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Educ psych Flashcards

1
Q

What are the four levels of reflection?

A

Description
Evaluation
Analysis
Integration and Reframing

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2
Q

Example of levels of reflection:
The students were working in groups to solve an addition
problem. Not all of the students participated in the groups,
with some sitting back and letting others do all the talking

A

Description

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3
Q

Example of levels of reflection:
In group work there’s a range of participation. I need to
make note of who does and doesn’t participate, and think of
how to involve them all in the learning

A

Evaluation

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4
Q

Example of levels of reflection:
I think in these group tasks some are silent but still thinking,
one or two are dominating the thinking and talking, while
others are being lazy and letting the rest of the group do the
thinking. My setting up of group tasks will need to include
strategies to ensure that all need to think, and that all can be
heard

A

Analysis

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5
Q

Example of levels of reflection:
Group work helps some students to learn, while others do
more learning in individual tasks. There may be a way of
combining the two so that both sets of students are catered
for in the one activity, but perhaps using a mix of individual,
pair and group tasks would be best – both for optimum
learning, and for inclusivity.

A

Integration and Reframing

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6
Q

Analysing what we
are thinking and
learning by questioning
assumptions,
perspectives and values
related to our thoughts
or to new information

A

Critical Reflection

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7
Q

involves analysing your own and others’ thoughts and beliefs.

A

Critical Reflection

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8
Q

An expert practitioner
inducting a novice into
their profession

A

Mentor

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9
Q

are expert practitioners who take on a responsibility to share
their skills and experience with a novice to help them to develop professional expertise.

A

Mentor

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10
Q

A statistical approach
to combining data from
a number of studies, to
identify the strength of
a particular effect

A

Meta-analysis

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11
Q

The variable that
is controlled or
manipulated in
an experiment, to
determine its effect

A

Independent Variable

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12
Q

The variable that
is measured in an
experiment, to
determine whether the
independent variable
had any effect

A

Dependent Variable

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13
Q

is a particular research technique involving the manipulation of one or more
independent variables so that you can observe the result in a dependent variable.

A

Experiment

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14
Q

The extent to which a
test or measurement
device measures what it
purports to measure

A

Validity

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15
Q

The extent to which a
test or measurement
device obtains the same
result when used on
successive occasions

A

Reliability

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16
Q

allow participants to report their own attitudes, beliefs, perceptions and ideas,
without the researcher needing to be present.

A

Questionnaire

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17
Q

It is when to look in depth at a particular situation, group or person.

A

Case Study

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18
Q

This ensures that any findings would be found on another occasion under
the same conditions.

A

Reliability

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19
Q

It refers to whether the research findings relate to what is claimed.

A

Validity

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20
Q

What are the 5 steps of an Action research?

A

Reflection
Planning
Action
Observation
Reflection

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21
Q

is a particular type of research that can utilise any of the
research methods described above.

A

Action Research

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22
Q

One of the 5 steps of action research which means identify the issue you are concerned about. Develop some
questions concerning this issue. Learn more about the issue by reading
and consulting colleagues.

A

Reflection

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23
Q

One of the 5 steps of action research which means develop a strategy.

A

Planning

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24
Q

One of the 5 steps of action research which means take action and implement your strategy.

A

Action

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25
Q

One of the 5 steps of action research which means collect data as evidence about the outcomes of your
strategy. You might do this through observation of students or their
work, interview or survey. Share the results with your students and
colleagues. Action research is a collaborative process. Evaluate the
evidence about the outcomes of your strategy.

A

Observation

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26
Q

One of the 5 steps of action research which means revise your plans based on your evaluation. This restarts the cycle.

A

Reflection

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27
Q

One of the issues to consider when conducting research is you must provide a description of the research, its purpose and what
participation will involve, including any risks to the participant of being involved in the
research. Parents’ consent must be obtained when conducting research with children.

A

Informed consent

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28
Q

Enumerate the ethical considerations when conducting research.

A

Informed consent
Anonimity and Confidentiality
Voluntary participation
Sharing of results

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29
Q

One of the issues to consider when conducting research is you must ensure that you maintain confidentiality. This means
that you should not include participants’ names or other identifying characteristics in any report of the results. You should also keep any records of the research in a secure place to ensure privacy.

