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chapter 5-8 Flashcards

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1
Q

outside-in

A

using language, comprehension, narrative

  • beginning, middle, and end of a story
  • example: kara tells a story about going to a baseball game with her dad
  • emergent READING
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2
Q

inside-out

A

phonological awareness, letter knowledge

  • applying the rules to sound out and speak words
  • emergent WRITING (D-O-G)
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3
Q

expressive language

A

words a person can speak

- about 2,600 by age 6

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4
Q

receptive language

A

words a person can understand in spoken or written words

- about 20,000 by age 6

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5
Q

types of bilingualism

A
  • additive bilingualism
  • subtractive bilingualism
  • balanced bilingualism
  • monolingual/literate
  • monolingual/preliterate
  • limited bilingualism
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6
Q

benefits of bilingualism

A
  • increased cognitive abilities in concept formation, creativity, theory of mind, attention, executive functioning
  • advanced metalinguistic understanding of how language works
  • advantageous in business world
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7
Q

critical periods of language

A
  • there is not a critical period for learning second language, however early childhood is best time to acquire two languages.
    • there is a critical period for learning language pronunciation.
    • near-native pronunciation requires early learning, early exposure to sounds of the language.
    • learning a new language after adolescence usually
    guarantees speaking with an accent.
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8
Q

sensitive periods of language

A

a LIMITED phase in an individual’s development that is only time when certain behaviors and words can be learned

  • from 7 months to 3 years of age
  • a sensitive period for optimal bilingual language and reading exposure/mastery
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9
Q

ELL (english language learner) students

A

students who come from non-english speaking homes and who are learning english. although many ELL students have developed basic communication skills in english, they still struggle with academic language.

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10
Q

dialect

A

variety of a language spoken by a particular group

  • differences in pronunciation or grammar are not errors
  • example: “hey y’all”
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11
Q

generation 1.5 students

A

students with education, and language skills somewhere between those of US-born students and recent immigrants.

students from u.s. territories:
• u.s. born children of immigrants, living in heritage
language communities.
• sent by parents to live in u.s. for education.
• children moving back and forth between countries.
• most acquire english by listening (ear learners).

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12
Q

sheltered instruction

A

an approach to teaching subject matter to ELL students and improving their english
language skills.

elements in a sheltered lesson:
• prepare them for assignment with new vocabulary, provide extra background in simple
terms.
• handouts with graphics and summaries.

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13
Q

SIOP (sheltered instruction observation protocol) model

A

an observational system to check that each element of sheltered instruction is present for a teacher

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14
Q

cultural funds of knowledge

A

each student you encounter will possess funds of knowledge from their lives. these may include different languages, family customs, or beliefs.

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15
Q

invisible influence of culture

A

mika is a native american girl who shows respect by avoiding eye contact with her teacher

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16
Q

stereotypical assumptions

A

stereotypical assumption example: stereotyping both asians and asian americans as model students—quiet, hardworking, and passive
- acting on these stereotypes can reinforce conformity and stifle assertiveness.

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17
Q

culture

A

knowledge, values, customs, and physical objects that are shared by members of a society

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18
Q

race

A

identity with a group of people descended from a biological ancestor

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19
Q

ethnicity

A

a person’s race, nationality, and customs

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20
Q

gender

A

traits, behaviors deemed proper for males and females

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21
Q

sex

A

the biological distinction between male and female

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22
Q

discrimination

A

behaving differently, usually unfairly, toward the members of a group

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23
Q

prejudice

A

pre-judgment about a group of people
• based on attitudes and feelings.
• can be positive or negative (usually negative)
• targets race, ethnicity, religion, gender, other differences
development of prejudice starts at an early age
• often what we hear growing up becomes the way we think
• human tendency toward us/them or in-group/out-group
stereotype: what we believe, know, feel about a group.
• prejudice prompts stereotyping and discrimination
• (confirmation bias)

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24
Q

SES (socioeconomic status)

A

standing in society based on income, power, background, prestige.
• four levels: upper, middle, working, lower.
• characteristics: education level, occupation, income, home ownership, health coverage, neighborhood, political power.

