Perspective-Of-Learning-in-Psychology-Drill.pptx

Perspective Of Learning in
Psychology
Pre-Rev Drill
Prepared By: Nelson P. Alcover, RPm

1. What is a relatively permanent influence on behavior, knowledge, and
thinking skills that comes about through experience?
• A. Behaviorism
• B. Learning
• C. Psychology
• D. None of the above

• A. Behaviorism
• B. Learning
• C. Psychology
• Behaviorism is the view that
behavior should be explained by
observable experiences, not by
mental processes

• A. Behaviorism
• B. Learning
• C. Psychology
• Learning theories provide the
theoretical framework to
understand how people learn.
• Learning is a dynamic, lifelong
process that is unique to each
individual
• Learning most common
definition is the notion that a
change occurs in the learner’s
behavior, attitudes, or skills.

2. Mr. Shaun is a researcher who is observing a group of
students who are preparing for the upcoming exam. Mr. Shaun
is considered to be a?
• A. Cognitivist
• B. Socialist
• C. Behaviorist

2. Mr. Shaun is a researcher who is observing a group of
students who are preparing for the upcoming exam. Mr. Shaun
is considered to be a?
• A. Cognitivist
• B. Socialist
• C. Behaviorist
• Behaviorist is focused on an
observable change in the learner’s
behavior and is not concerned with
the internal thought processes of the
learner.
• Behaviorists believe that the learner’s
behavior is shaped by elements in the
environment that either precede the
behavior (stimulus) or the
consequences that follow it.

3. Jessa is a student who rarely studies for an exam. Her Mother decided
that if Jessa scores an A in the upcoming exam She would buy Her a Doll
House after. What principle did Her Mother used?
• A. Classical Conditioning
• B. Conditioned Stimulus
• C. Operant Conditioning

• is a learning process focused more on
involuntary behaviors, using
associations with neutral stimuli to
evoke a specific involuntary response.
• is a type of learning in which an
organism learns to connect, or
associate, stimuli so that a neutral
stimulus (such as the sight of a
person) becomes associated with a
meaningful stimulus (such as food)
and acquires the capacity to elicit a
similar response.

• Conditioned Stimulus is a
stimulus that can eventually
trigger a conditioned response.

• Operant Conditioning is a
learning method in which a
specific behavior is associated
with either a positive or negative
consequence. This form of
learning links voluntary actions
with receiving either a reward or
punishment, often to strengthen
or weaken those voluntary
behaviors

4. In the modern theory of learning Thorndike noted that the most
characteristic method of learning for both animals and humans was trial
and error or the theory called.
• A. Stimulus-response theory
• B. Cognitive theory
• C. Humanistic theory

• suggests that the human mind is like a
computer that is constantly processing
and encoding data.
• According to cognitive theory, when a
person experiences stimuli, their
minds will look toward prior schema
(or internal frameworks created by
memories) to help them understand
this information.

• an outlook or system of thought
that focuses on human beings
rather than supernatural or
divine insight.
• This system stresses that human
beings are inherently good, and
that basic needs are vital to
human behaviors.

• the most characteristic method
of learning for both animals and
humans was trial and error, also
called connectionism or the
stimulus–response theory of
learning.
• The organism confronts a
problem and selects a response
most likely to lead to the goal.

5. According to Thorndike the organism remembers responses that had satisfying
effects, which strengthens the connection. If the responses were unsatisfying, the
strength of the connection decreases. Which law represents Thorndike’s statement?
• A. Law of Exercise
• B. Law of Effect
• C. Law of Readiness

• states that repeated use of
meaningful connections results
in substantial learning, whereas
lack of connections inhibits
learning.
• Suggest that drill or practice
helps in increasing efficiency and
durability of learning.

• states that learning is enhanced
when the organism is ready for
the connection; otherwise it is
inhibited
• If one is not ready to learn, then
learning cannot be automatically
instilled in him

• It means that the organism
remembers responses that had
satisfying effects, which
strengthens the connection. If
the responses were unsatisfying,
the strength of the connection
decreases.

