Term
|
Definition
| Research study that explores possible relationships amoung variables |
|
|
Term
|
Definition
| Research study that enables researchers to draw conclusions about the current state of affairs. |
|
|
Term
| Experimental Study (Experiment) |
|
Definition
| Research study that involves the manipulation of one variable to determine its possible effect on another variable. |
|
|
Term
|
Definition
| Rules and guidelines on referencing, editorial style, and manuscript format prescribed by the American Psychological Association. |
|
|
Term
|
Definition
|
|
Term
|
Definition
| Research/experiments done by teachers in their classrooms |
|
|
Term
|
Definition
| Integrated set of concepts and principles developed to explain a particular phenomenon. |
|
|
Term
|
Definition
| Long-term change in mental representations of associations due to experience. |
|
|
Term
|
Definition
| Particular way of mentally responding to or thinking about information or an event. |
|
|
Term
|
Definition
| Various ways of thinking about information and events |
|
|
Term
|
Definition
| Changing the format of information being stored in memory in order to remember it more easily |
|
|
Term
|
Definition
| Cell in the brain or another part of the nervous system that transmits information to other cells |
|
|
Term
|
Definition
| Chemical substance with which one neuron sends a message to another |
|
|
Term
|
Definition
| Tiny space across which on neuron regularly communicates with another; reflects an ongoing but modifiable connection between the two neurons |
|
|
Term
|
Definition
| Upper and outer parts of the human brain, which are largely responsible for conscious and higher-level human thought processes |
|
|
Term
|
Definition
| Ability to save someting (mentally) that has been previously learned; also, the mental "location" where such information is saved |
|
|
Term
|
Definition
| Process of "putting" new information into memory |
|
|
Term
|
Definition
| Process of "finding" information previously stored in memory |
|
|
Term
|
Definition
| Stimuli that provides guidance about where to "look" for a piece of information in long-term memory |
|
|
Term
|
Definition
| Inability to locate information that currently exists in long-term memory |
|
|
Term
|
Definition
| Component of memory that holds incoming information in an unanalyzed form for a very brief time (perhaps one to two seconds) |
|
|
Term
|
Definition
| Focusing of mental processes on particular stimuli |
|
|
Term
|
Definition
| Component of memory that holds and actively thinks about and processes a limited amount of information |
|
|
Term
|
Definition
| Cognitive process in which information is repeated over and over as a possible way of learning and remembering it |
|
|
Term
|
Definition
| Component of memory that holds knowledge and skills for a relatively long time |
|
|
Term
|
Definition
| Knowledge related to "what is"-that is, to the nature of how things are, were, or will be |
|
|
Term
|
Definition
| Knowledge concerning how to do something (e.g., a skill) |
|
|
Term
|
Definition
| Mental grouping of objects or events that have something in common |
|
|
Term
|
Definition
| General understanding of what an objecct or event is typically like |
|
|
Term
|
Definition
| Schema that involves a predictable sequence of events related to a common activity |
|
|
Term
|
Definition
| Integrated set of concepts and principles developed to explain a particular phenomenon |
|
|
Term
|
Definition
| Learning information in a relatively uninterpreted form, without making sense of it or attaching much meaning to it |
|
|
Term
|
Definition
| Cognitive process in which learners relate new information to things they already know |
|
|
Term
|
Definition
| Cognitive process in which learners embellish on new information based on what they already know |
|
|
Term
|
Definition
| Cognitive process in which learners find connections (e.g., buy forming categories, indentifying hierarchies,determining cause-and-effect relationships) among various pieces of information they need to learn |
|
|
Term
|
Definition
| Process of forming mental pictures of objects or ideas |
|
|
Term
|
Definition
| Ability to respond quickly and efficiently while mentally processing or physically performing a task |
|
|
Term
|
Definition
| Intentional use of one or more cognitive processes for a particular learning task |
|
|
Term
|
Definition
| One's existing knowledge about specific topics and the world in general |
|
|
Term
|
Definition
| Tendency to seek information that confirms rather than discredits current beliefs |
|
|
Term
|
Definition
| Construction of a logical but incorrect "memory" by using information retrieved from long-term memory in combination with general knowledge and beliefs about the world |
|
|
Term
|
Definition
| Weakening over time of information stored in long-term memory, especially if the information is used infrequently |
|
|
Term
| Prior Knowledge Activation |
|
Definition
| Process of reminding learners of things they have already learned relative to a new topic |
|
|
