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PLT > Chapter 3 > Flashcards

Chapter 3 Flashcards

0
Q

apprenticeship

A

mentorship in which a learner works intensively with an experienced adult to learn how to perform complex new skills

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1
Q

Accommodation

A

responding to a new object or event by either modifying an existing scheme or forming a new one

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2
Q

assimilation

A

responding to and possibly interpreting a new event in a way that is consistent with an existing scheme

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3
Q

attention

A

focusing of mental processes on particular stimuli

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4
Q

authentic activity

A

approach to instruction similar to one students might encounter in the outside world

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5
Q

behaviorism

A

theoretical perspective in which learning and behavior are described and explained in terms of stimulus-response relationships, and motivation is often the result of deficit-based drives. Adherents to this perspective are called behavorists

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6
Q

bloom’s taxonomy

A

taxonomy of six cognitive processes, varying in complexity, that lessons might be designed to foster

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7
Q

classical conditioning

A

form of learning in which a new, involuntary response is acquired as a result of two stimuli being presented at the same time

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8
Q

cognitive modeling

A

demonstrating how to think about as well as well as how to do a task

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9
Q

community of learners

A

class in which a teacher and students actively and collaboratively work to create a body of knowledge and help one another learn

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10
Q

comprehension monitoring

A

process of checking oneself to be sure one understands and remembers newly acquired information

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11
Q

concept map

A

diagram of concepts and their interrelationships; used to enhance learning and memory of a topic

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12
Q

conceptual change

A

revision of one’s understanding of a topic in response to new information

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13
Q

concrete operations change

A

Piaget’s third stage of cognitive development, in which adult-like logic appears but is limited in concrete reality

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14
Q

conditioned response (CR)

A

response that begins to be elicited by a particular (conditioned) stimulus through classical conditioning

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15
Q

conditioned stimuli

A

(CS) stimulus that begins to elicit a particular response through classical conditioning

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16
Q

conservation

A

realization that if nothing is added or taken away, amount stays the same regardless of alterations in shape or arrangement

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17
Q

constructivism

A

theoretical perspective proposing that learners construct (rather than absorb) a body of knowledge from their experiences - knowledge that may or may not be an accurate representation of external reality.

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18
Q

declarative knowledge

A

knowledge related to “what is” - that is, to the nature of how things are, were, or will be

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19
Q

developmental milestone

A

appearance of a new, developmentally more advanced behavior

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20
Q

disequilibrium

A

inability to explain new events with existing schemes; tends to be accompanied by a sense of discomfort

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21
Q

elaboration

A

cognitive process in which learners embellish on new information based on what they already know

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22
Q

encoding

A

changing the format of information being stored in memory in order to remember it more easily

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23
Q

equilibrium

A

state of being able to explain new events with existing schemes

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24
Q

formal operations stage

A

Piaget’s fourth and final stage of cognitive development, in which logical reasoning processes are applied to abstract ideas as well as concrete objects, and more sophisticated scientific and mathematical reasoning processes emerge

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25
Q

guided participation

A

a child’s performance, with guidance and support, of an activity in the adult world

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26
Q

individual constructivism

A

theoretical perspective that focuses on how people, as individuals, construct meaning from the events around them

27
Q

information processing theory

A

theoretical perspective that focuses on how learners mentally think about (process) new information and events and how such processes change with development

28
Q

long-term memory

A

component of memory that holds knowledge and skills for a relatively long time

29
Q

maturation

A

unfolding of genetically controlled changes as a child develops

30
Q

meaningful learning

A

cognitive process in which learners relate new information to things they already know

31
Q

metacognition

A

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

32
Q

mnemonic

A

memory aid or trick designed to help students learn and remember a specific piece of information

33
Q

modeling

A

demonstrating a behavior for another; also, observing and imitating another’s behavior

34
Q

operant conditioning

A

form of learning in which a response increases in frequency as a result of being followed by reinforcement

35
Q

overgeneralization

A

overly broad view of the objects or events that a concept includes

36
Q

pre-operational stage

A

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

37
Q

prior knowledge activation

A

process of reminding learners of things they have already learned relative to a new topic

38
Q

procedural knowledge

A

knowledge concerning how to do something (e.g., a skill)

39
Q

punishment

A

consequence that decreases the frequency of the response it follows

40
Q

reciprocal causation

A

mutual cause-and-effect relationships among environment, behavior, and personal variables as these three factors influence learning and development

41
Q

rehearsal

A

cognitive process in which information is repeated over and over as a possible way of learning and remembering it

42
Q

reinforcement

A

act of following a response with a reinforcer

43
Q

retrieval

A

process of “finding” information previously stored in memory

44
Q

rote learning

A

learning information in a relatively uninterpreted form, without making sense of it or attaching much meaning to it

45
Q

scaffolding

A

support mechanism that helps a learner successfully perform a task within his or her zone of proximal development

46
Q

scheme

A

In Piaget’s theory, organized group of similar actions or thoughts that are used repeatedly in response to the environment

47
Q

schema

A

general understanding of what an object or event is typically like

48
Q

Semantic knowledge

A

knowledge of the meanings of words and word combinations

49
Q

sensitive period

A

genetically determined age range during which a certain aspect of a child’s development is especially susceptible to environmental conditions

50
Q

Sensorimotor stage

A

Piaget’s first stage of cognitive development, in which schemes are based largely on behaviors and perceptions

51
Q

sensory register

A

component of memory that holds incoming information in an unanalyzed form for a very brief time (perhaps one or two seconds)

52
Q

spiral curriculum

A

Bruner’s design for teaching that introduces the fundamental structure of all subjects early in the school years, then revisits the subjects in more and more complex forms over time

53
Q

situated learning and cognition

A

knowledge, behaviors, and thinking skills acquired and used primarily within certain contexts, with limited if any use in other contexts

54
Q

social learning theory

A

theoretical perspective in which learning by observing others is the focus of study. Initially, this perspective focused largely on stimulus-response relationships. More recently, it has come to incorporate cognitive processes as well, hence its alternative name “social cognitive theory”

55
Q

social constructivism

A

theoretical perspective that focuses on people’s collective efforts to impose meaning on the world

56
Q

stage theory

A

Theory that depicts development as a series of relatively discrete periods (stage)

57
Q

transfer

A

phenomenon in which something a person has learned at one time affects how the person learns or performs in a later situation

58
Q

Unconditioned response (UCR)

A

response that is elicited by a particular (unconditioned) stimulus without prior learning

59
Q

unconditioned stimulus (UCS)

A

Stimulus that elicits a particular response without prior learning

60
Q

undergeneralization

A

overly narrow view of the objects or events that a concept includes

61
Q

vicarious reinforcement

A

phenomenon in which a response increases in frequency when another person is observed being reinforced for that response

62
Q

visual imagery

A

process of forming mental pictures of objects or ideas

63
Q

working memory

A

component of memory that holds and actively thinks about and processes a limited amount of information

64
Q

zone of proximal development (ZPD)

A

range of tasks that a child can perform with the help and guidance of others but cannot yet perform independently

65
Q

vicarious punishment

A

phenomenon in which a response decreases in frequency when another person is observed being punished for that response

PLT (9 decks)

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