A

Anonimity and Confidentiality

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30
Q

One of the issues to consider when conducting research is participants must be informed that their participation is voluntary and
that they can stop the interview or withdraw from the study at any time. This includes the right
to withdraw their permission for you to use their data. Participation should be entirely voluntary.
Participants must not be pressured or coerced into participating in the research.

A

Voluntary participation

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31
Q

One of the issues to consider when conducting research is your participants should be given a copy of any report of results and have it
explained to them.

A

Sharing of results

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32
Q

Enumerate the Developmental system theories.

A

Development as variable
Development as relational
Development as influenced by context
Development as influenced by the child

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33
Q

One of the developmental system theories which means an important outcome of research under this theory has been recognition of the importance of
relationships for development: part of the social context that, as well as family, includes carers
and educators, peers and community members.

A

Development as influenced by context

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34
Q

One of the developmental system theories which means this group of theories challenges views of development that focus on a single domain, such as
physical development, cognitive development or social development, arguing that all domains
are related to one another and interdependent.

A

Development as relational

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35
Q

One of the developmental system theories which means consider the variability of development in terms of the family described in the introduction.

A

Development as variable

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36
Q

One of the developmental system theories which means the child also plays an important role in their own development, both through their activity and
choices, and by influencing the environment around them.

A

Development as influenced by the child

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37
Q

Far-reaching
consequences
for learning and
development that
are instigated
by a particular
developmental
achievement

A

Developmental cascade

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38
Q

are those skills involving
large muscle groups and often whole-body
movements, such as rolling, jumping, clapping,
throwing and running.

A

Gross motor skills

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39
Q

involve smaller muscle movements, usually of the hands and fingers, and include grasping and
manipulating pencils or scissors.

A

Fine motor skills

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40
Q

Movement skills using
large muscle groups

A

Gross motor skills

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41
Q

Movement skills using
small muscle groups

A

Fine motor skills

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42
Q

The period between
childhood and
adulthood

A

Adolescence

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43
Q

The biological changes
associated with sexual
maturity

A

Puberty

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44
Q

It is a nerve cell

A

Neuron

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45
Q

The long ‘arm’ of a
neuron that carries
messages to other cells
by means of electrical
impulses

A

Axon

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46
Q

The gap between the
axon and dendrites of
two neurons

A

Synapse

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47
Q

A chemical substance
that carries messages
across the synapse
between neurons

A

Neurotransmitter

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48
Q

Branch-like protrusions
from a neuron that
receive messages from
other cells

A

Dendrites

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49
Q

The process by which
axons are insulated with
a sheath of fatty cells,
which improves the
speed and efficiency of
message transmission

A

Myelination

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50
Q

The capacity of the brain
to change and develop
new neural connections
throughout the lifespan

A

Brain plasticity

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51
Q

The process of the brain changing and adapting
itself in response to input and experience is
known as

A

Brain plasticity

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52
Q

are responsible for storing and transmitting messages throughout the brain system.

A

Neuron

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53
Q

The outer layer of
the brain, which is
responsible for human
intelligence

A

Cerebral cortex

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54
Q

The specialisation of
functions in the two
hemispheres of the
cerebral cortex

A

Lateralisation

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55
Q

is the largest and last area of the brain to complete development and is
considered the most important contributor to children’s cognitive functioning

A

Cerebral cortex

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56
Q

The strong emotional
bond established
between infant and
caregiver

A

Attachment

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57
Q

Positive adjustment
despite the experience
of significant risk or
adversity

A

Resilience

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58
Q

The sound system of
language

A

Phonology

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59
Q

The system of meanings
associated with
language

A

Semantics

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60
Q

Meaning of language in
social interaction

A

Pragmatics

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61
Q

The combination of
units of meaning in
words; for example,
listen + ed = past tense
of ‘listen’

A

Morphology

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62
Q

The grammatical
system that orders
the construction of
sentences

A

Syntax

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63
Q

Enumerate the five systems of language.

A

Phonology
Semantics
Pragmatics
Morphology
Syntax

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64
Q

is concerned with the communication of meaning in social interaction;

A

Pragmatics

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65
Q

are the relationships between words and their meanings;

A

Semantics

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66
Q

describes the way in which words are made up according to tense, gender,
number and so on;

A

Morphology

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67
Q

refers to the grammatical systems that combine words into phrases and sentences.