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25
Q

effects of living in poverty

A
  • poor health care for mother and child (prenatal, nutrition), dangerous or unhealthy home environments, limited resources, family stress from evictions, interruptions in schooling (low expectations/low academic self concept), exposure to violence, overcrowding, homelessness, discrimination, exposure to legal/illegal drugs before birth
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26
Q

teaching strategies for teachers

A
  • learn about effects on poverty
  • set and maintain high expectations for all students
  • develop caring teacher-student relationship
  • build their learning skills, self-regulation skills
  • pay attention to health problems, absences, tardiest
  • assess their knowledge; build on what they know
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27
Q

resistance culture

A

group values and beliefs about refusing to adopt the behaviors and attitudes of the majority culture

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28
Q

history of discrimination - important court rulings

A

brown vs. board of education = segregation became illegal

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29
Q

stereotype threat

A

fear that your performance may confirm a stereotype others hold about you

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30
Q

reinforcement schedules

A

continuous reinforcement and intermittent reinforcement

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31
Q

resilient classrooms

A

self-agency strand and connected relationship strand

32
Q

research on learning styles and teaching

A

african american, native american, asian american

33
Q

examples of learning: how do we know?

A

enactive learning and observational learning

34
Q

shaping

A

small components that make up a complex behavior
- example: training a dog to sit (sitting on command is not a natural act for any animal until this targeted behavior has been learned and reinforced. at first, the command “sit” must be paired with the target behavior of sitting down.)

35
Q

classical conditioning

A

a type of learning in which one learns to link two or more stimuli and anticipate events
- discovered by pavlov, 1920s
- experiment condition dogs to salivate
◦ first: sound bell, feed dog, dog salivates
◦ after repeated pairing of sound with food, salivation occurred after sound, but before food was administered
◦ turned neutral stimulus (sound) into conditioned stimulus (causing salivation)

36
Q

operant conditioning

A

a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher (strengthen or weaken voluntary behavior by consequences or antecedents)

  • concept developed by B. F. Skinner, 1953
  • antecedents -> behavior -> consequence
  • in the classroom -> raise your hand -> teacher calls on you
37
Q

functional behavioral assessment

A

a systematic method of assessment for obtaining information about the purposes (functions) a problem behavior serves for a person

38
Q

chunking

A

organizing items into familiar, manageable units

39
Q

memory systems

A

short-term memory, long-term memory, procedural memory

40
Q

procedural memory

A

the gradual acquisition of skills as a result of practice, or “knowing how” to do things

41
Q

exemplar approach to categorization

A

involves determining whether an object is similar to other objects

42
Q

prototype approach to categorization

A

membership in a category is determined by comparing the object to a prototype that represents the category

43
Q

definitional approach to categories

A

the idea that we can decide whether something is a member of a category by determining whether the object meets the definition of the category

44
Q

declarative knowledge

A

facts of information stored in the memory that is considered static in nature

45
Q

procedural knowledge

A

knowing how to do something

46
Q

semantic knowledge

A

general knowledge about the world; common knowledge about things

47
Q

attention

A

the concentration of awareness on some phenomenon to the exclusion of other stimuli

48
Q

additive bilingualism

A

keeping the first language and adding another.

49
Q

subtractive bilingualism

A

losing the first language when adding a second one.

