCHAPTER 4<\/strong>\n\nImitative learning<\/strong>- where one person tries to imitate or copy another.\n\n\u00a0<\/strong>\n\nInstructed learning<\/strong>- which involves remembering the instructions of the teacher and then using these instructions to self-regulate.\n\n\u00a0<\/strong>\n\nCollaborative learning<\/strong>- which involves a group of peers who strive to understand each other and work together to learn a specific skill (Tomasello, Kruger, & Ratner, 1993).\n\n \n\nInternalization- <\/strong>the internal acceptance of external social values, attitudes, or beliefs as one\u2019s own.\n\n\u00a0<\/strong>\n\nIntrojection- <\/strong>a process in which an individual unconsciously incorporates attitudes, values, or qualities of another person or a part of another person's personality into the self\n\n\u00a0<\/strong>\n\nSocialization- <\/strong>the process by which a person acquires social skills, beliefs, and values which conform to societal norms.\n\n\u00a0<\/strong>\n\n\u00a0<\/strong>\n\nZone of Proximal Development- <\/strong>the space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers (Vygotsky, year).\n\n\u00a0<\/strong>\n\nScaffolding- <\/strong>the role of teachers and others in supporting the learner's development and providing support structures to get to that next stage or level' (Raymond, 2000).\n\n\u00a0<\/strong>\n\n\u00a0<\/strong>\n\nCHAPTER 5<\/strong>\n\nAndrocentric- <\/strong>focused or centered on males\n\nGynocentric<\/strong>- focused or centered on females\n\n \n\nCharacter Education<\/strong>- a learning process that enables students and adults in a school community to understand, care about, and act on core ethical values such as respect, justice, civic virtue and citizenship, and responsibility for self and others.\n\n\u00a0<\/strong>\n\nEmotional Environment<\/strong>- the tone of an atmosphere (like in a classroom) and how people relate to one another\n\n \n\n \n\n \n\nCHAPTER 6<\/strong>\n\nHolistic-<\/strong>looking at a whole person or situation, not just one aspect\n\n \n\n\u00a0<\/strong>\n\nCHAPTER 7<\/strong>\n\nProximal processes-<\/strong>active experiences a person participates in with other people, objects, or symbols\n\n\u00a0<\/strong>\n\nProximal<\/strong>- next to or near something\n\n \n\nLaissez-faire-<\/strong> a policy of letting things take their own course, without interfering; Translated to English from French, this means \u201callow to do\u201d\n\n \n\nSocioemotional<\/strong>: developing emotional skills that allow a person to relate to society\n\n \n\n \n\n\u00a0<\/strong>\n\nCHAPTER 8<\/strong>\n\nIdentity diffusion- <\/strong>occurs in adolescence when a person is not actively seeking to identify or define their personality traits or view of self\n\n\u00a0<\/strong>\n\nMoratorium- <\/strong>refers to a period in adolescence where a person is actively seeking to define one\u2019s identity\n\n \n\n \n\nCHAPTER 9- <\/strong>no vocab needed\n\n\u00a0<\/strong>\n\n\u00a0<\/strong>\n\nCHAPTER 10-<\/strong> no vocab needed\n\n\u00a0<\/strong>\n\n\u00a0<\/strong>\n\nCHAPTER 11<\/strong>\n\n\u00a0<\/strong>\n\nPrepotent-<\/strong> having exceptional power or influence\n\n \n\nCognitive- <\/strong>the process of acquiring knowledge and understanding through thought, experience, and the senses\n\n \n\nConative-<\/strong> desiring or striving to know\n\n \n\nPsychopathogenesis<\/strong>- the origin of a psychological disorder\n\n\u00a0<\/strong>\n\n\u00a0<\/strong>\n\nCHAPTER 12<\/strong>\n\n\u00a0<\/strong>\n\nIconic memory- <\/strong>the storage of what we see\n\n\u00a0<\/strong>\n\nEchoic memory- <\/strong>the storage of what we hear\n\n \n\nTactile<\/strong>- related to touch\n\n \n\nOlfactory<\/strong>- related to smell\n\n \n\nGustatory<\/strong>- related to taste\n\n \n\nRehearsal<\/strong>- repetition in the role of memory\n\n \n\nMetacognition<\/strong>- awareness and understanding of one\u2019s own thought processes\n\n \n\nElaboration<\/strong>- the process of interpreting or embellishing information to be remembered or of relating it to other material already known and in memory\n\n \n\nStasis<\/strong>- a state of inactivity or equilibrium\n\n \n\nMetamemory<\/strong>- understanding of one\u2019s own memory and how it works\n\n \n\nEncoding<\/strong>- the conversion of a sensory input into a form capable of being processed and deposited in memory\n\n \n\nCognitive Load<\/strong>- the amount of information that working memory can hold at one time\n\n \n\n ","rendered":"

