EDU 210 Exam 1 Flashcards
Frontal lobe function
logical thinking, decision making, problem solving
Parietal lobe function
taste, temperature, touch
Temporal lobe function
hearing, language
Occipital lobe function
vision
Hippocampus function
information is sent to the hippocampus from each lobe and then sent back/reorganized why sleeping (during REM)
R.E.M and its importance
rapid eye movement- the time when you are in deep sleep. Hippocampus reroutes information
Practice makes ________
permanent
4 modalities
Kinesthetic, tactile, auditory, visual
relationship between pre-frontal cortex and the amygdala
when the amygdala is fired up, it takes over the pre-frontal cortex and effective learning cannot take place
Primacy-recency curve
you are able to best recall the first and last thing about a lesson
Importance of wait time and def.
the time between when the teacher asks a question and calls on the first person.
Students could be processing info to give good response, translating, or building up the courage to raise their hand
Blossoming
brain overproduces neurons when learning takes place or when your brain anticipates a lot of new learning
Pruning
brain dumps unnecessary information/neurons that are no longer used/needed
Neurons
communicate information to one another
Axons
send information OUT
Dendrites
bring information IN
Synapse
where axons connect with dendrites
One of Piaget’s stages and what it is
concrete operational (7-11)
Logic, concrete understanding, brain rearranges to better understand the word, thoughts and feelings are unique to self
Assimilation
when new information comes into the brain, I’m going to make it fit with something I already know
Organization
what we already know or if we don’t know it interacts with closely what we know
Schemata
background knowledge
what we know when new learning is taking place
Accommodation
After learning new concept, brain will break apart former assimilation and put it in its own place
Equilibrium
when brain feels at peace with learning
(not confused)
Disequilibrium
confused about learning and doesn’t make sense
Two stages of Erikson’s stages of psychosocial development
Autonomy vs shame and doubt
Identity vs Role confusion
Autonomy vs shame and doubt positive and negative and age
discover self confidence : self doubt (2-4)
Identity vs role confusion positive and negative and age
Identity : confusion (13-19)
ZPD
zone of proximal development
range of tasks we give our students
Scaffolding
support that given to help the learner stretch to accomplish the task
Kohlberg’s Moral Development Theory Stage 1
Pre-conventional
- egocentric
- all about me
Kohlberg’s Moral Development Theory Stage 2
Conventional
- others around me
- want to make others proud
Kohlberg’s Moral Development Theory Stage 3
Post-conventional
- best for others
- greater good
C in CROME
chunking
R in CROME
repetition and nemonic devices
O in CROME
oxygen and glucose
M in CROME
meaning
E in CROME
emotional state