A

Syntax

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68
Q

Communication using
two-word sentences,
leaving out smaller
words

A

Telegraphic speech

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69
Q

Inappropriate use of
a word for a class of
things rather than for
one particular thing

A

Overextension

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70
Q

Inappropriate use of
a word for one thing
rather than for a class
of things

A

Underextension

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71
Q

Application of a
grammatical rule,
ignoring its exceptions

A

over-regularisation

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72
Q

Awareness of and
understandings about
language

A

metalinguistic awareness

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73
Q

Adults’ role in language
development

A
  • Joint attention
  • Child-directed speech
  • Expansion and recasting
  • Language input
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74
Q

When carer and child
together attend to
a stimulus, such as
when reading books
or playing peekaboo
games

A

joint attention

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75
Q

A type of speech
directed to young
children and
characterised by high

pitch, short and well-
spaced sentences,

simple vocabulary and
exaggerated intonation

A

child-directed speech

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76
Q

Parents’ tendency
to respond to young
children’s utterances
by restating them in a
more elaborate form

A

Expansion

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77
Q

Parents’ tendency to
respond to children’s
utterances by restating
them in the correct
grammatical form

A

Recasting

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78
Q

Throughout life,
environmental
influences result in
chemical signals that
turn on and off the
expression of genes

A

Epigenetics

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79
Q

is a series of progressive and orderly changes leading to maturity, which shows both consistency
across humanity and also individual difference. Development is lifelong, with each change providing a basis for
future changes.

A

Development

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80
Q

Who we are, what
makes us unique
and who we believe
ourselves to be

A

Self

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81
Q

The information, ideas,
attitudes and beliefs we
have about ourselves

A

Self-concept

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82
Q

The cognitive process of
comparing our abilities
to others or to social
standards

A

Social comparison

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83
Q

The level of satisfaction
and pride that
individuals have in
the self

A

Self-esteem

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84
Q

is defined as a subjective evaluation of our worth as a person.

A

Self-esteem

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85
Q

An individual’s sense of
being able to manage
a task effectively
and successfully in a
particular domain

A

Self-efficacy

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86
Q

The ability for people to
intentionally influence,
control and direct their
actions to make things
happen

A

Human agency

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87
Q

four sources of information about the self that are known to build and shape our sense of efficacy

A

Enactive mastery experience
Vicarious experience
Social persuasion
Physiological and affective state

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88
Q

the valuable experience we gain from performing tasks
successfully.

A

Enactive mastery experience

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89
Q

the experience we gain when we see others perform a task successfully.

A

Vicarious experience

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90
Q

the social and verbal feedback we get from other people, which has
a powerful persuasive force.

A

Social persuasion

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91
Q

feelings caused by anxiety and stress (e.g. butterflies in the
stomach or a depressed mood) provide us with important information about our sense of efficacy.

A

Physiological and affective state

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92
Q

A metacognitive activity
that involves planning,
directing and evaluating
one’s cognitive
processes

A

self-regulation

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93
Q

An internal self-
structure in which we

organise our beliefs,

abilities, needs and self-
perceptions

A

identity

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94
Q

Psychological
development in a social
context

A

psychosocial
development

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95
Q

A ‘turning point’,
where individuals
experience a temporary
state of conflict and
disequilibrium

A

psychosocial crisis

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96
Q

Typically group-centred,
viewing individuals
in terms of their
relationships, roles and
responsibilities in the
community

A

collectivistic culture

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97
Q

Focuses on the self
as an autonomous
individual; successful
pursuit of individual
goals is valued

A

individualistic culture

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98
Q

A moral problem
requiring individual
judgements and moral
reasoning

A

moral dilemma

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99
Q

A level of moral reasoning where morality is seen as a set
of rules handed down
by adults

A

preconventional
morality

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100
Q

A level of moral reasoning where being a good member
of society and helping
those close to you is a
priority

A

conventional morality

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101
Q

A level of moral reasoning where individuals move
beyond the
conventional rules of
their community to
focus more broadly on
what is best for society
at large, and on ways of
promoting justice
in society

A

postconventional
morality

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102
Q

What are the three levels of moral reasoning?

A
  • preconventional morality
  • conventional morality
  • postconventional morality
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103
Q

Enumerate the five component
model for describing moral behaviour.

A

moral judgement
moral sensitivity
moral motivation
moral action
moral character

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104
Q

one of the 5 component model for describing moral behavior which means being able to judge the ethics of possible responses; to weigh up and judge
the merits of different arguments and positions

A

moral judgment

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105
Q

one of the 5 component model for describing moral behavior which means being sensitive to the emotions and interpretations of others

A

moral sensitivity

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106
Q

one of the 5 component model for describing moral behavior which means the goals and drives of our moral decisions and behaviours; can we put
others’ needs or perspectives before our own?

