Term
|
Definition
stages of development, culturally invariant, qualitative change in cognition
development precedes learning |
|
|
Term
|
Definition
| existing schemes or operations must be modified to account for a new experience |
|
|
Term
|
Definition
| endow inanimate objects with human qualities |
|
|
Term
|
Definition
| put what we experience into our existing scheme |
|
|
Term
|
Definition
| repitition of an action that produces pleasant stimulation (sensorimotor) |
|
|
Term
|
Definition
automatization
feedback mechanism
self-monitoring |
|
|
Term
|
Definition
| assumes that with additional experience, the cognitive system modifies itself to reflect increasingly abstract rules |
|
|
Term
| Concrete Operational Period |
|
Definition
7 to 11 years
performs true mental operations (Conservation, reversibility) and sovles concrete problems in a logical fashion
has difficulty thinking hypothetically and systematically considering all aspects of a problem |
|
|
Term
Conservation of
quantity/number
mass/volume/density |
|
Definition
| start with number, then mass and volume density is last |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
master developmental process encompassing both accommodation and assimilation
motivation from disequilibrium |
|
|
Term
| Formal Operational Period |
|
Definition
11 years +
solves abstract problems in systematic and logical fashion
reasons hypothetically and often develops concerns over social issues |
|
|
Term
|
Definition
| initial mental models are probably incorrect, they must change over time to become more accurate representatinos |
|
|
Term
|
Definition
| generalize about scenarios |
|
|
Term
|
Definition
preoperational
makes experiences internal to self |
|
|
Term
| Logical-Mathematical Knowledge |
|
Definition
abstract and must be invented
comes from actions on objects |
|
|
Term
|
Definition
|
|
Term
|
Definition
| metathinking about questions |
|
|
Term
|
Definition
consistent with two basic assumptions of Piaget:
children think about any particular topic in only one way at most points in development
a major goal of deveopmental theory should be identifying the way of thinking used by children at particular stages |
|
|
Term
| Object constancy or permanance |
|
Definition
| knows the object is there even if they can't see it |
|
|
Term
|
Definition
concrete operational
ability to hold an idea in one's head while problem solving |
|
|
Term
|
Definition
(empirical knowledge)
Knowledge about objects in the world, which can be gained through their perceptual properties |
|
|
Term
|
Definition
2 to 7 years
acquires the semiotic function
engages in symbolic play and language games
difficulty seeing another person's point of view
thought and communication are egocentric
reason from a focus on one perceptual dimension on problems |
|
|
Term
|
Definition
|
|
Term
|
Definition
| real (adult) concepts are used, but they don't understand the meanings |
|
|
Term
|
Definition
| mechanical response to stimuli |
|
|
Term
|
Definition
concrete operational
volume of air breathe out= volume breathed in |
|
|
Term
|
Definition
units of generalized behavior that provide the basis for mental operations
schema is a passive mode of organization whereas SCHEME is an active mode of organization |
|
|
Term
| Siegler overlapping waves theory |
|
Definition
each stage of development isn't discreet and it doesn't have a clean cut from the next.
