Term
|
Definition
| knowledge about our own thinking processes |
|
|
Term
|
Definition
| the weakening and fading of memories with passing of time |
|
|
Term
|
Definition
| verbal information; facts; "knowing that" something is the case |
|
|
Term
|
Definition
| knowledge that is demonstrated when we perform a task; "knowing how" |
|
|
Term
|
Definition
| "knowing when and why" to use declarative and procedural knowledge |
|
|
Term
|
Definition
| long-term memories that involve deliberate or conscious recall |
|
|
Term
|
Definition
| knowledge that we are not conscious of recalling; but influences behavior or thought without our awareness |
|
|
Term
|
Definition
|
|
Term
|
Definition
| permanent storage of knowledge |
|
|
Term
|
Definition
| basic structures for organizing information; concepts |
|
|
Term
|
Definition
| long-term memory for information tied to a particular time and place, especially memory of the events in a person's life |
|
|
Term
|
Definition
| clear, vivid memories of emotionally important events in your life |
|
|
Term
|
Definition
| long-term memory for how to do things |
|
|
Term
|
Definition
| adding and extending meaning by connecting new information to existing knowledge |
|
|
Term
|
Definition
| ordered and logical network of relations |
|
|
Term
|
Definition
| the physical or emotional backdrop associated with an event |
|
|
Term
|
Definition
| retrieval of pieces of information based on their relatedness to one another. Remembering one bit of information activates (stimulates) recall of associated information. |
|
|
Term
|
Definition
| the process that occurs when rememebering certain information is hampered by the presence of other information |
|
|
Term
|
Definition
| the tendency to remember the beginning and the end but not the middle of a list |
|
|
Term
| Domain-specific Strategies |
|
Definition
| consciously applied skills to reach goals in a particular subject or problem area |
|
|
Term
|
Definition
| distinctive features shared by members of a category |
|
|
Term
|
Definition
best representative of a category |
|
|
Term
|
Definition
| a specific example of a given category that is used to classify an item |
|
|
Term
|
Definition
| Bruner's approach, in which students work on their own to discover basic principles |
|
|
Term
|
Definition
| Making Imaginative leaps to correct perceptions or workable solutions |
|
|
Term
|
Definition
| an adaptation of discovery learning, in which the teacher provides some direction |
|
|
Term
|
Definition
| Ausubel's method--- teachers present material in complete, organized form, moving from broadest to more specific concepts |
|
|
Term
|
Definition
| Statement of inclusive concepts to introduce and sum up material that follows |
|
|
Term
|
Definition
| inclusion of nonmembers in a category; overextending a concept |
|
|
Term
|
Definition
| exclusion of some true members from a category; limiting a concept |
|
|
Term
| Schema-driven problem solving |
|
Definition
| recognizing a problem as a "disguised" version of an old problem for which one already has a solution |
|
|
Term
|
Definition
| Any situation in which you are trying to reach some goal and must find a means to do so. |
|
|
Term
|
Definition
| step by step procedure for solving a problem; prescription for solutions |
|
|
Term
|
Definition
general strategy used in attempting to solve problems. |
|
|
Term
|
Definition
| heuristic in which a goal is divided into subgoals |
|
|
Term
| Working-backward strategy |
|
Definition
| heuristic in which one starts with the goal and moves backward to solve the problem |
|
|
Term
|
Definition
| heuristic in which one limits the search for solutions to situations that are similar to the one at hand |
|
|
Term
|
Definition
| judging the likelihood of an event based on what is available in your memory, assuming those easily remembered events are common |
|
|
Term
|
Definition
the tendency to hold onto beliefs, even in the face of contradictory evidence |
|
|
Term
|
Definition
| seeking information that confirms our choices and beliefs, while disconfirming evidence |
|
|
Term
|
Definition
| sudden realization of a solution |
|
|
Term
|
Definition
| beliefs about the structure, stability, and certainty of knowledge and how knowledge is best learned |
|
|
Term
|
Definition
| an attractive object or event supplied as a consequence of a behavior |
|
|
Term
|
Definition
| an object or event that incourages or discourages behavior |
|
|
Term
|
Definition
| approach to motivation that emphasizes personal freedom, choice, self-determination, and striving personal growth |
|
|
Term
|
Definition
| fulfilling one's potential |
|
|
Term
|
Definition
| Maslow's four lower-level needs, which must be satisfied first |
