Key Terms, Chapters #1-7 Flashcards
1
Q
The discipline concerned with teaching and learning processes; it applies the methods and theories of psychology and has its own as well.
A
Educational psychology
2
Q
Statistical description of how closely two variables are related.
A
Correlation
3
Q
Research method in which variables are manipulated and the effects recorded.
A
Experimental study
4
Q
Studies that fit most of the criteria for true experiments, with the important exception that the participants are not assigned to groups at random. Instead, existing groups such as classes or schools participate in the experiments.
A
Quasi- experimental study -
5
Q
Systematic interventions to study effects with one person, often by applying and then
A
Single-subject experimental -
6
Q
open-ended questioning to probe responses and to follow up on answers. Questions go wherever the child’s responses lead.
A
Clinical Interviews -
7
Q
investigates one person or situation in depth.
A
Case Study -
8
Q
A descriptive approach to research that focuses on life within a group and tries to understand the meaning of events to the people involved
A
Ethnography -
9
Q
Studies that document changes that occur in subjects over time, often many years.
A
Longitudinal -
10
Q
Studies that focus on groups of subjects at different ages rather than following the same group for many years.
A
Cross-sectional -
11
Q
Detailed observation and analysis of changes in a cognitive process as the process unfolds over several days or weeks.
A
Microgenetic -
12
Q
Research that studies many participants in a more formal and controlled way using objective measures such as experimentation, statistical analyses, tests, and structured observations.
A
Quantitative-
13
Q
Exploratory research that attempts to understand the meaning of events to the participants involved using such methods as case studies, interviews, ethnography, participant observation, and other approaches that focus on a few people in depth.
A
Qualitative -
14
Q
Genetically programmed, naturally occurring changes over time.
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Maturation -
15
Q
Joint actions of individual biology and environment—each shapes and influences the other.
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Coactions -
16
Q
Times when a person is especially ready for or responsive to certain experiences.
A
Sensitive periods -
17
Q
The brain’s tendency to remain somewhat adaptable or flexible.
A
Plasticity -
18
Q
Ongoing process of arranging information and experience into mental systems or categories.
A
Organization -
19
Q
Mental systems or categories of perception and experience.
A
Schemes -
20
Q
Fitting new information into existing schemes.
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Assimilation -
21
Q
Altering existing schemes or creating new ones in response to new information.
A
Accommodation -
22
Q
Search for mental balance between cognitive schemes and information from the environment.
A
Equilibration -
23
Q
In Piaget’s theory, the “out-of-balance” state occurs when a person realizes that his or her current ways of thinking are not working to solve a problem or understand a situation.
A
Disequilibrium -
24
Q
The processes used to organize, coordinate, and perform goal-directed, intentional actions, including focusing attention, inhibiting impulsive responses, making and changing plans, and using memory to hold and manipulate information.
A
Executive functioning -
25
More recent theories that integrate findings about attention, memory, and strategy use with Piaget’s insights about children’s thinking and the construction of knowledge.
Neo-Piagetian theories -
26
Lev Vygotsky elaborated a Theory that emphasizes the role in development of cooperative dialogues between children and more knowledgeable members of society; children learn the culture of their community (ways of thinking and behaving) through these interactions. what is this theory called?
Sociocultural theory -
27
Constructed through a social process in which people interact and negotiate (usually verbally) to create an understanding or to solve a problem; the final product is shaped by all participants.
Co-constructed -
28
The real tools (computers, scales, etc.) and symbol systems (numbers, language, graphs, etc.) that allow people in a society to communicate, think, solve problems, and create knowledge.
Cultural tools -
29
Form of speech in which children in a group talk but do not really interact or communicate.
Collective monologue
30
Children’s self-talk, which guides their thinking and action; eventually, these verbalizations are internalized as silent inner speech.
Private speech -
31
Phase at which a child can master a task if given appropriate help and support.
Zone of Proximal Development
32
Support for learning and problem solving; the support could be clues, reminders, encouragement, breaking the problem down into steps, providing an example, or anything else that allows the student to grow in independence as a learner.
Scaffolding -
33
Learning by having strategic help provided in the initial stages; the help gradually diminishes as students gain independence.
Assisted learning -
34
Bronfenbrenner’s theory describing the nested social and cultural contexts that shape development. Every person develops within a microsystem, inside a mesosystem, embedded in an exosystem, all of which are a part of the macrosystem of the culture.
Bioecological Model -
35
Parents, children, and stepchildren merged into families through remarriages.
Blended families -
36
Parents, children, grandparents, aunts, uncles, and cousins living in the same household or in close proximity so they can have regular contact with one another.
Extended families -
37
The ways of interacting with and disciplining children.
Parenting styles -
38
Forming an emotional bond with another person, initially a parent or family member.
