CRIM 103 PART 3

PRELIM FRIYAY

CRIM 103 PART 3

29問 • 1年前PRELIM FRIYAY

問題一覧

Is a process gathered from relatively permanent changes in behavior that results from practice or interaction with the environment. • Involves modification of behavior and the formation of habits which results in the acquisition of new patters of behavior. • Relatively permanent change in behavior brought about by experience, maturation and performance

LEARNING

Is the simplest type of learning, it is a decline in the ability to respond to a situation that has become familiar due to constant repeated exposure.

HABITUATION

It is a method by which one solves problems by using random responses and choosing the correct answers from the many responses. When one is faced with the tasked of learning, he usually starts with the trial and error particularly when is working with the unfamiliar mechanical tasks.

CLASSICAL CONDITIONING

The learning is active, since the learner is the one acting and discovering how his behaviour affects the environment

OPERANT CONDITIONING

Using hungry cat, Called this trial and error learning.

EDWARD THORNDIKE

A hungry Rat

BURRHIES FREDRICK SKINNER

The presentation (positive reinforce) and removal (negative reinforce) of the particular stimulus may reinforce (increase) the strength of responses

PRINCIPLE OF REINFORCEMENT

The trainor of the experimenter shapes or conditions the natural variations in the animals (even human beings) action to produce a newly desired behavior. Training a dog to locate and sniff a drug or do some tricks and routines; training other animals (cat, monkey, lion, elephant) by trainors

PRINCIPLE OF SHAPING

The aversive stimulus (spanking, whipping, removal of an award) decreases the strength of the response or maintain it on a lower level. Punishment is the opposite of reinforcement. It is the behavior that is punished, not the person. Punishment can control behavior on a temporary nature, but it cannot increase the strength of a response.

PRINCIPLE OF PUNISHMENT

if the reinforcement is withdrawn or terminated, responses decrease until it returns to its predetermined frequency. If a behavior can be shaped, it can also be extinguished.

PRINCIPLE OF SPONTANEOUS RECOVERY

are perception, remembering, imagining, thinking, reasoning, evaluating, appreciating, abstracting and other processes. has become famous in explaining the behavior of animals and human beings.

COGNITIVE LEARNING

in this type of cognitive learning, when a learner has discovered the relationship that leads to the solution of a problem, it means he has a learned. Insight is a form of discovering learning which results in finding a solution and understanding why the solution works.

INSIGHT LEARNING

This type of learning does not only involve the senses but also the mental processes. Learning by modelling or imitation is one of the aspects of observational learning by Albert Bandura.

OBSERVATIONAL LEARNING

Often misinterpreted as educational readiness • Deals with attitudes and focus. "Why should I do this?" If nervous system is ready, conduction is satisfying and lack of conduction is annoying.

LAW OF READINESS

Strength of connections is proportional to frequency, duration, and intensity of its occurrence. ⚫ Justifies drill, repetition and review. ⚫ Seen today in behavior modification and basic skill instruction.

LAW OF EXERCISE

Responses that cause satisfaction strengthen connections and discomfort WEAKENS CONNECTION. Justifies use

LAW OF EFFECT

it refers to the integration of past experiences/ situations to new situations so that strong connection can be formed. Recalling past experiences will enable the learner to proceed smoothly with the new lessons or activities. ( review of activities and relating to new lessons or activities.

LAW OF APPERCEPTION

It asserts that two or more experiences are related to each other to form new connections

LAW OF ASSOCIATION

if there are several responses made by the stimulus, the more recent one is easily learned, remembered or recalled.

LAW OF FREQUENCY AND RECENCY

the more intense is the connection, the stronger is the connection, and consequently learning is effective. It is believed that those responses which are retained and strengthened are more likely aroused when a situation is presented than those responses which are not.

LAW OF INTENSITY

the first learned act will be better remembered than acts learned later. "if you believe in the saying FIRST IMPRESSIONS LAST"

LAW OF PRIMACY

meaningful stimuli are easily learned and less likely forgotten than the meaningful stimuli. Likewise, if the stimulus is overlearned and there is no intervening activity between learning, recalling, the stimulus is remembered longer and less rapidly forgotten.

LAW OF FORGETTING

For example if the learner is not yet ready or matured to learn to read, trying to learn to read will be annoying and frustrating for him.

READINESS OR MATURATION OF THE LEARNER

The higher the intelligence, the easier and faster the individual learns and vice versa.

INTELLIGENCE OF THE LEARNER

The individual with. better and richer opportunities for learning will learn more than one with less opportunities or none at all.

OPPORTUNITIES TO LEARNING

Can enhance or limit learning ability. The environmental conditions at home and in the community can also affect learning. In short, a conducive learning environment can motivate a learner to learn.