A

moral motivation

107
Q

one of the 5 component model for describing moral behavior which means once a moral decision has been made, implementing the decision with
sensitivity; being able to communicate the decision to others and express reasons for actions

A

moral action

108
Q

one of the 5 component model for describing moral behavior which means having strength in one’s convictions; being courageous and persisting
despite obstacles

A

moral character

109
Q

Individual capacity
for self-regulation
of the link between
moral reasoning and
subsequent behaviours

A

moral agency

110
Q

Selective
disengagement from
one’s own moral

standards and self-
sanctions

A

moral disengagement

111
Q

A mental or
physiological state
associated with
thoughts, feelings and
behaviours

A

emotion

112
Q

An approach that views
emotions as shaping
and organising thoughts
and behaviours

A

functionalist perspective

113
Q

the ________ maintains that emotions are a
central force that directs, shapes and organises our behaviour.

A

functionalist perspective

114
Q

is a mental or physiological state associated with a wide variety of
feelings, thoughts and behaviours.

A

emotion

115
Q

An approach that
emphasises the
role of the social
context in shaping
the development
of emotional
understanding

A

social constructivist
perspective

116
Q

The skills needed to
negotiate the demands
of the immediate social
context

A

emotional
competence

117
Q

The emotions that
babies are born with,
such as happiness,
sadness, anger and fear

A

Basic emotions

118
Q

Emotions (e.g. pride
and shame) that
require advanced
understanding of
the self

A

self-conscious
emotions

119
Q

Taking cues from
another person’s
emotional reaction to
interpret a situation

A

social referencing

120
Q

Affective feelings in
response to another
person’ s emotions

A

emotional empathy

121
Q

Ability to correctly
identify and understand
another person’s
emotions

A

cognitive empathy

122
Q

Ability to attribute
mental states to the self
and other people

A

theory of mind

123
Q

The ability to imagine
the self in another’s
position and to
understand others’
feelings

A

perspective taking

124
Q

Positive social
behaviours, such as
helpfulness, intended to
benefit others

A

prosocial behavior

125
Q

Awareness of and
ability to control or alter
our emotional state as
necessary

A

emotional self-regulation

126
Q

is a complex term that is made up of many different nuances describing the
social, emotional and cognitive skills necessary for interpersonal effectiveness.

A

social competence

127
Q

Enumerate the 3 levels of social competence.

A
  • Social adjustment
  • Social functioning
  • Social cognitions
128
Q

Enumerate the five broad areas relevant to
social and emotional learning in school context

A
  • Self awareness
  • social awareness
  • relationship skills
  • self - management
  • responsible decision-making
129
Q

Enumerate the five types of play.

A
  • Solitary play
  • Parallel play
  • Cooperative play
  • Pretend, imaginary
    and ‘sociodramatic’
    play
  • Solitary pretend
    play
130
Q

A type of play where the children plays alone

A

Solitary play

131
Q

A type of play where the children play beside
but not with other
children

A

Parallel play

132
Q

A type of play where the children play in
pairs or groups

A

Cooperative play

133
Q

A type of play where the children play with imaginary objects or people

A

Pretend, imaginary
and ‘sociodramatic’
play

134
Q

A type of play where the children imaginary
play alone

A

Solitary pretend
play

135
Q

A first-order (or
superficial) social
exchange between two
or more individuals,
with little emotional
commitment

A

Interaction

136
Q

An exchange between
two or more people,
resulting from several
interactions and
taking on emotional
significance

A

Relationship

137
Q

An exchange involving
several interacting
individuals who have
formed a relationship
and who have some
degree of reciprocal
influence over one
another

A

group

138
Q

The likeability and
acceptance of a person
by their peer group

A

peer acceptance

139
Q

The measurement of
social networks and
connections between
people by assessing
people’s ratings of one
another

A

sociometric
assessment

140
Q

Enumerate the three type of peer exchange

A
  • Interaction
  • Relationship
  • Group
141
Q

A cognitive and
affective state of feeling
disconnected and
lacking in supportive
relationships

A

loneliness

142
Q

A cognitive capacity to
think about and process
social information

A

social cognition

143
Q

A virtual ball-
tossing game where

virtual ‘players’
include or exclude
the experimental
participant from the
game, thus simulating
social inclusion
or ostracism in
social psychological
experiments

A

cyberball

144
Q

A close relationship
between two people
who mutually agree on
the importance of this
relationship

A

friendship

145
Q

Characterised by
two elements, or two
people, as in the case
of friendship

A

dyadic

146
Q

The most positive form of peer
relationship experienced by children

A

friendship

147
Q

What are the four features of friendship?