6. According to Guthrie, when a person did something in a given
situation, He or She tends to repeat the action when faced with that
situation again. What Law of Learning has occurred in this situation?

6. According to Guthrie, when a person did something in a given
situation, He or She tends to repeat the action when faced with that
situation again. What Law of Learning has occurred in this situation?
• Law of Contiguity is a
combination of stimuli which has
accompanied a movement will
on its recurrence tend to be
followed by that movement
• If you did something in a given
situation, the next time you are
in that situation you will tend to
do the same thing.

7. The application of learning theory to modify a behavior by
changing the stimulus that elicits it or by changing the
• A. Behavior Modification
• B. Respondent behavior
• C. Operant response

• refers to the consequences of
behavior.

• occurs in response to a known
stimulus

• Behavior modification is the
application of learning theory to
modify a behavior by changing
the stimulus that elicits it or by
changing the consequences that
follow it.
• Focuses on changing behavior
on individual

8. Knowledge is organized and connected to the person’s
knowledge, beliefs, attitudes, and emotions. This assumption
supports the?
• A. Behaviorism
• B. Cognitivism
• C. Existentialism
• D. All of the above

supports the?
• A. Behaviorism
• B. Cognitivism
• focuses on observable
behavioral changes

supports the?
• A. Behaviorism
• B. Cognitivism
• It emphasizes the subjective
meaning of human experience,
the uniqueness of the individual,
and personal responsibility
reflected in choice.

supports the?
• A. Behaviorism
• B. Cognitivism
• the understanding of learning to
include internal mental
processes unique to each
person, such as perception,
insight, and meaning

9. It holds that psychological phenomena are irreducible
wholes that cannot be derived just from analysis of their parts.
• A. Gestalt
• B. Perception
• C. Selection

• A. Gestalt
• B. Perception
• C. Selection
• refers to the act of becoming
aware of something by the use
of any of the senses.
• to perceive means to take notice
of, observe, detect, become
aware of in one’s mind, achieve
understanding of, or apprehend.

• A. Gestalt
• B. Perception
• C. Selection
• Gestalt is a German word that
means “the configuration or
pattern”
• Gestalt means that the whole is
more than merely the sum of its
parts.

10. A way of learning in which new ideas are incorporated by
association with known ideas, concepts, and memories.
• A. Accommodation
• B. Perception
• C. Assimilation

10. A way of learning in which new ideas are incorporated by
association with known ideas, concepts, and memories.
• B. Perception
• C. Assimilation
• Assimilation is a way of learning
in which new ideas are
incorporated by association with
known ideas, concepts, and
memories.
• Individuals may assimilate new
ideas into their current beliefs.

11. An individuals who give up former beliefs or substantially
change their frame of reference is the process of learning
called?
• B. Perception
• C. Assimilation

11. An individuals who give up former beliefs or substantially
change their frame of reference is the process of learning
called?
• B. Perception
• C. Assimilation
• Individuals give up former beliefs
or substantially change their
frame of reference, or they do
both.
• Accommodation may also occur
after a person has assimilated so
many new concepts that the
concepts can no longer be
contained in the person’s old
cognitive structure.

12. What is/are the model of information
processing proposed by Atkinson and Shiffrin?
• A. Sensory register
• B. Working memory
• C. Long-term memory

12. What is/are the model of information
processing proposed by Atkinson and Shiffrin?
• Slavin (2015) described a model of
information processing proposed by
Atkinson and Shiffrin as a model of
information processing with three
components focusing on how
individuals register sensory
information taken in from the
environment (sensory register), how
they process information (working
memory) and how that information is
stored and retrieved (long-term
memory)

13. This component decides whether or not to notice or
register an external sensory bit of information, such as an odor,
flavor, touch, sound, or visual stimulus.