|
|
Term
|
Definition
| Maslow's three higher-level needs, sometimes called growth needs |
|
|
Term
|
Definition
| the desire to have our own wishes, rather than external rewards or pressures, determine our actions |
|
|
Term
| cognitive evalution theory |
|
Definition
| suggests that events affect motivation through the individual's preception of the events as controlling behavior or providing information |
|
|
Term
|
Definition
| general uneasiness, a feeling of tension |
|
|
Term
|
Definition
| belief that ability is a fixed characteristic that cannot be changed |
|
|
Term
| incremental view of ability |
|
Definition
| belief that ability is a set of skills that can be changed |
|
|
Term
|
Definition
| beliefs about personal competence in a particular situation |
|
|
Term
|
Definition
| the expectation, based on previous experiences with a lack of control, that all one's efforts will lead to failure |
|
|
Term
| Mastery-oriented students |
|
Definition
| students who focus on learning goals because they value acheievement and see ability as improvable |
|
|
Term
| Failure-avoiding students |
|
Definition
| students who avoid failure by sticking to what they know, by not taking risks, or by claiming not to care about their performance |
|
|
Term
| Failure-accepting students |
|
Definition
| students who believe their failures are due to low ability and there is little they can do about it |
|
|
Term
|
Definition
the enjoyment a person gets from a task aka interest value |
|
|
Term
|
Definition
| the contribution of a task to meeting one's goals |
|
|
Term
|
Definition
| tasks that have some connection to real-life problems the students will face outside the classroom |
|
|
Term
|
Definition
| methods that provide students with realistic problems that don't necessarily have right answers |
|
|
Term
|
Definition
| the way students relate to others who are also working toward a particular goal |
|
|
Term
|
Definition
can be used to develop several skills important to inductive thinking including: observation, comparison, and pattern recognition Phase 1- The open-ended model: present examples of a concept or principle (non-example). Have students observe and describe and example. Present a second example (or nonexample). Have students observe and describe the second example. Have students compare examples. Phase 2-The convergent phase: provides prompts to students to encourage them to identify patterns in the examples Phase 3- Closure: Explicate the concept or principle by defining it explicitly Phase 4- The Application Phase: apply the definition using additional examples |
|
|
Term
|
Definition
| When people develop functional fixedness, they recognize tools only for their obvious function. For example, an object is regarded as having only one fixed function. The problem-solver cannot alter his or her mental set to see that the tool may have multiple uses. |
|
|
Term
| Between-class ability grouping/tracking |
|
Definition
| System of grouping in which students are assigned to classes based on their measured ability or their achievements |
|
|
Term
|
Definition
| redesigning schools to teach students in classes that are not grouped by ability |
|
|
Term
| Within-class ability grouping |
|
Definition
| system of grouping in which students in a class are divided into two or three groups based on ability in an attempt to accommodate student differences |
|
|
Term
|
Definition
| grouping and regrouping students based on learning needs |
|
|
Term
|
Definition
| characteristic approaches to learning and studying |
|
|
Term
|
Definition
| Preferred ways of studying and learning such as using pictures instead of text, working with other people versus alone, learning in structured or in unstructured situations, and so on. |
|
|
Term
|
Definition
| problem with acquisition and use of language; may show up as as difficulty with reading, writing, reasoning, and math. |
|
|
Term
|
Definition
| current term for disruptive behavior disorders marked by overactivity, excessive difficulty sustaining attention, or impulsiveness. |
|
|
Term
Intellectual Disabilities/mental retardation |
|
Definition
| significantly below-average intellectual and adaptive social behavior, evident before age 18. |
|
|
Term
|
Definition
| gradual preparation of exceptional students to move from high school into further education or training, employment, or community involvement. |
|
|
Term
| Emotional and Behavioral disorders |
|
Definition
| behaviors or emotions that deviate so much from the norm that they interfere with the child's own growth and development and/or the lives of others-inappropriate behaviors, unhappiness or depression, fears and anxieties, and trouble with relationships. |
|
|