the rate of change tends to be gradual, and children continue old approaches long after new, more sophisticated approaches become part of their toolkit |
|
|
Term
|
Definition
birth to 2 years PERCEPTION
modifies reflexes to make them more adaptive
becomes goal-directed in behavior, moving from concrete to abstract
begins to mentally represent objects and events |
|
|
Term
|
Definition
| sorting of objects due to a criterion |
|
|
Term
|
Definition
culture-specific and can be learned only from other people within one's cultural group
learned from interactions with other people |
|
|
Term
|
Definition
| deducing things, looking to the future |
|
|
Term
|
Definition
| According to Jean Piaget's theories on cognitive development, transductive reasoning is the primary form of reasoning used during the preoperational stage of development. This stage occurs approximately from the ages of 2-7. Transductive reasoning employs the following reasoning: "If A causes B today, then A always causes B." |
|
|
Term
|
Definition
| If A>B and B>C, then A>C. |
|
|
Term
| aptitude treatment interactions |
|
Definition
| students with different aptitudes respond differently to different types of instruction |
|
|
Term
|
Definition
Openness to experiences
Conscientious
Extroversion
Agreeableness
Neuroticism
Want somewhere in the middle instead of one or the other |
|
|
Term
| crystallized intelligence |
|
Definition
declarative knowledge
may be a product of fluid knowledge, automaticity, stable and increases with age, content knowledge specific to domains, |
|
|
Term
|
Definition
how we think changes
problem-solving
genearl ability to apply to new situations
efficiency in new domains
decreases with age |
|
|
Term
|
Definition
ability to learn quickly
complexity in problems
adapt to new situations
accummulation of new knowledge |
|
|
Term
|
Definition
|
|
Term
|
Definition
enduring traits= not totally stable, but close
preferences for certain activities, hobbies, jobs |
|
|
Term
|
Definition
| able to mentally represent objects and events (evidenced by imitation in play) |
|
|
Term
|
Definition
| enduring tendencies to behave in certain ways |
|
|
Term
|
Definition
verbal comprehension
word fluency
number facility
spacial visualization
associative memory
perceptual speed
reasoning |
|
|
Term
|
Definition
| inside-out versus outside-in |
|
|
Term
|
Definition
| learner can do alone what they previously needed support to do |
|
|
Term
|
Definition
| takes culture into account |
|
|
Term
|
Definition
| learners acquire concepts by setting forth hypthoeses and testing them |
|
|
Term
| constructivist conditions for learning |
|
Definition
1. complex, realistic, relevant environments
2. social negotiation
3. multiple perspectives
4. ownership in learning
5. self-awareness of the knowledge construction process |
|
|
Term
| constructivist learning goals |
|
Definition
| retention, understanding and active use of knowledge and skills |
|
|
Term
|
Definition
piaget no constraints, just supply the environment
all forms of obtaining knowledge for oneself with one's own mind |
|
|
Term
|
Definition
| mode of representing past events through motor responses |
|
|
Term
|
Definition
| summarize events by the selective organization of percepts and images |
|
|
Term
|
Definition
| takes what internal concepts they have and impose them on experiences |
|
|
Term
|
Definition
|
|
Term
|
Definition
| from environment into self |
|
|
Term
|
Definition
| within self, internalizes |
|
|
Term
| learner-centered instruction |
|
Definition
|
|
Term
| learner-centered principles |
|
Definition
| diversity, cognitive and metacognitive, motivational, social |
|
|
Term
|
Definition
| individual actively modifies the stimulus as a part of the process of responding to it |
|
|
Term
|
Definition
| learn to classify and differentiate |
|
|
Term
|
Definition
| tell story to affirm connections with family members |
|
|
Term
|
Definition
| takes experiences and imposes them on internal concepts |
|
|
Term
|
Definition
|
|
Term
|
Definition
| ZPD, what they can do with supports |
|
|
Term
|
Definition
| big goal into little steps |
|
|
Term
|
Definition
|
|
Term
|
Definition
| learners test their own ideas with their peers |
|
|
Term
|
Definition
|
|
Term
|
Definition
| a symbol system represents things by design features that include remoteness and arbitrariness |
|
|
Term
| teacher-centered instruction |
|
Definition
|
|
Term
|
Definition
|
|
Term
| zone of proximal development (ZPD) |
|
Definition
| actual developmental level as determined by independent problem solving and the higher level with supports |
|
|
Term
|
Definition
| 8 stages of development, each stage has critical moment and if society deals with it correctly, they get the right balance of + and - |