13. This component decides whether or not to notice or
register an external sensory bit of information, such as an odor,
flavor, touch, sound, or visual stimulus.
• The sensory register, which
receives large amounts of
information from the five
senses: sight, hearing, touch,
smell, and taste.
• It also decides whether or not to
register sensory information that
is internal; for example, an itch,
a chill, a peristaltic wave, a
headache, or a memory.

14. In this component the mind processes the information by
organizing it for storage, or associating it with other
information, or discarding it.

14. In this component the mind processes the information by
organizing it for storage, or associating it with other
information, or discarding it.
• Working memory, also called short-
term memory
• Working memory holds thoughts a
person is conscious of having at any
given moment.
• These thoughts can be related to what
the person is feeling, doing, or
thinking at the moment, or they can
be related to thoughts retrieved from
storage in long-term memory that are
associated with current stimuli.

15. In this component infinite amount of information is
stored for a prolonged period of time.

15. In this component infinite amount of information is
stored for a prolonged period of time.
• an infinite amount of
information is stored for a
prolonged period of time.
• Long-term memory is thought to
have a large capacity provided
that it has not been damaged by
pathology.

16. The images and thoughts about past
experiences is a type of long-term memory called?
• A. Episodic Memory
• B. Semantic Memory
• C. Procedural Memory

16. The images and thoughts about past
experiences is a type of long-term memory called?
• the ability to recall and mentally
re-experience specific episodes
from one's personal past

17. Facts, knowledge, general information that we have
learned, and problem-solving and learning strategies is a type
of long-term memory called?

17. Facts, knowledge, general information that we have
learned, and problem-solving and learning strategies is a type
of long-term memory called?
• refers to the memory of
meaning, understanding, general
knowledge about the world, and
other concept-based knowledge

18. Procedural knowledge, such as how to do things like giving
an injection, riding a bike, and general living skills is a type of
long-term memory called?

18. Procedural knowledge, such as how to do things like giving
an injection, riding a bike, and general living skills is a type of
long-term memory called?
• a type of long-term memory
involved in the performance of
different actions and skills.
• involves recollections to which a
person has no direct conscious
awareness.

19. In Bandura’s theory of observational learning what phase
occurs when the individual actively pays attention to the
behavior of the model.
• A. Motivation
• B. Reproduction
• C. Retention

occurs when the individual actively pays attention to the
behavior of the model.
• A. Motivation
• B. Reproduction
• C. Retention
• Attention occurs when the
individual actively pays attention
to the behavior of the model.
• Models that are similar to the
observer in terms of age and
gender—and who are respected,
competent, powerful, and
attractive—are attended to
more often.

20. In Bandura’s theory of observational learning what phase occurs when Learning
can be stored verbally in words or in the form of mental pictures or images of
modeled behaviors. Thus, when needed, learning is retrieved, rehearsed, and used
long after it is observed.
• A. Motivation
• B. Reproduction
• C. Retention

20. In Bandura’s theory of observational learning what phase occurs when Learning
can be stored verbally in words or in the form of mental pictures or images of
modeled behaviors. Thus, when needed, learning is retrieved, rehearsed, and used
long after it is observed.
• A. Motivation
• B. Reproduction
• C. Retention
• Retention is when the individual
having an opportunity to
practice imitating the behavior
of the model.
• refers to a person's ability to
retain and use information.

occurs when the individual tries to match the behavior of the
model.
• A. Motivation
• B. Reproduction
• C. Retention

occurs when the individual tries to match the behavior of the
model.
• A. Motivation
• B. Reproduction
• C. Retention
• Reproduction is the process of
replicating information from
memory.

occurs when the individual finds satisfying reasons to imitate
the behavior of the model.
• A. Motivation
• B. Attention
• C. Retention

occurs when the individual finds satisfying reasons to imitate
the behavior of the model.
• A. Motivation
• B. Attention
• C. Retention
• Motivation is the desire to act in
service of a goal.