Glossary <\/strong><\/p>\n

CHAPTER 1 <\/strong><\/p>\n

Behaviorism<\/strong>– observable and measurable aspects of human behavior; A change in behavior resulting in stimulus-response behaviors<\/p>\n

 <\/p>\n

Classical conditioning- <\/strong>a type of learning behavior that occurs unconsciously through association with a certain stimulus<\/p>\n

 <\/p>\n

Operant conditioning<\/strong>– a type of learning behavior that can be strengthened by rewards or punishments<\/p>\n

 <\/p>\n

Positive reinforcemen<\/strong>t- the presentation of a stimulus that increases the likelihood of a response<\/p>\n

 <\/p>\n

Negative reinforcemen<\/strong>t- increasing the likelihood of a response that removes or prevents an adverse condition<\/p>\n

\u00a0<\/strong><\/p>\n

Punishment<\/strong>– presenting a strong stimulus to decrease the likelihood of a response<\/p>\n

 <\/p>\n

Extinction<\/strong>– decreases the likelihood of a response by withdrawing a previously reinforced stimulus<\/p>\n

 <\/p>\n

Shaping<\/strong> is the process of gradually changing the quality of a response. The desired behavior is broken down into discrete positive movements, each of which is reinforced as it progresses towards the overall behavioral goal.<\/p>\n

 <\/p>\n

Cueing<\/strong> is providing a student with a verbal or non-verbal cue as to the appropriateness of a behavior.<\/p>\n

 <\/p>\n

Behavior Modification- <\/strong>the process of changing a person\u2019s behavior by using different techniques (ie, reinforcement, punishment, shaping, cueing, etc)<\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

CHAPTER 2<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Schema- <\/strong>background knowledge or lived experiences- connecting to the schema of a student improves their engagement and understanding<\/p>\n

 <\/p>\n

Assimilation- <\/strong>modifying information to fit into what we already know (our schemas)<\/p>\n

 <\/p>\n

Accommodation-<\/strong> when a person modifies what they already know so new information fits in better<\/p>\n

Equilibrium-<\/strong>per Piaget\u2019s theory, seeking order when being uncomfortable with contradictions and\/or inconsistencies in knowledge structures.<\/p>\n

 <\/p>\n

\u00a0<\/strong><\/p>\n

CHAPTER 3<\/strong><\/p>\n

Self-efficacy-<\/strong>a person\u2019s belief that they are capable to perform certain behaviors that lead to a desired performance outcome<\/p>\n

 <\/p>\n

\u00a0<\/strong><\/p>\n

Self-regulation-<\/strong> controlling one\u2019s emotions and thoughts to achieve certain goals or perform certain behaviors<\/p>\n

\u00a0<\/strong><\/p>\n

Reciprocal determinism- <\/strong>Bandura\u2019s idea that states that a person\u2019s behavior both influences and is influenced by personal factors and the social environment<\/p>\n

 <\/p>\n

Social Cognitive Theory<\/strong> (SCT) is a learning theory based on the idea that people learn by observing others.<\/p>\n

 <\/p>\n

Cognition<\/strong>– how someone takes in information and processes it, related to their experiences.<\/p>\n

 <\/p>\n

Reciprocal Triadic Relationship<\/strong>-the environment, behavior, and cognition which operate as a triad<\/strong>, a group of three connected things that influence one another.<\/p>\n

 <\/p>\n

Agentic- <\/strong>a person\u2019s ability to control their actions<\/p>\n

\u00a0<\/strong><\/p>\n

Personal Agency-<\/strong>The understanding that one’s own actions can influence the environment<\/p>\n

 <\/p>\n

Modeling- <\/strong>when a person observes another person\u2019s behavior and then imitates that behavior<\/p>\n

 <\/p>\n

 <\/p>\n

CHAPTER 4<\/strong><\/p>\n

Imitative learning<\/strong>– where one person tries to imitate or copy another.<\/p>\n

\u00a0<\/strong><\/p>\n

Instructed learning<\/strong>– which involves remembering the instructions of the teacher and then using these instructions to self-regulate.<\/p>\n

\u00a0<\/strong><\/p>\n

Collaborative learning<\/strong>– which involves a group of peers who strive to understand each other and work together to learn a specific skill (Tomasello, Kruger, & Ratner, 1993).<\/p>\n

 <\/p>\n

Internalization- <\/strong>the internal acceptance of external social values, attitudes, or beliefs as one\u2019s own.<\/p>\n

\u00a0<\/strong><\/p>\n

Introjection- <\/strong>a process in which an individual unconsciously incorporates attitudes, values, or qualities of another person or a part of another person’s personality into the self<\/p>\n