Term
|
Definition
| Knowledge about a topic acquired in an integrated and meaningful fashion |
|
|
Term
|
Definition
| Length of time a teacher pauses, after either asking a question or hearing a student's comment, before saying something |
|
|
Term
|
Definition
| Memory aid or trick designed to help students learn and remember a specific piece of information |
|
|
Term
|
Definition
| Word of phrase that forms a logical connection or "bridge" between two pieces of information |
|
|
Term
|
Definition
| Mnemonic technique in which an association is made between two ideas by forming a visual image of one or more concrete objects (keywords) that either sound similar to, or symbolically represent, those ideas |
|
|
Term
| Superimposed Meaningful Structure |
|
Definition
| Familiar shape, word, sentence, poem, or story imposed on information in order to facilitate recall |
|
|
Term
|
Definition
| Revision of one's understanding of a topic in response to new information |
|
|
Term
|
Definition
| Deficiency in one or more specific cognitive processes despite relatively normal cognitive functioning in other areas |
|
|
Term
| Attention-Deficit Hyperactivity Disorder (ADHD) |
|
Definition
| Disorder marked by inattention, inability to inhibit inappropriate thoughts and behaviors, or both |
|
|
Term
|
Definition
| Belief in the study of observable processes, especially behaviors (responses) and environment (stimuli) |
|
|
Term
|
Definition
| Belief that people create, rather than absorb, knowledge from observations and experiences |
|
|
Term
| Individual Constructivism |
|
Definition
| Belief that individual learners create knowledge through their interactions with the environment |
|
|
Term
| Social Constructivism (Social Construction) |
|
Definition
| Belief that by working together, two or more people can often gain better understanding (Creating a schema through the experience of society) |
|
|
Term
| Information Processing Theory |
|
Definition
| Focus on what goes on inside a learners head; observe execution of various tasks and behavior in various situations |
|
|
Term
|
Definition
| Belief that people learn from observing others; often times imitating what they see |
|
|
Term
|
Definition
| Specific behavior that an individual exhibits |
|
|
Term
|
Definition
| Specific object or event that influences an individual's learning or behavior |
|
|
Term
|
Definition
| Stimulus that increases the likelihood that a particular response will follow |
|
|
Term
|
Definition
| Form of learning in which a response increases in frequency as a result of its being followed by reinforcement |
|
|
Term
|
Definition
| Consequence of a response that leads to increased frequency of the response |
|
|
Term
|
Definition
| Act of following a response with a reinforcer |
|
|
Term
|
Definition
| Consequence that satisfies a biologically built-in need |
|
|
Term
|
Definition
| Consequence that becomes reinforcing over time through its association with another reinforcer |
|
|
Term
|
Definition
| Phenomenon in which a response increases as a result of the presentation (rather than removal) of a stimulus |
|
|
Term
|
Definition
| Reinforcer that comes from the outside environment, rather than from within the learner |
|
|
Term
|
Definition
| Reinforcer provided by oneself or inherent in a task being performed |
|
|
Term
|
Definition
| Ability to forego small, immediate reinforcers to obtain larger ones later on |
|
|
Term
|
Definition
| Phenomenon in which a response increases as a result of the removal (rather that presentation) of a stimulus |
|
|
Term
|
Definition
| Consequence that decreases the frequency of the response it follows |
|
|
Term
|
Definition
| Punishment involving presentation of a new stimulus, presumably one a learner finds unpleasant |
|
|
Term
|
Definition
| Punishment involving removal of an existing stimulus, presumably one a learner finds desirable and doesn't want to lose |
|
|
Term
|
Definition
| Person who demonstrates a behavior for someone else |
|
|
Term
|
Definition
| Demonstrating a behavior for another, also, observing and imitating another's behavior |
|
|
Term
|
Definition
| Individual whose behavior is directly obseved in one's immediate environment |
|
|
Term
|
Definition
| Real or fictional character portrayed in the media that influences an observer's behavior |
|
|
Term
|
Definition
| Behavior directed toward promoting the well-being of another |
|
|
Term
|
Definition
| Phenomenon in which a response increases in frequency when another (observed) person is reinforced for that response |
|
|
Term
|
Definition
| Phenonmenon in which a response decreases in frequency when another (observed) person is punished for that response |
|
|
Term
|
Definition
| Hoped-for, but not guaranteed, future consquence of behavior |
|
|
Term
| Situated Learning and Cognition |
|
Definition
| Knowledge, behaviors, and thinking skills acquired and used primarily within certain contexts, with limited if any use in other contexts |
|
|
Term
|
Definition
| Academic descipline that studies and applies concepts and theories of psychology relevant to instructional practice |