23. This theory posits that people learn most efficiently from
observing others’ behavior and less from the consequences of
behavior.
• A. Person-Centered
• B. Social Cognitive
• C. Psychoanalytic Social

behavior.
• was built on the assumption that
social and cultural conditions,
especially childhood
experiences, are largely
responsible for shaping
personality.

behavior.
• A humanistic approach that
deals with the ways in which
individuals perceive themselves
consciously, rather than how a
counsellor can interpret their
unconscious thoughts or ideas.
• having an innate tendency to
develop towards their full
potential.

behavior.
• people learn from observing
others in a social setting.
• people acquire knowledge and
skills, learn social rules and
norms, and develop beliefs and
attitudes.
• They observe which behaviors
are useful, appropriate, and
valued by society and which are
not.

24. Bandura believes that behavior is the result of the
bidirectional interaction of three classes of behavioral
determinants, what are those?
• A. Social interactions,
Environmental events, Behavior.
• B. Social interactions, Cognitive
and Personal factors,
Environmental events
• C. Cognitive and Personal
factors, Environmental events,
Behavior

25. Jessa is a new teacher, She is inexperience and doesn’t know what to do. She is
watching some veteran teachers and taking note of what is an effective and
ineffective ways of teaching. She is slowly learning from observing and mentally
rehearsing effective teaching method. What kind of learning is Jessa doing?
• A. Self-efficacy expectation
• B. Delayed modeling
• C. Response–punishment
contingency

25. Jessa is a new teacher, She is inexperience and doesn’t know what to do. She is
watching some veteran teachers and taking note of what is an effective and
ineffective ways of teaching. She is slowly learning from observing and mentally
rehearsing effective teaching method. What kind of learning is Jessa doing?
• A. Self-efficacy expectation
contingency
• Vicarious learning is a way of
learning that allows individuals
to learn from the experience of
others. It is a conscious process
that involves sensing, feeling,
and empathizing with what
people are doing and taking
notes, and evaluating.

26. Jessa was pleased to see Teacher A and the Students by the end of the class,
and She desired that outcome for herself. Observing their satisfaction and
Teacher A’s compliments with the Students positive input. Jessa experienced a?
• A. response–reinforcement
contingency
contingency

26. Jessa was pleased to see Teacher A and the Students by the end of the class,
and She desired that outcome for herself. Observing their satisfaction and
Teacher A’s compliments with the Students positive input. Jessa experienced a?
contingency
contingency
• Vicarious reinforcement
(response–reinforcement
contingency) occurs when an
individual observes another
person (a model) behave in a
certain way and experience a
consequence perceived as
desirable by the observer.

27. Jessa is aware of how unhappy Teacher B and Students at the end of
the class, and does not want to experience the same outcome.
Observing their unhappiness, Jessa experienced a?
contingency
• B. Self-efficacy expectation
contingency

27. Jessa is aware of how unhappy Teacher B and Students at the end of
the class, and does not want to experience the same outcome.
Observing their unhappiness, Jessa experienced a?
contingency
contingency
• Vicarious
punishment(response–
punishment contingency) is a
decrease in the frequency of
certain behaviors as a results of
seeing others punished for the
same actions.

28. Jessa felt confident and believed in her ability to successfully perform Teacher A’s
method. Subsequently when she was in the Teaching role she fulfilled her
expectations of herself and rewarded herself with a mental pat on the back. Jessa is
having a?
contingency
contingency

28. Jessa felt confident and believed in her ability to successfully perform Teacher A’s
method. Subsequently when she was in the Teaching role she fulfilled her
expectations of herself and rewarded herself with a mental pat on the back. Jessa is
having a?
contingency
contingency
• Self-efficacy expectation is the
person's belief in his or her self-
confidence to carry out a specific
behavior.

29. What do you call a formulations that are generally
true and applicable to multiple learning situations?
• A. Learning Principles
• B. Kinesthetic Learner
• C. Culture

• C. Culture
• is the customary beliefs, social
forms, and material traits of a
racial, religious, or social group

• C. Culture
• are people who learn through
the awareness of body position.