Attachment
39
Individuals’ knowledge and beliefs about themselves—their ideas, feelings, attitudes, and expectations.
Self-concept
40
Groups of children or adolescents with their own rules and norms, particularly about such things as dress, appearance, music, language, social values, and behaviour.
Peer Cultures
41
The value each of us places on our own characteristics, abilities, and behaviours.
Self esteem
42
An understanding that other people are people, too, with their own minds, thoughts, feelings, beliefs, desires, and perceptions.
Theory of mind -
43
Understanding that others have different feelings and experiences.
Perspective-taking ability -
44
The thinking process involved in judgments about questions of right and wrong.
Moral reasoning -
45
Situations in which no choice is clearly and indisputably right.
Moral dilemmas -
46
Agreed-upon rules and ways of doing things in a particular situation.
Social conventions -
47
Beliefs about how to divide materials or privileges fairly among members of a group; follows a sequence of development from equality to merit to benevolence.
Distributive justice -
48
Stage of development wherein children see rules as absolute.
Moral realism -
49
Stage of development wherein children realize that people make rules and people can change them.
Morality of cooperation Internalize -
50
Strong actions aimed at claiming an object, place, or privilege—not intended to harm, but may lead to harm.
Instrumental aggression -
51
Bold, direct action that is intended to hurt someone else; unprovoked attack
Hostile aggression -
52
A form of hostile aggression that involves physical attack.
Overt aggression -
53
A form of hostile aggression that involves verbal attacks and other actions meant to harm social relationships.
Relational aggression -
54
A general factor in cognitive ability that is related in varying degrees to performance on all mental tests.
General intelligence -
55
Mental efficiency that is culture-free and nonverbal and is grounded in brain development.
Fluid intelligence -
56
Ability to apply culturally approved problem-solving methods.
Crystallized intelligence -
57
In Gardner’s theory of intelligence, a person’s eight separate abilities: linguistic, musical, spatial, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist.
Theory of multiple intelligences -
58
in intelligence testing, a score based on average abilities for that age group
Mental age -
59
Score comparing mental and chronological ages.
Intelligence quotient -
60
The gradual rise in measured intelligence throughout the 20th century. A steady rise in IQ test scores because of better health, smaller families, increased complexity in the environment, and more and better schooling.
Flynn effect -
61
Disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information and affect learning; distinct from global intellectual disorders.
Learning disability -
62
The expectation, based on previous experiences involving lack of control, that all of one’s efforts will lead to failure.
Learned helplessness -
63
A neuro-developmental disorder characterized by pervasive and frequent patterns of inattention and/or hyperactivity-impulsivity that get in the way of an individual’s daily life or typical development.
Attention- deficit/hyperactivity disorder -
64
Behaviours or emotions that deviate so much from the norm that they interfere with the child’s own growth and development and/or the lives of others—inappropriate behaviours, unhappiness or depression, fears and anxieties, and trouble with relationships.
Emotional and behavioral disorders -
65
Refers to the development of competencies for recognizing and managing emotions, developing care and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations effectively.
Social and emotional learning -
66
Significantly below-average intellectual and adaptive social behaviour evident before the age of 18.
Developmental disabilities -
67
Gradual preparation of exceptional students to move from high school into further education or training, employment, or community involvement.
Transition programming -
68
Developmental disability significantly affecting verbal and nonverbal communication, social interaction, and imaginative creativity, generally evident before age 3 and ranging from mild to major
Autism and autism spectrum disorders Inclusion -
69
Legislation that protects the rights of all Canadians and, in particular, Canadians who are members of minority groups, including Canadians with disabilities.
Canadian Charter of Rights and Freedoms -
70
Annually revised program for an exceptional student detailing present achievement level, goals, and strategies, drawn up by teachers, family members, specialists, and (if possible) the student.
Individualized education program -
71
The practice of placing exceptional students in the most regular educational settings possible while ensuring that they are successful and receive support appropriate to their special needs.
Least restrictive placement -
72
Considering the needs of all users in the design of new tools, learning programs, or websites
Universal designs for learning -
73
Occurs when a child and caregiver, or teacher, attend to the same object or event at the same time.
Joint attention -
74
Refers to a form of language characterized by short sentences with simple constructions and delivered in higher pitched, more prosodic, and exaggerated tones.
Child-directed speech -
75
The words a person can speak.
Expressive vocabulary -
76
The words a person can understand in spoken or written words.
Receptive vocabulary -
77
To apply a rule of syntax or grammar in situations where the rule does not apply; e.g., “the bike was broked.”
Overregularize -
78
The rules for when and how to use language to be an effective communicator in a particular culture.
Pragmatics -
79
Understanding about one’s own use of language.