\u00a0<\/strong><\/p>\n

Socialization- <\/strong>the process by which a person acquires social skills, beliefs, and values which conform to societal norms.<\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Zone of Proximal Development- <\/strong>the space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers (Vygotsky, year).<\/p>\n

\u00a0<\/strong><\/p>\n

Scaffolding- <\/strong>the role of teachers and others in supporting the learner’s development and providing support structures to get to that next stage or level’ (Raymond, 2000).<\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

CHAPTER 5<\/strong><\/p>\n

Androcentric- <\/strong>focused or centered on males<\/p>\n

Gynocentric<\/strong>– focused or centered on females<\/p>\n

 <\/p>\n

Character Education<\/strong>– a learning process that enables students and adults in a school community to understand, care about, and act on core ethical values such as respect, justice, civic virtue and citizenship, and responsibility for self and others.<\/p>\n

\u00a0<\/strong><\/p>\n

Emotional Environment<\/strong>– the tone of an atmosphere (like in a classroom) and how people relate to one another<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

CHAPTER 6<\/strong><\/p>\n

Holistic-<\/strong>looking at a whole person or situation, not just one aspect<\/p>\n

 <\/p>\n

\u00a0<\/strong><\/p>\n

CHAPTER 7<\/strong><\/p>\n

Proximal processes-<\/strong>active experiences a person participates in with other people, objects, or symbols<\/p>\n

\u00a0<\/strong><\/p>\n

Proximal<\/strong>– next to or near something<\/p>\n

 <\/p>\n

Laissez-faire-<\/strong> a policy of letting things take their own course, without interfering; Translated to English from French, this means \u201callow to do\u201d<\/p>\n

 <\/p>\n

Socioemotional<\/strong>: developing emotional skills that allow a person to relate to society<\/p>\n

 <\/p>\n

 <\/p>\n

\u00a0<\/strong><\/p>\n

CHAPTER 8<\/strong><\/p>\n

Identity diffusion- <\/strong>occurs in adolescence when a person is not actively seeking to identify or define their personality traits or view of self<\/p>\n

\u00a0<\/strong><\/p>\n

Moratorium- <\/strong>refers to a period in adolescence where a person is actively seeking to define one\u2019s identity<\/p>\n

 <\/p>\n

 <\/p>\n

CHAPTER 9- <\/strong>no vocab needed<\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

CHAPTER 10-<\/strong> no vocab needed<\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

CHAPTER 11<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Prepotent-<\/strong> having exceptional power or influence<\/p>\n

 <\/p>\n

Cognitive- <\/strong>the process of acquiring knowledge and understanding through thought, experience, and the senses<\/p>\n

 <\/p>\n

Conative-<\/strong> desiring or striving to know<\/p>\n

 <\/p>\n

Psychopathogenesis<\/strong>– the origin of a psychological disorder<\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

CHAPTER 12<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Iconic memory- <\/strong>the storage of what we see<\/p>\n

\u00a0<\/strong><\/p>\n

Echoic memory- <\/strong>the storage of what we hear<\/p>\n

 <\/p>\n

Tactile<\/strong>– related to touch<\/p>\n

 <\/p>\n

Olfactory<\/strong>– related to smell<\/p>\n

 <\/p>\n

Gustatory<\/strong>– related to taste<\/p>\n

 <\/p>\n

Rehearsal<\/strong>– repetition in the role of memory<\/p>\n

 <\/p>\n

Metacognition<\/strong>– awareness and understanding of one\u2019s own thought processes<\/p>\n

 <\/p>\n

Elaboration<\/strong>– the process of interpreting or embellishing information to be remembered or of relating it to other material already known and in memory<\/p>\n

 <\/p>\n

Stasis<\/strong>– a state of inactivity or equilibrium<\/p>\n

 <\/p>\n

Metamemory<\/strong>– understanding of one\u2019s own memory and how it works<\/p>\n

 <\/p>\n

Encoding<\/strong>– the conversion of a sensory input into a form capable of being processed and deposited in memory<\/p>\n

 <\/p>\n

Cognitive Load<\/strong>– the amount of information that working memory can hold at one time<\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"author":29,"menu_order":1,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"back-matter-type":[28],"contributor":[],"license":[],"class_list":["post-131","back-matter","type-back-matter","status-publish","hentry","back-matter-type-appendix"],"_links":{"self":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/back-matter\/131","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/back-matter"}],"about":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/types\/back-matter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/users\/29"}],"version-history":[{"count":0,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/back-matter\/131\/revisions"}],"metadata":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/back-matter\/131\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/media?parent=131"}],"wp:term":[{"taxonomy":"back-matter-type","embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/back-matter-type?post=131"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/contributor?post=131"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/license?post=131"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}