|
|
Term
| Mediated Learning Experience |
|
Definition
| Social interaction in which an adult helps a child interpret a phenomenon or event in partcular(usually culturally appropriate) ways |
|
|
Term
| Learner-Centered Instruction |
|
Definition
| Approach to teaching in which instructional strategies are chosen largely on the basis of students' existing abilities, predespositions, and needs |
|
|
Term
|
Definition
| Concept, symbol, strategy, procedure, or other culturally constructed mechanism that helps people think about and respond to situations more effectively |
|
|
Term
|
Definition
| Process in which two or more learners each contribute knowledge and ideas as they work collaboratively on an issue or problem |
|
|
Term
|
Definition
| Behaviors and belief systems that members of a long-standing social group share and pass along to successive generations |
|
|
Term
|
Definition
| Large, enduring social group that is socially and economically organized and has collective institutions and activities |
|
|
Term
|
Definition
| People who have common historical roots, values, beliefs, and behaviors and who share a sense of interdependence |
|
|
Term
|
Definition
| Process of molding a child's behavior and beliefs to be appropriate for the cultural group |
|
|
Term
|
Definition
| Personally or culturally preferred distance between two people during social interaction |
|
|
Term
|
Definition
| General, culturally based set of assumptions about reality that influence understandings of a wide variety of phenomena |
|
|
Term
|
Definition
| Sense of confusion when a student encounters a culture with behavioral expectations very different from those previously learned |
|
|
Term
|
Definition
| Situation in which a child's home culture and the school culture hold conflicting expectations for the child's behavior |
|
|
Term
| Individuals with Disabilities Education Act (IDEA) |
|
Definition
| U.S. legislation granting educational rights to people with cognitive, emotional, or physical disabilities from birth until age 21, initially passed in 1975, it has been amended and reauthorized several times |
|
|
Term
| Socioeconomic Status (SES) |
|
Definition
| One's general social and economic standing in society (encompasses family income, educational level, occupational status, and related factors) |
|
|
Term
|
Definition
| Mutual cause-and-effect relationships among environment, behavior, and personal variables as these three factors influence learning and development |
|
|
Term
|
Definition
| Tendency for a learner to seek out environmental conditions that are a good match with his or her existing characteristics and behaviors |
|
|
Term
|
Definition
| Use of simple signals to indicate that a certain behavior is desired or that a certain behavior should stop |
|
|
Term
|
Definition
| Gradual disappeareance of an acquired response; in the case of a response acquired through operant conditioning, it results from repeated lack of reinforcement for the response |
|
|
Term
|
Definition
| Classroom strategy in which desired behaviors are reinforced by tokens that the learner can use to "purchase" a variety of other, backup reinforcers |
|
|
Term
|
Definition
| Situation in which one event (e.g. reinforcement) happens only after another event (e.g. a specific response) has already occurred (one event is contingent on the other's occurrence) |
|
|
Term
|
Definition
| Formal agreement between teacher and student that identifies behaviors the student will exhibit and the reinforcers that will follow |
|
|
Term
|
Definition
| Two or more behaviors that cannot be performed simultaneously |
|
|
Term
|
Definition
| Process of reinforcing successively closer and closer approximations to a desired behavior |
|
|
Term
|
Definition
| Class in which teacher and students actively and collaborativley work to create a body of knowledge and help one another learn |
|
|
Term
|
Definition
| Instruction that integrates perspectives and experiences of numerous cultural groups throughout the curriculum |
|
|
Term
| High-Level Cognitive Process |
|
Definition
| Cognitive process that involves going well beyond information specifically learned |
|
|
Term
|
Definition
| Knowledge and beliefs about one's own cognitive processes, as well as conscious attempts to engage in behaviors and thought processes that increase learning and memory |
|
|
Term
|
Definition
| Learning strategy that is at least partially evident in the learner's behavior |
|
|
Term
|
Definition
| Diagram of concepts and their interrelationships; used to enhance learning and memory of a topic |
|
|
Term
|
Definition
| Learning strategy that is strictly mental (rather than behavioral) in nature and so cannot be observed by others |
|
|
Term
|
Definition
| Process of checking oneself to be sure one understands and remembers newly acquired information |
|
|
Term
|
Definition
| Thinking that one knows something that one actually does not know |
|
|
Term
|
Definition
| Belief about the nature of knowledge or knowledge acquisition |