50
Q

balanced bilinguals

A

fluent in english and their first language; academic knowledge to learn in both languages

51
Q

monoligual/literate

A

literate in their native language, speak limited English

52
Q

monolingual/preliterate

A

not literate; speak limited english; require greatest support in learning academic subjects and language

53
Q

limited bilingual

A

speak both languages; trouble learning academically

54
Q

best way to teach ELL students

A

two teaching approaches:
• immersion in english-only teaching (structured english immersion: SEI)
• maintain native language; teach in that language until child develops english
• current emphasis: focus on effective teaching strategies; direct instruction, clear learning goals, modeling

55
Q

continuous reinforcement schedule

A

presenting a reinforcer after every appropriate response
◦ example: every time billie raises his hand, say thank you.
◦ effective for learning a new behavior

56
Q

intermittent reinforcement schedule

A

presenting a reinforcer after some but not all responses (unpredictable, variable)
◦ example: you say thank you when billie raises his hand sometimes.
◦ effective in maintaining behavior after it is mastered

57
Q

short-term memory

A

activated memory that holds a few items briefly, such as the seven digits of a phone number while dialing, before the information is stored or forgotten

58
Q

long-term memory

A

the relatively permanent and limitless storehouse of the memory system.
- includes: knowledge, skills, and experiences

59
Q

processing

A

the mind takes in information, organizes and stores it to be retrieved at a later time

60
Q

retrieval

A

the process of getting information out of memory storage

61
Q

syntax

A

the arrangement of words and phrases to create well-formed sentences in a language

62
Q

critical period of language

A

a specific time in development when certain skills or abilities are most easily learned
- hearing and vision, social bonding, and language learning

63
Q

LEP (limited english proficient) learners

A

students just learning english (not their heritage language)

64
Q

ESL (english as a second language) learners

A

class teaching english language learner students english

65
Q

SEI (structured english immersion)

A

an environment that teaches english rapidly by maximizing instruction in english and using english at a level appropriate to the abilities of the ELL students in the class

66
Q

resilient student

A

at-risk students who have been able to rise above adverse conditions to succeed in school and in other aspects of life

67
Q

enactive learning

A

learning by doing and experiencing the consequences of your actions

68
Q

observational learning

A

learning by observing others (social learning)

69
Q

self-agency strand

A
  • academic self efficacy
  • behavioral self-control
  • academic self-determination

example: mr.​ abasolo, who has a diverse group of learners who regularly tackle challenging​ tasks, with his help

70
Q

relationship strand

A
  • caring teacher-student relationships
  • effective peer relations
  • effective home-school relationships
71
Q

research on african american learning styles and teaching

A

a visual/global approach rather than a verbal/analytic approach; a preference for reasoning by inference rather than by formal logic; a focus on people and relationships; a preference for energetic involvement in several activities simultaneously rather than routine, step-by-step learning; a tendency to approximate numbers, space, and time; and a greater dependence on nonverbal communication.
- for example, questions that focus on meaning or the “big picture” may be more productive than questions that focus on details

72
Q

research on native american learning styles and teaching

A

a more global, visual style of learning. teachers who stop reading to ask comprehension questions seem odd to these students and interrupt their learning process. also, these students sometimes show strong preferences for learning privately, through trial and error, rather than having their mistakes made public.
- for example, navajo students prefer hearing a story all the way through to the end before discussing parts of the story.

73
Q

research on asian american learning styles and teaching

A

little research exists perhaps because they are viewed as a “model minority,”

  • some educators suggest that Asian American children tend to value teacher approval and to work well in structured, quiet learning environments with clear goals and social support.
  • students from asian cultures tend be more interdependent and to value learning with others, which might explain some of their success in school. Western values emphasize independence and individual learning, which might explain some of the United States’ successes in science, technology, and innovation.
  • there are dangers in stereotyping any group, especially in terms of cultural learning styles.
74
Q

diversity in students

A

individuals of african, asian, hispanic, native american, or european descent have distinctive histories and traditions.
- everyone living within a particular country shares many common experiences and values, especially because of the influence of the mass media. but other aspects of their lives are shaped by differing cultural backgrounds

75
Q

atkinson and shiffrin’s modal model of memory

A

input -> sensory memory -> attention -> short-term memory -> rehearsal -> long-term memory -> short-term memory (recall) -> output (reponse)

76
Q

sensory memory

A

system that holds sensory information very briefly for initial processing

  • duration is about 1-3 seconds
  • if information is important, it will transfer to short-term memory

example: smelling cologne

educational psychology (7 decks)

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