A
  • Validation of
    the self
  • Protection
    from family
    risks factors
  • Protection
    from
    victimisation
  • Friendship as
    morality
148
Q

Its benefit is a powerful source of self-esteem, as friends regard each other with equal
respect and provide the trust to share each other’s thoughts and feelings

A

Validation of self

149
Q

Its benefit is a powerful protector against stress and harsh family environments

A

Protection
from family
risks factors

150
Q

Its benefit is a powerful protector against victimisation and bullying in the peer group

A

Protection from victimisation

151
Q

Its benefit is friends contribute to each other’s moral development (in positive and negative
ways) by challenging ideas and providing a context for positive or troublesome
behaviours.

A

Friendship as morality

152
Q

Repeated verbal and/or
non-verbal aggression
by individuals or groups
and directed towards
particular victims who
find it difficult to defend
themselves

A

Bullying

153
Q

A behaviour intended
to harm another person
who is motivated to
avoid that behaviour

A

Aggression

154
Q

is a specific type of aggression that is
characterised by repeated or systematic acts of aggression with a power imbalance between
the aggressor/s and the victim

A

Bullying

155
Q

A form of harm that
intentionally seeks to
damage a person’s
social relationships or
reputation

A

relational aggression

156
Q

Actions that are
observable and
measurable

A

Behaviour

157
Q

Explanations of learning
concerned with the
effect of external events
on behaviour

A

Behaviourism

158
Q

The behaviourist
view sees learning as
permanent or relatively
permanent changes in
individuals that result
from instruction or
experience

A

Learning

159
Q

The association of two
events that are always
closely paired, or that
repeatedly occur at
about the same time

A

Contiguity

160
Q

An environmental
condition or event that
activates the senses

A

Stimulus

161
Q

An observable reaction
to a known (or
unknown) stimulus

A

Response

162
Q

The association of an
automatic response
with a new stimulus

A

Classical conditioning

163
Q

An event or happening
that has no effect on an
organism

A

Neutral stimulus

164
Q

An object, event or
happening in the
physical environment
that causes spontaneous
activity in an organism

A

Unconditioned stimulus

165
Q

An action triggered
spontaneously by a
stimulus

A

unconditioned response

166
Q

The establishment
of a new association
between a stimulus and
a response

A

conditioning

167
Q

A previously neutral
stimulus that elicits a
conditioned response
after pairing with an
unconditioned stimulus

A

Conditioned stimulus

168
Q

A response evoked by a
conditioned stimulus

A

Conditioned response

169
Q

Learning that it is
appropriate to respond
to some stimuli but not
to others

A

Discrimination

170
Q

The use of positive and
negative consequences
to strengthen or
weaken voluntary
behaviour

A

Operant conditioning

171
Q

An explanation
of learning as
the formation of
connections between
stimuli and responses

A

associationism

172
Q

An explanation of
learning that states that
when an individual is

placed in a problem-
solving situation, the

correct response will
be learnt through being
reinforced

A

Trial and-error-learning

173
Q

Responses that have
a satisfying outcome
are likely to be
strengthened and
repeated

A

law of effect

174
Q

Connections between
actions and new
consequences are
strengthened the more
they are repeated

A

law of exercise

175
Q

Voluntary action,
usually goal-directed

A

Operant

176
Q

Elicited or reflex
reactions to a specific
stimulus

A

Respondents

177
Q

Increasing or
strengthening the
likelihood of a
behaviour recurring
through use of
contingent feedback

A

reinforcements

178
Q

The use of behavioural
principles to change
behaviour

A

Applied behavior analysis

179
Q

Behaviour represented
as an ongoing chain
of activity involving
events that immediately
precede the behaviour
and that follow it

A

Antecedent-Behavior-Consequences (A-B-C)