|
|
Term
|
Definition
| Process of taking control of and evaluating one's own learning and behavior |
|
|
Term
|
Definition
| Component of the human information processing system that oversees the flow of information throughout the system |
|
|
Term
|
Definition
| Instructions that one gives oneself while executing a complex task |
|
|
Term
|
Definition
| Observing and recording one's own behavior to check progress toward a goal |
|
|
Term
|
Definition
| Judgment of one's own performance or behavior |
|
|
Term
|
Definition
| Self-reinforcement or self-punishment that follows a particular behavior |
|
|
Term
|
Definition
| Process through which an adult and child share responsibility for directing various aspects of the child's learning |
|
|
Term
|
Definition
| Phenomenon in which something a person has learned at one time affects how the person learns or performs in a later situation |
|
|
Term
|
Definition
| Phenomenon in which something learned at one time facilitates learning or performance at a later time |
|
|
Term
|
Definition
| Phenomenon in which something learned at one time interferes with learning or performance at a later time |
|
|
Term
|
Definition
| Instance of transfer in which the original learning task and the transfer task overlap in content |
|
|
Term
|
Definition
| Instance of transfer in which the original learning task and the transfer task are different in content |
|
|
Term
|
Definition
| Using existing knowledge or skills to address an unanswered question or troubling situation |
|
|
Term
|
Definition
| New and original behavior that yields a productive and culturally appropriate result |
|
|
Term
|
Definition
| Process of pulling several pieces of information together to draw a conclusion or solve a problem |
|
|
Term
|
Definition
| Process of mentally moving in a variety of directions from a single idea |
|
|
Term
|
Definition
| Inclination to encode a problem or situation in a way that excludes potential solutions |
|
|
Term
|
Definition
| Prescribed sequence of steps that guarantees a correct problem solution |
|
|
Term
|
Definition
| General strategy that facilitates problem solving or creativity but does not always yield a successful outcome |
|
|
Term
|
Definition
| Process of evaluating the accuracy and worth of information and lines of reasoning |
|
|
Term
|
Definition
| General inclination to approach and think about learning and problem-solving tasks in a particular way |
|
|
Term
|
Definition
| Approach to instruction similar to one students might encounter in the outside world |
|
|
Term
|
Definition
| Classroom activity in which students acquire new knowledge and skills while working on a complex problem similar to those in the outside world |
|
|
Term
|
Definition
| Classroom activity in which students acquire new knowledge and skills while working on a complex, multifaceted project that yields a concrete end product |
|
|
Term
|
Definition
| Appearance of a new, developmentally more advanced behavior |
|
|
Term
| Universal (in development) |
|
Definition
| Similar pattern in how children change and progress over time regardless of their specific environment |
|
|
Term
|
Definition
| Theory that depicts development as a series of relatively discrete periods (stages) |
|
|
Term
|
Definition
| Unfolding of genetically controlled changes as a child develops |
|
|
Term
|
Definition
| Genetic predisposition to respond in particular ways to one's physical and social environments |
|
|
Term
|
Definition
| Genetically determined age range during which a certain aspect of a child's development is especially susceptible to environmental conditions |
|
|
Term
|
Definition
| Universal process in early brain development in which many new synapses form spontaneously |
|
|
Term
|
Definition
| Universal process in brain development in which many previously formed synapses wither away |
|
|
Term
|
Definition
| Growth of a fatty coating(myelin) around neurons, enabling faster transmission of messages |
|
|
Term
|
Definition
| Capacity for the brain to learn and adapt to new circumstances |
|
|
Term
|
Definition
| Organized group of similar actions or thoughts that are used repeatedly in response to the environment |
|
|
Term
|
Definition
| Responding to and possibly interpreting a new event in a way that is consistent with an existing scheme |
|
|
Term
|
Definition
| Responding to a new object or event by either modifying an existing scheme or forming a new one |
|
|
Term
|
Definition
| Process of talking to oneself as a way of guiding oneself through a task |
|
|
Term
|
Definition
| Process of "talking" to oneself mentally (usually to guide oneself through a task) rather than aloud |
|
|
Term
|
Definition
| Process through which a learner gradually incorporates socially based activities into his or her internal cognitive processes |
|
|
Term
|
Definition
| State of being able to explain new events with existing schemes |
|
|
Term
|
Definition
| Inability to explain new events with existing schemes; tends to be accompanied by a sense of discomfort |
|
|
Term
|