Metalinguistic awareness -
80
The skills and knowledge, usually developed in the preschool years, that are the foundation for the development of reading and writing.
Emergent literacy -
81
Relative standing in the society based on income, power, background, and prestige.
Socioeconomic status (SES) -
82
Group values and beliefs about refusing to adopt the behaviours and attitudes of the majority culture.
Resistance culture -
83
Assignment to different classes and academic experiences based on achievement.
Tracking -
84
A cultural heritage shared by a group of people.
Ethnicity -
85
Prejudgment, or irrational generalization about an entire category of people.
Prejudice -
86
Schema that organizes knowledge or perceptions of a category.
Stereotype -
87
The extra emotional and cognitive burden that one’s performance in an academic situation might confirm a stereotype that others hold.
Stereotype threat -
88
The sense of self as male or female as well as the beliefs one has about gender roles and attributes.
Gender Identity -
89
Organized cognitive structures that include gender-related information that influences how children think and behave.
Gender Schemas -
90
The ability to adapt successfully in spite of difficult circumstances and threats to development.
Resilience -
91
Learning in which voluntary behaviour is strengthened or weakened by consequences or antecedents.
Operant conditioning -
92
Events that precede an action.
Antecedents -
93
Events that follow an action.
Consequences -
94
Use of consequences to strengthen behaviour.
Reinforcement -
95
Strengthening behaviour by presenting a desired stimulus after the behaviour.
Positive reinforcement -
96
Strengthening behaviour by removing an aversive stimulus when the behaviour occurs.
Negative reinforcement -
97
Presenting a reinforcer after every appropriate response.
Continuous reinforcement -
98
Presenting a reinforcer after some but not all responses.
Intermittent reinforcement -
99
Length of time between reinforcers.
Interval schedule -
100
Reinforcement based on the number of responses between reinforcers.
Ratio schedule -
101
Providing a stimulus that “sets up” a desired behaviour
Cueing -
102
A reminder that follows a cue to make sure the person reacts to the cue.
Prompt -
103
The application of behavioural learning principles to understand and change behaviour.
Applied behaviour analysis -
104
existing behaviours or teach new ones. These include teacher attention and praise, the Premack principle, shaping, and positive practice.
Encouraging Behaviour -
105
According to the Premack principle, a high-frequency behaviour (a preferred activity) can be an effective reinforcer for a low-frequency behaviour (a less-preferred activity).
Premack Principle Shaping -
106
Practising correct responses immediately after errors.
Positive Practicing -
107
A contract between the teacher and a student specifying what the student must do to earn a particular reward or privilege.
Contingency Contracts -
108
System in which tokens earned for academic work and positive classroom behaviour can be exchanged for some desired reward.
Token Reinforcement System -
109
Rewards or punishments given to a class as a whole for adhering to or violating rules of conduct.
Group Consequences -
110
Controlling your own reinforcers.
Self-reinforcement -
111
Functional behavioural assessment (FBA) Procedures used to obtain information about antecedents, behaviours, and consequences to determine the reason or function of the behaviour.
Functions of Behaviour -
112
Theory that emphasizes learning through observation of others.
Social Learning -
113
Learning by doing and experiencing the consequences of your actions.
Theory Enactive Learning -
114
Learning by observation and imitation of others—vicarious learning.
Observational Learning -
115
Founder of educational psych
William James
116
Education Psych
Its a study of teaching and learning processes. Human learning and development in educational settings. How interventions ways of teaching and learning to help students.
117
Basic understanding of research cycle, the research cycle:
Research questions
Gather analyze data
Revise existing theories/ building new theories.
118
process meaning theories are generalizations of data and they are never completely certain. Constructs and test theories but do not prove them.
Inductive Research
119
Research methods
descriptive studies, experimental studies/ quasi experimental studies and correlational studies
120
This word is often misinterpreted in the way that we say a relationship between variables A & B are statistically significant. What really went is the numbers within the relationship are statically relevant and detectable.
Statistical significance
121
Compare performance of two or more groups. Researchers introduce some interventions and want to establish cause and effect relationship.
Experimentation
122
Focus on one group only but vary performance text. Example, pre and post tests.
Within subject design
123
Focus of multiple groups and they will take the same test in the end. Example, student who are good at math; students who are good at english.
Between subject design
124
a measure of strength of relationships between two variables
Correlational studies
125
a method of systematic enquiry that teachers undertake as researchers of their own practice. Teachers as researchers. Explore an interestings question in their classroom, collect data from students and make generalizations.
Action research
126
A group of people is followed up over a long period of time. Can be a good method for studying developmental changes.
Longitudinal studies,
127
detailed behaviour of a small number of people studied over a period of days or weeks. Different from cross-sectional studies. Used to study cognitive aspects of learning.