• C. Culture
• Learning principles are
formulations that are generally
true and applicable to multiple
learning situations

30. What do you call as the thoughts, feelings, and motives
that each of us experiences but that cannot be observed by
others?
• A. Behavior
• B. Mental Process
• C. Social Cognitive

others?
• A. Behavior
• the way in which one acts or
conducts oneself.

others?
• A. Behavior
• Emphasis on behavior,
environment and person factors
as determinants of learning.

others?
• A. Behavior
• Mental processes are defined by
psychologists as the thoughts,
feelings, and motives that each
of us experiences but that
cannot be observed by others.

31. According to the psychological definition of
learning, all of the following are examples of
learning except
• A. Writing
• B. Sneezing
• C. Swimming
• D. Washing dishes

31. According to the psychological definition of
learning, all of the following are examples of
learning except
• A. Writing
• B. Sneezing
• C. Swimming
• D. Washing dishes
• Involuntary, innate body
function.

32. Mr. Nathan does not believe his students have learned anything unless they
demonstrate it to him. This demonstration could be through assignments they turn
in to him, answering questions in class, or the way they behave. Which approach to
learning is most consistent with Mr. Nathan’s ideas?
• A. cognitive
• B. behavioral
• C. social cognitive
• D. conditioning

32. Mr. Nathan does not believe his students have learned anything unless they
demonstrate it to him. This demonstration could be through assignments they turn
in to him, answering questions in class, or the way they behave. Which approach to
learning is most consistent with Mr. Nathan’s ideas?
• A. cognitive
• B. behavioral
• C. social cognitive
• D. conditioning
• Observable

33. It is a method based on classical conditioning that reduces anxiety by getting the
individual to associate deep relaxation with successive visualizations of increasingly
anxiety-producing situations.
• A. Free association
• B. Word association
• C. Systematic desensitization

• is the expression of the content
of consciousness without
censorship as an aid in gaining
access to unconscious processes.

• the spontaneous and
unreflective production of other
words in response to a given
word, as a game, a prompt to
creative thought or memory, or
a technique in psychiatric
evaluation.

• Systematic desensitization is a
method based on classical
conditioning that reduces
anxiety by getting the individual
to associate deep relaxation with
successive visualizations of
increasingly anxiety-producing
situations.

34. When an elementary school teacher tells a child, “When
you complete your writing assignment, you can play a game on
the computer”. What principle is at work?
• A. Premack Principle
• B. Peter Principle
• C. Learning Principle

• people in a hierarchy tend to rise
to "a level of respective
incompetence

• states that a high-probability
activity can serve as a reinforcer
for a low-probability activity.

35. Sylvia is participating in a class spelling bee. The teacher asks her to spell the word mortgage. “Don’t forget the t, don’t
forget the t,” Sylvia says to herself. “M-O-R-T-A-G-E,” says Sylvia. “I’m sorry, that’s incorrect, Sylvia,” says her teacher. One of the
students in the back of the class snickers and comments, “Gee, about time Miss Smarty-pants got one wrong. See, she’s not so
smart.” Some other students join in the laughter. Sylvia begins to cry and runs out of the room. After that, Sylvia becomes very
anxious about spelling bees. According to classical conditioning theory, what is the conditioned stimulus in this scenario?
• A. the teacher telling her she is
incorrect
• B. the other students’ laughter
• C. the word mortgage
• D. spelling bees

35. Sylvia is participating in a class spelling bee. The teacher asks her to spell the word mortgage. “Don’t forget the t, don’t
forget the t,” Sylvia says to herself. “M-O-R-T-A-G-E,” says Sylvia. “I’m sorry, that’s incorrect, Sylvia,” says her teacher. One of the
students in the back of the class snickers and comments, “Gee, about time Miss Smarty-pants got one wrong. See, she’s not so
smart.” Some other students join in the laughter. Sylvia begins to cry and runs out of the room. After that, Sylvia becomes very
anxious about spelling bees. According to classical conditioning theory, what is the conditioned stimulus in this scenario?
• A. the teacher telling her she is
incorrect
• B. the other students’ laughter
• C. the word mortgage
• D. spelling bees • Sylvia becomes very anxious
about spelling bees