Definition
| Movement from equilirium to disequilibrium and back to equilibrium, a process that promotes development of more complex thought and understandings |
|
|
Term
| Zone of Proximal Development (ZPD) |
|
Definition
| Range of tasks that a child can perform with the help and guidance of others but cannot yet perform independently |
|
|
Term
|
Definition
| Piaget's second stage of cognitive development, in which children can think about objects beyond their immediate view but do not yet reason in logical, adult-like ways |
|
|
Term
|
Definition
| Realization that if nothing is added or taken away, amount stays the same regardless of alterations in shape or arrangement |
|
|
Term
| Concrete Operations Stage |
|
Definition
| Piaget's third stage of cognitive development, in which adult-like logic appears but is limited to concrete reality |
|
|
Term
|
Definition
| Piaget's fourth and final stage of cognitive development, in which logical reasoning processes are applied to abstract ideas as well as to concrete objects, and more sophisticated scientific and mathematical reasoning processes emerge |
|
|
Term
|
Definition
| Extensive and well-integrated knowledge of a topic that comes from many years of study and practice |
|
|
Term
|
Definition
| Ability to modify and adjust behaviors to accomplish new tasks successfully; involves many different mental processes and may vary in nature depending on one's culture |
|
|
Term
|
Definition
| General measure of current cognitive functioning, used primarily to predict academic achievement over the short run |
|
|
Term
|
Definition
| Score on an intelligence test; determined by comparing a person's performance with that of others in the same age-group |
|
|
Term
|
Definition
| Theoretical general factor in intelligence that influences one's ability to learn in a wide variety of contexts |
|
|
Term
|
Definition
| Characteristic way in which a learner tends to think about a task and process new information; typically comes into play automatically rather than by choice |
|
|
Term
|
Definition
| General inclination to approach and think about learning and problem-solving tasks in a particular way; typically has a motivational component in addtion to cognitive components |
|
|
Term
|
Definition
| Idea that people act more "intelligently" when they have physical, symbolic, or social assistance |
|
|
Term
|
Definition
| Procedure in which an adult probes a child's reasoning about a task or problem, tailoring follow-up questions to the child's earlier responses |
|
|
Term
|
Definition
| Unusually high ability in one or more areas, to the point where students require special educational services to help them meet their full potential |
|
|
Term
|
Definition
| Disability characterized by significantly below-average general intelligence and deficits in practical and social skills |
|
|
Term
|
Definition
| Approach to instruction in which students develop an understanding of a topic through firsthand interaction with the environment |
|
|
Term
|
Definition
| Approach to teaching reading and listening comprehension in which students take turns asking teacher-like questions of classmates |
|
|
Term
|
Definition
| Support mechanism that helps a learner successfully perform a task within his or her zone of proximal development |
|
|
Term
|
Definition
| A child's performance, with guidance and support, of an activity in the adult world |
|
|
Term
|
Definition
| Mentorship in which a learner works intensively with an experienced adult to learn how to perform complex new skills |
|
|
Term
|
Definition
| Mentorship in which a teacher and a student work together on a challenging task and the teacher gives guidance about how to think about the task |
|
|
Term
|
Definition
| Perceptions, beliefs, judgments, and feelings about oneself as a person. |
|
|
Term
|
Definition
| Characteristic ways in which an individual behaves, thinks, and feels. |
|
|
Term
|
Definition
| Parenting style characterized by emotional warmth, high standards for behavior, explanation and consistent enforcement of rules, inclusion of children in decision making, and reasonable opportunities for autonomy. |
|
|
Term
|
Definition
| Parenting style characterized by rigid rules and expectations for behavior that children are asked to obey without question. |
|
|
Term
|
Definition
| Self-constructed definition of who one thinks one is and what things are important in life. |
|
|
Term
|
Definition
| Belief that one is completely unlike anyone else and so cannot be understood by others. |
|
|
Term
|
Definition
| Belief that one is the center of attention in any social situation. |
|
|
Term
|
Definition
| Self-constructed, organized body of beliefs about the traits and behaviors of males or females |
|
|
Term
|
Definition
| Tendency to integrate personal observations and others' input into self-constructed standards for behavior and to choose actions consistent with those standards |
|
|
Term
|
Definition
| Phenomenon whereby age-mates strongly encourage some behaviors and discourage others |
|
|
Term
|
Definition