Microgenetic studies,
128
Cognition
Thinking
129
infants struggle seeing prepetie of another one.
Egocentrism,
130
your understanding of rules and expectations
Moral development-
131
Rejecting/ Neglecting: low in control, low in warmth
Parenting Styles-
132
high in control, low in warmth
Authoritarian-
133
low in control, high in warmth
permissive
134
high in control, high in warmth
Authoritative
135
a way to investigate an infants bond with their primary caregiver
The strange situation protocol
136
peer cultures are groups with their own rules and norm. They enforce conformity to group rules. Link to academic achievement and acceptance.
Peer importance
137
Peer influence occurs through?
peer pressure, peer modeling and acceptance seeking.
138
Bronfenbrenner's bioecological model:
Microsystem, Mesosystem, Exosystem, MarcoSystem
139
the environment where a child lives in and can interact immediately.
Microsystem-
140
the set of interactions and relationships among the elements of the microsystem.
Mesosystem-
141
all the settings that affect the child
Exosystem-
142
laws/ conventions/ cultural practices.
MarcoSystem-
143
a judgment about how well you can do a specific type of task or perform in a specific subject area.
Self- efficacy,
144
morality defined by rules from their parents and society.
Children's moral development,
145
Kohlberg's theory of moral development?
preconventional, conventional, Postconventional
146
about punishment and obedience.
Preconventional,
147
knowing what actions are expected.
Conventional,
148
understanding why its bad to look at other people's eyes while talking in some asian countries. Can be internalized religious belief to judge the level of morality.
Postconventional
149
self awareness/ self regulation/ motivation/ empathy/ social skills
Emotional intelligence or EQ -
150
meaning adding more difficult and advanced material to what students would normally study in their grade. Staying with peers of the same age.
Enrichment,
151
meaning advanced “skipping” to higher grades, either in class or in selected classes
Acceleration,
152
a positively worded description sounds true to you, but in fact, it could've been applied to many people
Forer effect,
153
infants pay attention to all the sounds in the world before 10 months, they're capable of distinguishing sounds produced by human beings.
early language development
154
occurs by 12 months, one year old infants start focusing on caregivers language and gradually lose the ability to distinguish sound.
perceptual narrowing
155
children have mastered the sounds of their dominant language
By age 5,
156
children can pronounce almost all sounds in their language
By grade 1
157
the rules fro the structure of language that takes into account the syntax and words
grammar
158
considers the structure of word order and the parts of speech
syntax
159
benefits of bilingualism and multilingualism
Greater metalinguistic awareness
Executive functioning and attention control
160
children lose their first language when they learn a second one
Subtractive bilingualism,
161
ESL,
(english as a second language)
162
EAL
(english as an additional language)
163
ELL
English Language Learning
164
society is made up of hundreds of microcultures that fit together to make a bigger picture
Mosaic,
165
immigrant cultures are combined and citizens of the home culture starts to mix with other cultures
The melting pot,
166
in a conversation, a bilingual/ multilingual speaker shifts between languages
Code switching,
167
a new way of recognizing a multilingual speaker's multifunction linguistic practices (not limited to speaking or writing. It is a linguistic practice initiated by multilingual speakers who draw on their linguistic repertoire for interaction, communication and learning.
Translanguaging,
168
a way for the Canadian government and the indigenoud peoples to publicly acknowledge the impacts of residential schools. A way to facilitate reconciliation among former indeginous students, their families and communications.
Truth and reconciliation commission (TRC)-
169
is a process in which people engage in disruption the structure of colonialism by understanding the reality of canada's colonial history and acknowledging the trauma that colonialism brought indiegnous communities.
Decolonization,
170
say another bad word and ill slap you in the face
Positive punishment,
171
say another bad word then you cannot talk for a week
Negative punishment,
172
the father of behaviourism
skinner
173
a gradual removal of the stimulus
Fading,
174
the application of behavioral learning principles to understand and change behaviors (no cueing)
Applied behavioral analysis,
175
systematic applications of antecedents and consequences to change behavior.
Behavioral modification,
176
analyze complex behaviors and see how they can turn into simpler tasks
Task analysis,
177
mental tasks tied to concrete objects and situations
concrete operations
178
Arranging objects in sequential order according to one aspect, such as size, or volume.
seriation
179
A characteristic of Piagetian logical operations-the ability to think through a series of steps, then mentally reverse the steps and return to the starting point; also called reversible thinking
reversibility
180
The ability to use symbols-language, pictures, signs, or gestures-to represent actions or objects mentally.
Semiotic function
181
not likely to be a chance occurence
Statistically significant
182
A person who knows two or more languages but exhibits a low proficiency in all of them involves having poor vocabulary and wrong grammar. This is called ....
semilingual