36. Tyler is a fourth-grade student. He loves to crack jokes, often at his teacher’s expense. One day he called his teacher, Ms.
Bart, “Ms. Fart.” Ms. Bart quickly admonished him for his behavior and told him that name-calling was unacceptable. She made
him stay after school to discuss his behavior. The other students in the class thought Tyler’s nickname for Ms. Bart was
hilarious, laughing along with Tyler and later telling him what a good name that was for Ms. Bart. The next day, Tyler again
called Ms. Bart by the insulting nickname. According to operant conditioning theory, Tyler continued to use this name in spite
of having to stay after school the day before because
• A. the behavior had continued
for a lengthy period of time.
• B. he was positively reinforced
by his classmates for the
behavior.
• C. he was negatively reinforced
by his teacher for his behavior.
• D. he was punished by his
teacher for his behavior.

36. Tyler is a fourth-grade student. He loves to crack jokes, often at his teacher’s expense. One day he called his teacher, Ms.
Bart, “Ms. Fart.” Ms. Bart quickly admonished him for his behavior and told him that name-calling was unacceptable. She made
him stay after school to discuss his behavior. The other students in the class thought Tyler’s nickname for Ms. Bart was
hilarious, laughing along with Tyler and later telling him what a good name that was for Ms. Bart. The next day, Tyler again
called Ms. Bart by the insulting nickname. According to operant conditioning theory, Tyler continued to use this name in spite
of having to stay after school the day before because
• A. the behavior had continued
for a lengthy period of time.
• B. he was positively reinforced
by his classmates for the
behavior.
• C. he was negatively reinforced
by his teacher for his behavior.
• D. he was punished by his
teacher for his behavior.
• The other students in the class
thought Tyler’s nickname for Ms.
Bart was hilarious, laughing
along with Tyler and later telling
him what a good name that was
for Ms. Bart

37. If a teacher praise the child only after every fourth correct
response, not after every response. What Type of
reinforcement is being applied?
• A. Variable-ratio
• B. Fixed-ratio
• C. Fixed-interval
• D. Variable-interval

37. If a teacher praise the child only after every fourth correct
response, not after every response. What Type of
reinforcement is being applied?
• B. Fixed-ratio
• Fixed-ratio is when a behavior is
reinforced after a set number of
responses.

38. When a teacher’s praise average out to being given every fifth response but be given
after the second correct response, after eight more correct responses, after the next seven
correct responses, and after the next three correct responses. What Type of reinforcement
is being applied?
• B. Fixed-ratio

38. When a teacher’s praise average out to being given every fifth response but be given
after the second correct response, after eight more correct responses, after the next seven
correct responses, and after the next three correct responses. What Type of reinforcement
is being applied?
• B. Fixed-ratio
• Variable-ratio is when a
behavior is reinforced after an
average number of times, but on
an unpredictable basis

39. When a teacher praise a child for the first good question
the child asks after two minutes have elapsed or give a quiz
every week. What Type of reinforcement is being applied?
• B. Fixed-ratio

39. When a teacher praise a child for the first good question
the child asks after two minutes have elapsed or give a quiz
every week. What Type of reinforcement is being applied?
• B. Fixed-ratio
• Fixed-interval the first
appropriate response after a
fixed amount of time is
reinforced.

40. When the teacher praise the child’s question-asking after three minutes have
gone by, then after fifteen minutes have gone by, after seven minutes have gone
by, and so on. What Type of reinforcement is being applied?
• B. Fixed-ratio

40. When the teacher praise the child’s question-asking after three minutes have
gone by, then after fifteen minutes have gone by, after seven minutes have gone
by, and so on. What Type of reinforcement is being applied?
• B. Fixed-ratio
• Variable-interval a response is
reinforced after a variable
amount of time has elapsed.