ENVIRONMENTAL CONDITIONS

Can also affect learning ability. A healthy individual can concentrate in learning than one who is sickly. If the individual is mentally and emotionally disturbed, he would not be able to concentrate well on his lesson or work.

HEALTH OF LEARNER

An individual with a good attitude of learning will have a better learning perspective than one with a poor attitude of learning. A learner with a good study habit will learn more than one with a "bahala na" attitude of studying

ATTITUDE OF THE LEARNER

Are generalized symbolic responses represent similar stimuli or situations. Concepts are in the mind of the learner. When these concepts are expressed out orally or in written form they become terms. Concepts are either abstract and concrete. Among children concrete concepts are easier to form and remember than abstract ones.

CONCEPT LEARNING

CLJ EVIDENCE

CLJ EVIDENCE

CLJ PART 2

CLJ PART 2

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#100 · 24問 · 5ヶ月前

CRIM 105 IDENTIFICATION

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CRIM 105 MULTIPLE CHOICE

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FRSC 106 WEEK 1 MARCELINE

#100 · 20問 · 6ヶ月前

FRSC 106 WEEK 1 MARCELINE

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FRSC 104 WEEK 1-3

FRSC 104 WEEK 1-3

FRSC 104 WEEK 4&5

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LEA 103

LEA 103

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IDENTIFICATION QUIZ

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#100 · 26問 · 6ヶ月前

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#100

CDI 104 BERTILLO (WEEK 3)

#100 · 29問 · 6ヶ月前

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FORENSIC 101

FORENSIC 101 PART II

FORENSIC 101 PART II

CDI 108 ⭐

CDI 108 ⭐

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#100 · 90問 · 1年前

CRIM 103 INTRODUCTION TO HUMAN BEHAVIOR

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CRIM 103 PART II

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CDI 104 WEEK 4

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#100 · 30問 · 1年前

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30問 • 1年前

#100

CDI 108 WEEK 3 AFFIDAVIT

#100 · 21問 · 6ヶ月前

CDI 108 WEEK 3 AFFIDAVIT

CDI 🤗

CDI 🤗

CDI PART II

CDI PART II

FORENSIC LIGHT

FORENSIC LIGHT

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#100 · 87問 · 1年前

CRIM 103 DEFENSE MECHANISM/SEXUAL DEVIANCY

87問 • 1年前

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CRIM 103 LESSON 4 SEXUAL DEVIANCY

#100 · 54問 · 1年前

CRIM 103 LESSON 4 SEXUAL DEVIANCY

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MODULE 2 INTELLIGENCE PART 1

#100 · 56問 · 1年前

MODULE 2 INTELLIGENCE PART 1

56問 • 1年前

#100

MODULE 2 INTELLIGENCE PART 2

#100 · 62問 · 1年前

MODULE 2 INTELLIGENCE PART 2

62問 • 1年前

#100

LEA 103 SECURITY AND SURVEY INSPECTION 🧚 PART 1

#100 · 30問 · 1年前

LEA 103 SECURITY AND SURVEY INSPECTION 🧚 PART 1

30問 • 1年前

#100

LEA 103 SECURITY AND SURVEY INSPECTION 🧚 PART 2

#100 · 37問 · 1年前

LEA 103 SECURITY AND SURVEY INSPECTION 🧚 PART 2

37問 • 1年前

#100

CDI MIDTERM LAST DISCUSSION 🧚

#100 · 46問 · 1年前

CDI MIDTERM LAST DISCUSSION 🧚

46問 • 1年前

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SSP 3 QUIZ REVIEWER 🧚

#100 · 35問 · 1年前

SSP 3 QUIZ REVIEWER 🧚

35問 • 1年前

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FORENSIC MIDTERM EXAM REVIEWER 👑

#100 · 76問 · 1年前

FORENSIC MIDTERM EXAM REVIEWER 👑

76問 • 1年前

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FORENSIC MIDTERM EXAM REVIEWER 👑 PART 2