|
|
Term
| 8 stages of development (crisis, age) |
|
Definition
trust v mistrust: hope
autonomy v shame and doubt: will
initiative v. guilt: purpose
industry v. inferiority: competence
identity v. role confusion: identity/fidelity
intimacy v. isolation: love
generativity v. stagnation: need to be needed
ego integrity v. despair: wisdom |
|
|
Term
|
Definition
| make choices and experiencing them |
|
|
Term
|
Definition
|
|
Term
|
Definition
| don't experiment, but commit to goals |
|
|
Term
|
Definition
| delay in commitment to choices |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
| cooperative/collaborative learning |
|
Definition
|
|
Term
|
Definition
|
|
Term
| direct instruction/teaching |
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
| learning centers/modules/stations |
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
| types of teacher questions |
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
| the impact of an environment on an organism's behavior, or how it lives in the environment (scripts) |
|
|
Term
|
Definition
| recognize affordances from one context to another |
|
|
Term
|
Definition
| in two contexts, but working at both. brokers between |
|
|
Term
|
Definition
what others do affects you in the community
Practice fields: aren't real, but a contrived learning opportunity, try to make authentic as possible |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
| invested and headed towards participation in a community |
|
|
Term
|
Definition
| you've gotten into the community |
|
|
Term
|
Definition
what others do affects you
affords learning |
|
|
Term
| legitimate peripheral participation |
|
Definition
| can participate outside a community and have it be valuable |
|
|
Term
|
Definition
| community of practice has these |
|
|
Term
|
Definition
|
|
Term
|
Definition
| always excluded from a community |
|
|
Term
|
Definition
mediating
there are objects in the world, but our knowledge is based on our perceptions/experiences |
|
|
Term
|
Definition
|
|
Term
|
Definition
| building blocks of brain, uses electrical and chemical signaling to transmit and receive information |
|
|
Term
|
Definition
| fingers of neuron, receives signal from axon |
|
|
Term
|
Definition
| arm of neuron, transmits info from neuron cell body to dendrites of other neuron |
|
|
Term
|
Definition
| connection between dendrite and axon-not touching, but can transfer things/info via chemicals |
|
|
Term
|
Definition
| network of neurons (rather than a single one) contributes to knowledge/memory |
|
|
Term
|
Definition
motor, sensory
outer layer |
|
|
Term
|
Definition
planning and execution of behavior
last to develop, front |
|
|
Term
|
Definition
Vision
first to develop, back |
|
|
Term
|
Definition
|
|
Term
|
Definition
auditory learning
on sides: ear muffs |
|
|
Term
|
Definition
learning and memory: makes new memories, but does not store them
stress kills cells in hippocampus |
|
|
Term
|
Definition
| Types of attention neurons/synapses are distributed |
|
|
Term
|
Definition
types of memory look the same in the brain but they're in different places
No "Grandmother cell" |
|
|
Term
|
Definition
different pieces of language distributed across brain
L brain, frontal brain |
|
|
Term
| critical/sensitive periods |
|
Definition
The times when someone can learn a particular task/skill is not set in stone, rather, there are particular times in development that people are more likely to have an easier time
window of opportunity |
|
|
Term
|
Definition
| genetically programmed to be sensitive to particular stimuli: must be experience for these to develop |
|
|
Term
|
Definition
get connections through experiences (multi-purpose neurons)
Not genetically predetermined |
|
|
Term
|
Definition
connections/knowledge is plyable or changeable
However, the amount to which you can learn or change your ideas decreases with age. |
|
|
Term
|
Definition
|
|
Term
|
Definition
thicker and thicker fatty coating on connections when they are strengthened. the thicker the mylination, the quicker the response
rubber on outside of wiring |
|
|
Term
|
Definition
| There are distinct types of knowledge/skills in the brain and they are correlated in specific places in the brain |
|
|
Term
|
Definition
Musical
Bodily-Kinesthetic
Logical-Mathematical
Spatial
Linguistic
Interpersonal
Intrapersonal
Two more: naturalist and existential |
|
|
Term
|
Definition
| links plasticity and synaptic changes |
|
|
Term
|
Definition
EEG/ERP:different waves mean different activity
CT scan: info about different types of things in the brain... density
PET scan: more blood=more active
fMRI: water for activity. better time and spatial resolution |
|
|