41. This theory stated that the idea that people actively
construct or make their own knowledge.
• A. Constructivism
• B. Behaviorism
• C. Social-Cognitive

41. This theory stated that the idea that people actively
construct or make their own knowledge.
• A. Constructivism
• B. Behaviorism
• C. Social-Cognitive
• Constructivism is base on the
idea that people actively
construct or make their own
knowledge.
• Reality is determined by one’s
experience as a learner.
• Use their previous knowledge as
a foundation and build on it with
new things they learn.

42. This idea is the basic principle of Constructivism which
means that knowledge is built upon other knowledge.
• A. Knowledge is constructed
• B. Learning is an Active Process
• C. Learning is a Social Activity
• D. Learning is Contextual
• Take bits and pieces and put
them together in their own
unique way, building something
different than what other
student will build the students
previous knowledge,
experiences, beliefs and insights
are all important foundations for
their own learning.

42. This idea is the basic principle of Constructivism which
means that knowledge is built upon other knowledge.
• Learning take bits and pieces
and put them together in their
own unique way, building
something different than what
other student will build the
students previous knowledge,
experiences, beliefs and insights
are all important foundations for
their own learning.

43. This idea is a principle of Constructivism which
means that learning involves sensory input to construct
meaning and needs to do something in order to learn.

means that learning involves sensory input to construct
meaning and needs to do something in order to learn.
• Learning needs to engage in the
world so they are actively
involved in their own learning
and development.
• One cannot just sit and expect to
be told things and learn

means that learning is directly associated with
other people.

means that learning is directly associated with
other people.
• Educators are more likely to be
successful as they understand
that peer involvement is one of
the keys in learning.
• Isolating learnings isn’t the best
way to help students and grow
together.

means that we learn in ways connected to things we
already know and what we believe.

means that we learn in ways connected to things we
already know and what we believe.
• The things we learn and the
points we tend to remember are
connected to the things going on
around us.
• Don’t learn isolated facts and
theories separate from the rest
of our lives.

46. This idea is a principle of Constructivism which means that
learning involves constructing meaning and systems of
meaning.
• A. People learn to learn, as they
learn
• B. Knowledge is Personal
• C. Learning exist in the mind
• D. Motivation is key to learning

46. This idea is a principle of Constructivism which means that
learning involves constructing meaning and systems of
meaning.
learn
• Each thing we learn gives us a
better understanding of other
things in the future
• Ex. When a person is writing a
paper about History, He/She is
also learning principles of
grammar and writing as well.

47. In the Constructivism approach, When we say that educators need
to have ways to engage and motivate learners to activate their mind and
help them become excited about education. It involves the principle of?
learn

47. In the Constructivism approach, When we say that educators need
to have ways to engage and motivate learners to activate their mind and
help them become excited about education. It involves the principle of?
learn
• Students are unable to learn if
they are unmotivated.
• Without motivation it’s difficult
for learners to reach into their
past experience and make
connections for new learning

48. Because constructivism is considered to be based on one’s
own experiences and beliefs. We can assume that?
learn

48. Because constructivism is considered to be based on one’s
own experiences and beliefs. We can assume that?
learn
• The way and things people learn
and gain from education will all
be different
• Knowledge becomes a personal
affair

49. “Hands-on experiences and physical actions are necessary for
learning, but those elements are not enough”. We can say that this
statement belongs to the principle of constructivism called?
learn
• Engaging the mind is the key to
successful learning.
• learning needs to involve
activities for the minds, not just
our hands.

50. Jeff has a fear of dogs. His therapist asks him to imagine patting a dog. The
therapist and Jeff continue this exercise until Jeff feels less fearful of dogs. According
to Albert Bandura, Jeff is being treated using the approach of
• A. displacement.
• B. cognitive modeling.
• C. vicarious modeling.
• D. overt modeling.

• an individual transferring
negative feelings from one
person or thing to another

• is a way of learning that allows
individuals to learn from the
experience of others.
• A person learns by observing the
consequences of another
person's behavior

• seeks to determine how an
individual's thoughts and beliefs
influence their feelings and
behaviors

Perspective-Of-Learning-in-Psychology-Drill.pptx

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