#100 · 55問 · 1年前

FORENSIC MIDTERM EXAM REVIEWER 👑 PART 2

55問 • 1年前

#100

CRIM 103 MIDTERM EXAM REVIEWER 🎉

#100 · 26問 · 1年前

CRIM 103 MIDTERM EXAM REVIEWER 🎉

26問 • 1年前

#100

SEVERAL TYPES OF MENTAL DISORDER

#100 · 26問 · 1年前

SEVERAL TYPES OF MENTAL DISORDER

26問 • 1年前

#100

CHAPTER 6 OF FORENSIC PHOTOGRAPHY PART 2

#100 · 43問 · 1年前

CHAPTER 6 OF FORENSIC PHOTOGRAPHY PART 2

IT PRELIM TOPIC 1 😯

IT PRELIM TOPIC 1 😯

IT MIDTERM TOPIC 2 💯🌚

#100 · 26問 · 1年前

IT MIDTERM TOPIC 2 💯🌚

LEA QUIZ 1 & 2

LEA QUIZ 1 & 2

LEA QUIZ 3 & 4

LEA QUIZ 3 & 4

CLFM 101

CLFM 101

NEGATIVE EFFECTS ASSUMED QUESTIONS

#100 · 16問 · 8ヶ月前

NEGATIVE EFFECTS ASSUMED QUESTIONS

16問 • 8ヶ月前

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TYPES OF PARENTING STYLE?

#100 · 24問 · 8ヶ月前

TYPES OF PARENTING STYLE?

CHAPTER 3

CHAPTER 3

CHAPTER 4

CHAPTER 4

CHARACTER FORMATION 👑

#100 · 64問 · 8ヶ月前

CHARACTER FORMATION 👑

POSITIVE TRAITS

POSITIVE TRAITS

PATRIOTISM ALAM MONA

PATRIOTISM ALAM MONA

PERSONALITY TRAITS 👀🤪

#100 · 25問 · 8ヶ月前

PERSONALITY TRAITS 👀🤪

25問 • 8ヶ月前

#100

PATRIOTISM NEW???????

#100 · 14問 · 8ヶ月前

PATRIOTISM NEW???????

CHAPTER 4 🥳

CHAPTER 4 🥳

SEX AND GENDER

SEX AND GENDER

MEN AND WOMEN

MEN AND WOMEN

A B C D E

A B C D E

FAMILY TYPES

FAMILY TYPES

問題一覧

LEARNING

Is the simplest type of learning, it is a decline in the ability to respond to a situation that has become familiar due to constant repeated exposure.

HABITUATION

CLASSICAL CONDITIONING

The learning is active, since the learner is the one acting and discovering how his behaviour affects the environment

OPERANT CONDITIONING

Using hungry cat, Called this trial and error learning.

EDWARD THORNDIKE

A hungry Rat

BURRHIES FREDRICK SKINNER

The presentation (positive reinforce) and removal (negative reinforce) of the particular stimulus may reinforce (increase) the strength of responses

PRINCIPLE OF REINFORCEMENT

PRINCIPLE OF SHAPING

PRINCIPLE OF PUNISHMENT

if the reinforcement is withdrawn or terminated, responses decrease until it returns to its predetermined frequency. If a behavior can be shaped, it can also be extinguished.

PRINCIPLE OF SPONTANEOUS RECOVERY

are perception, remembering, imagining, thinking, reasoning, evaluating, appreciating, abstracting and other processes. has become famous in explaining the behavior of animals and human beings.

COGNITIVE LEARNING

INSIGHT LEARNING

This type of learning does not only involve the senses but also the mental processes. Learning by modelling or imitation is one of the aspects of observational learning by Albert Bandura.

OBSERVATIONAL LEARNING

Often misinterpreted as educational readiness • Deals with attitudes and focus. "Why should I do this?" If nervous system is ready, conduction is satisfying and lack of conduction is annoying.

LAW OF READINESS

LAW OF EXERCISE

Responses that cause satisfaction strengthen connections and discomfort WEAKENS CONNECTION. Justifies use

LAW OF EFFECT

LAW OF APPERCEPTION

It asserts that two or more experiences are related to each other to form new connections

LAW OF ASSOCIATION

if there are several responses made by the stimulus, the more recent one is easily learned, remembered or recalled.

LAW OF FREQUENCY AND RECENCY

LAW OF INTENSITY

the first learned act will be better remembered than acts learned later. "if you believe in the saying FIRST IMPRESSIONS LAST"

LAW OF PRIMACY

LAW OF FORGETTING

For example if the learner is not yet ready or matured to learn to read, trying to learn to read will be annoying and frustrating for him.

READINESS OR MATURATION OF THE LEARNER

The higher the intelligence, the easier and faster the individual learns and vice versa.

INTELLIGENCE OF THE LEARNER

The individual with. better and richer opportunities for learning will learn more than one with less opportunities or none at all.

OPPORTUNITIES TO LEARNING

Can enhance or limit learning ability. The environmental conditions at home and in the community can also affect learning. In short, a conducive learning environment can motivate a learner to learn.

ENVIRONMENTAL CONDITIONS

HEALTH OF LEARNER

ATTITUDE OF THE LEARNER

CONCEPT LEARNING