Term
|
Definition
| The belief that inanimate objects have lifelike qualities and are capable of action. |
|
|
Term
|
Definition
| The focusing of attention on one characteristic to the exclusion of all others. |
|
|
Term
|
Definition
| In Piaget's theory, awareness that altering an object's appearance or presentation does not change its basic properties. |
|
|
Term
|
Definition
| The inability to distinguish between one perspective and someone else's. |
|
|
Term
|
Definition
| Involves action planning, allocating attention to goals, error detection and monitoring progress on tasks, and dealing with novel or difficult circumstances. |
|
|
Term
|
Definition
| Units of meaning involved in word formation. |
|
|
Term
|
Definition
| The axons are coated and insulated with a layer of fat cells, which increases the speed at which information travels through the nervous system. |
|
|
Term
|
Definition
| Piaget's term for internalized sets of actions that allow children to do mentally what they formerly did physically. |
|
|
Term
|
Definition
| The sound system of a language, including the sounds used and how they may be combined. |
|
|
Term
|
Definition
| The appropriate use of language in different contexts. |
|
|
Term
|
Definition
| Piaget's second stage, in which children begin to represent the world with words, images, and symbolic though; magical beliefs are constructed. |
|
|
Term
|
Definition
| The meaning of words and sentences. |
|
|
Term
| Social Constructivist Approach |
|
Definition
| Theories (most prominently Vygotsky's) that emphasizes the social contexts of learning and that knowledge is mutually built. |
|
|
Term
|
Definition
| Focused and extended engagement with an object, task, event or other aspect of the environment. |
|
|
Term
|
Definition
| The way words are combined to form acceptable phrases and sentences. |
|
|
Term
|
Definition
| Refers to the awareness of one's own mental processes and the mental processes of others. |
|
|
Term
| Zone of Proximal Development |
|
Definition
| Vygotsky's term for the distance between tasks too difficult for children to master alone, but that can be mastered with assistance. |
|
|
Term
|
Definition
| A restrictive, punitive style in which parents exhort the child to follow their directions with little verbal exchange or parental warmth. |
|
|
Term
|
Definition
| Parenting style in which parents encourage their children to become independent, but still place limits and controls on their actions, with warmth and nurturance. |
|
|
Term
|
Definition
| When children engage in self-regulated creation or construction of a product or problem solution. |
|
|
Term
|
Definition
| The sense of being male or female, which most children acquire by the time they are 3 years old. |
|
|
Term
|
Definition
| Set of expectations that prescribe how females or males should think, act and feel. |
|
|
Term
|
Definition
| Gender typing emerges as children gradually develop conceptions of what is gender-appropriate in their culture. |
|
|
Term
|
Definition
| Parents are highly involved with their children, but place few demands or controls on them. |
|
|
Term
|
Definition
| Thoughts, feelings, and actions regarding rules and conventions about what people should do in their interactions with other people. |
|
|
Term
|
Definition
| The parent is very uninvolved in the child's life; associated with children's social incompetence. |
|
|
Term
|
Definition
| Repetition of behavior when new skills are being learned or when mastery and coordination of skills are required. |
|
|
Term
|
Definition
| Behavior engaged in by infants to derive pleasure from exploratory and playful visual motor transactions. |
|
|
Term
| Social Cognitive Theory of Gender |
|
Definition
| Children's gender development occurs through the observation and imitation of gender behavior and through the rewards and punishments related to gender-related behavior. |
|
|
Term
|
Definition
| A relatively mid autism disorder in which the child has relatively good verbal language, milder nonverbal language problems and a restricted range of interests and relationships. |
|
|
Term
| Autism Spectrum Disorders |
|
Definition
| Characterized by problems in social interaction, verbal and nonverbal communication, and repetitive behaviors. |
|
|
Term
|
Definition
| Thinking that produces one correct answer and is characteristic of the kind of thinking tested by standardized intelligence tests. |
|
|
Term
| Cultural-familial Retardation |
|
Definition
| Retardation characterized by no evidence of organic brain damage, but the individual's IQ generally is between 50 and 70. |
|
|
Term
|
Definition
| Thinking that produces many answers to the same question and is characteristic of creativity. |
|
|
Term
|
Definition
| A severe impairment in the ability to read and spell. |
|
|
Term
|
Definition
| An individual has difficulty mastering one or more academic subjects, but is of normal intelligence, with no impairment of sensory modalities. |
|
|
Term
| Least Restrictive Environment (LRE) |
|
Definition
| Concept that a child with a disability must be educated in a setting that is as similar as possible to the one in which children who do not have a disability are educated. |
|
|
Term
|
Definition
| Knowledge about language, such as the ability to discuss the sounds of a language. |
|
|
Term
|
Definition
| A symmetrical distribution with most scores falling in the middle of the possible range and a few scores appearing toward the extremes of the range. |
|
|
Term
|
Definition
| Mental retardation that involves some physical damage and is caused by a genetic disorder or brain damage. |
|
|
Term
|
Definition
| The concrete operation that involved ordering stimuli along a quantitative dimension. |
|
|
Term
|
Definition
| Deliberate mental activities to improve the processing of information. |
|
|
Term
|
Definition
| The ability to logically combine relations to understand certain conclusions. |
|
|
Term
| Triarchic Theory of Intelligence. |
|
Definition
| Sternberg's theory that intelligence consists of analytical, creative and practical intelligence. |
|
|
Term
|
Definition
| The presence of positive masculine and feminine characteristics in the same individual. |
|
|
Term
|
Definition
| Moral perspective that focuses on people in terms of their connectedness with others and emphasizes interpersonal relationships and concern for others. |
|
|
Term
|
Definition
| A sense that when I do something, make or create something, it will be effective and I will be competent |
|
|
Term
|
Definition
| A sense that when I do something, make or create something, I will probably fail or be unsuccessful. |
|
|
Term
|
Definition
| Moral perspective that focuses on the rights of the individual. |
|
|
Term
|
Definition
| An action or behavior intended to help or benefit another without personal gain, such as sharing. |
|
|
Term
|
Definition
| Domain specific evaluations of the self. |
|
|
Term
|
Definition
| The belief that one can master a situation and produce favorable outcomes. |
|
|
Term
|
Definition
| The global evaluative dimension of the self; also referred to a self worth. |
|
|
Term
|
Definition
| Deliberate efforts to manage one's behavior, emotions, and thoughts that lead to increased social competence and achievement. |
|
|