| Moderately stable friendship group of perhaps 3 to 10 members |
|
|
Term
|
Definition
| Large, loose-knit social group that shares common interests and attitudes |
|
|
Term
|
Definition
| Group that resists the ways of the dominant culture and adopts its own norms for behavior |
|
|
Term
|
Definition
| Cohesive social group characterized by initiation rites, distinctive colors and symbols, territorial orientation, and feuds with rival groups |
|
|
Term
|
Definition
| Student whom many peers like and perceive to be kind and trustworthy |
|
|
Term
|
Definition
| Student whom many peers identify as being an undesirable social partner |
|
|
Term
|
Definition
| Student whom some peers strongly like and other peers strongly dislike |
|
|
Term
|
Definition
| Student about whom most peers have no strong feelings, either positive or negative |
|
|
Term
|
Definition
| Process of thinking about how other people are likely to think, act, and react |
|
|
Term
|
Definition
| Ability to look at a situation from someone else's point of view |
|
|
Term
|
Definition
| Self-constructed understanding of one's own and other people's mental and psychological states |
|
|
Term
|
Definition
| Thinking about what other people may be thinking about oneself, possibly through multiple iterations |
|
|
Term
| Social Information Processing |
|
Definition
| Mental Processes involved in understanding and responding to social events |
|
|
Term
|
Definition
| Action intentionally taken to harm another person either physically or psychologically |
|
|
Term
|
Definition
| Action that can potentially cause bodily injury |
|
|
Term
|
Definition
| Action that can adversely affect interpersonal relationships |
|
|
Term
|
Definition
| Deliberate aggression against another as a means of obtaining a desired goal |
|
|
Term
|
Definition
| Aggressive response to frustration or provocation |
|
|
Term
|
Definition
| Child or adolescent who frequently threatens, harasses, or causes injury to particular peers |
|
|
Term
| Hostile Attributional Bias |
|
Definition
| Tendency to interpret others' behaviors as reflecting hostile or aggresssive intentions |
|
|
Term
|
Definition
| One's general standards about right and wrong behavior |
|
|
Term
|
Definition
| Action that causes harm or infringes on the needs or rights of others |
|
|
Term
| Conventional Transgression |
|
Definition
| Action that violates a culture's general expectations regarding socially appropriate behavior |
|
|
Term
|
Definition
| Feeling of discomfort when one knows one has caused someone else pain or distress |
|
|
Term
|
Definition
| Experience of sharing the same feelings as someone in unfortunate circumstances |
|
|
Term
|
Definition
| Feeling of embarrassment or humiliation after failing to meet standards for moral behavior that adults have set |
|
|
Term
|
Definition
| Awareness of one's membership in a particular ethnic or cultural group, and willingness to adopt behaviors characteristic of the group |
|
|
Term
|
Definition
| Beliefs about what constitutes people's fair share of a desired commodity |
|
|
Term
|
Definition
| Situation in which two or more people's rights or needs may be at odds and the morally correct action is not clear-cut |
|
|
Term
|
Definition
| Lack of internalized standards about right and wrong; making decisions based solely on what is best for oneself |
|
|
Term
|
Definition
| Uncritical acceptance of society's conventions regarding right and wrong |
|
|
Term
| Postconventional Morality |
|
Definition
| Thinking in accordance with self-constructed, abstract principles regarding right and wrong |
|
|
Term
|
Definition
| Feeling of sorrow or concern for another person's problems or distress |
|
|
Term
|
Definition
| Explanation of why a certain behavior is unacceptable, often with a focus on the pain or distress that someone has caused another |
|
|
Term
|
Definition
| Student who has a high probability of failing to acquire the minimum academic skills necessary for success in the adult world |
|
|
Term
|
Definition
| Student who succeeds in school and in life despite exceptional hardships at home |
|
|
Term
|
Definition
| Approach to conflict resolution in which a student (mediator) asks peers in conflict to express their differing viewpoints and then work together to identify and appropriate compromise |
|
|
Term
| Emotional and Behavioral Disorders |
|
Definition
| Emotional states and behaviors that consistently and significantly disrupt academic learning and performance |
|
|
Term
|
Definition
| Symptom of an emtional or behavioral disorder that has a direct effect on other people |
|
|
Term
|
Definition
| Symptom of an emotional or behavioral disorder that primarily affects the student with the disorder but has little or no direct effect on others |
|
|
Term
| Autism Spectrum Disorders |
|
Definition
| Disorders marked by impaired social cognition, social skills, and social interaction, presumably due to a brain abnormality; extereme forms often associated with significant cognitive and linguistic delays and highly unusual behaviors |
|
|