180
Q

An event that precedes
a behaviour

A

Antecedent

181
Q

An event that follows a
behaviour

A

Consequences

182
Q

Level of a specific
behaviour prior to
intervention

A

Baseline

183
Q

Any event that
strengthens the
behaviour it follows

A

reinforcer

184
Q

A contingently
applied stimulus that
the recipient finds
undesirable and which
reduces the behaviour
it follows

A

aversive

185
Q

Reinforcement that is
only given when the
target behaviour is
produced

A

Contigency

186
Q

Increasing the likelihood
of a behaviour
occurring by contingent
presentation of a
reward immediately
following it

A

Positive reinforcement

187
Q

Increasing the likelihood
of a behaviour
being repeated by
contingently removing
an aversive object or
activity

A

Negative reinforcement

188
Q

An unconditioned
(unlearnt) stimulus that
is innately rewarding

A

primary reinforcer

189
Q

The point at which a
stimulus that originally
functioned as a
reinforcer no longer
functions as a reinforcer

A

Satiation

190
Q

A conditioned (learnt)
stimulus that functions
as a reward

A

Secondary reinforcer

191
Q

Any behaviour that is
enjoyed and that occurs
often can be used to
reinforce behaviours
that are not enjoyed
and that do not occur
often

A

Premack principle

192
Q

The frequency with
which reinforcement is
delivered

A

Reinforcement schedule

193
Q

Enumerate the four reinforcement schedule.

A
  • Fixed ratio
  • Fixed interval
  • Variable ratio
  • Variable Interval
194
Q

a set
number of behaviours
to occur before
reinforcement is given

A

Fixed ratio

195
Q

reinforcement after a
set period of time

A

Fixed interval

196
Q

an
unpredictable number
of behaviours to occur
before reinforcement
is given

A

Variable ratio

197
Q

an
unpredictable time
interval between
reinforcements

A

Variable interval

198
Q

When a reward is given
in a predetermined
ratio to the number of
responses

A

Ratio schedules

199
Q

When a reward is given
after a set period of
time

A

Interval schedules

200
Q

Reduction and cessation
of a response following
the withdrawal of
reinforcement

A

Extinction

201
Q

Weakening or reducing
behaviour through
contingent use of
aversive objects or
events

A

Punishment

202
Q

Removal of privileges or
something pleasant as a
punishment

A

response cost

203
Q

Behavioural system
using tokens to reward
desirable behaviour

A

Token economy

204
Q

Students sign a contract
to indicate that they
understand and agree
with an intervention
plan

A

Contigency contract

205
Q

Reinforcement of
gradual approximations
of the target behaviour

A

Shaping

206
Q

When one action
functions both as
a reinforcer for the
previous action and as a
stimulus for the next

A

Chaining

207
Q

Using a specific stimulus
to elicit a desired
response

A

Cueing

208
Q

Providing an additional
stimulus to elicit a
desired response

A

Prompting

209
Q

A form of prompting
that involves
demonstrating a
desired response for
someone to imitate

A

modelling

210
Q

The gradual removal of
prompts or reinforcers

A

fading

211
Q

Breaking a task into a
series of manageable
steps to assist learning

A

task analysis

212
Q

The continued
performance of a learnt
action after instruction
has ceased

A

maintenance

213
Q

Learning to respond to
stimuli that are similar
to but not the same as
those that previously
triggered a response

A

generalisation

214
Q

A behaviourist
intervention designed
to improve student
behaviour

A

Positive behaviour support

215
Q

What are the 2 forms of constructivism?

A

Psychological constructivism and social constructivism

216
Q

Focuses on individual
learners and how they
construct their own
knowledge, beliefs and
identity

A

Psychological constructivism

217
Q

Emphasises the role
of social and cultural
factors in shaping
learning

A

Social constructivism

218
Q

Students learn content
and discipline-specific
thinking and practical
skills by collaboratively
investigating and
solving a problem

A

inquiry-based learning

219
Q

The learner actively
manipulates materials
or ideas in the learning
environment and
discovers connections
between them

A

discovery leaning

220
Q

Students learn
content, strategies and
learning skills through
collaboratively solving
problems

A

problem-based
learning

221
Q

Students learn content,
strategies and learning
skills through the design
and construction of a
product

A

project-based learning

222
Q

Students working
together to gain
rewards for themselves
and their group

A

Cooperative learning

223
Q

Students learning
together, drawing
on one another’s
knowledge and skills

A

Collaborative learning

224
Q

Encourages social
interaction, as peers
help each other to learn

A

Peer-assisted learning

225
Q

Students are paired in
roles of tutor or learner
and follow specified
learning strategies

A

Peer tutoring

226
Q

This teacher-guided strategy involves students
working in collaborative teams and practising the reading strategies of predicting, questioning,
summarising and clarifying. The teacher models these disciplinary practices and then students
must emulate these strategies in their collaborative groups.

A

Reciprocal teaching

227
Q

Experts guide novice apprentice
learners with the aim of developing
learners’ autonomy and expertise

A

Cognitive apprenticeship

228
Q

The total demands
made on working
memory at any one
time

A

Cognitive load

229
Q

Memory for life
experiences

A

episodic memory

230
Q

Memory about
information and
knowledge in the world
around us

A

Semantic memory

231
Q

Memory about steps
or procedures for
performing a skill

A

Procedural memory

232
Q

Higher-order thinking,
which involves
knowledge of and
control over our own
cognitive processes

A

metacognition

233
Q

A metacognitive
activity that involves
monitoring how well we
are understanding and
remembering

A

self-monitoring

234
Q

What are the 3 types of long term memory?

A
  • Episodic memory
  • Semantic memory
  • Procedural memory
235
Q

It means thinking about thinking

A

Metacognition

236
Q

A process-oriented
approach that attaches
most importance to
the type and depth of
processing taking place

A

Level-of-processing mode;

237
Q

Views the brain as a
complex network of
interconnected units
of information, with
information stored in
patterns of connectivity

A

Connectionist model

238
Q

Enumerate the 4 mnemonic devices

A
  • The ‘loci’ or ‘place’ method
  • peg method
  • rhymes
  • Acronyms
239
Q

a mnemonic device which strategy is to use familiar locations and
visual imagery to remember items

A

The ‘loci’ or ‘place’ method

240
Q

a mnemonic device which strategy is to remember sequences of
unrelated items in the correct order
using familiar peg words (common
peg-word sequences are numbers, and
letters of the alphabet)

A

Peg method

241
Q

a mnemonic device which strategy is to use rhyming sounds to assist
memory

A

Rhymes

242
Q

a mnemonic device which strategy is to remember lists of words by
chunking or reorganising information to
make a word or phrase that is easy to
remember

A

Acronyms

243
Q

The interactive,
complementary system
formed by people and
environments

A

Reciprocal determinism

244
Q

The way an individual
tends to perceive and
process information

A

cognitive style

245
Q

Learner preferences for
types of learning and
teaching activities

A

learning style

246
Q

Learner motivational
approaches to learning

A

approaches to learning

247
Q

A cognitive style related
to perceiving items,
events or information
as an integral part of
a broader context (or
‘field’)

A

field dependence

248
Q

The tendency to
perceive individual
items, events or
pieces of information
analytically, and as
distinct from the
broader context (or
‘field’)

A

field independence

249
Q

Having a cognitive
preference for rapid
problem-solving

A

Impulsivity

250
Q

Having a cognitive
preference for taking
time to solve problems
and to analyse oneself
and the context

A

Reflectivity

251
Q

An orientation or
philosophy that
recognises the
uniqueness of human
beings and the qualities
of life that contribute to
our humanity

A

Humanism

252
Q

The achievement of
one’s full potential

A

self-actualization

253
Q

Lower-level or ‘deficit’
needs, such as the need
for food, safety, love
and respect

A

basic needs

254
Q

Higher-level or ‘being’
needs, such as the need
for self-actualisation

A

growth needs

255
Q

Basic needs that
motivate individuals
to action in order to
reduce or eliminate the
need

A

deficit needs

256
Q

Growth needs that
motivate individuals
to achieve personal

fulfilment and self-
actualisation

A

Being needs

257
Q

Teaching in which the
teacher is a facilitator,
guiding students and
nurturing their learning

A

non-directive teaching

258
Q

Attending purposefully
to the meaning and
intention of what
another person is
saying

A

active listening

259
Q

Applies the principles of
positive psychology to
education

A

positive education

260
Q

A series of practices
supporting deliberate
focus on current
experience, while
suspending judgement

A

mindfulness

261
Q

A form of cooperative
learning in which
each group member
works individually on
components of the
one task

A

Jigsaw

262
Q

A preconceived,
uninformed opinion or
feeling

A

prejudice

263
Q
A

TUTUBI (3 decks)

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