quiz 8/ lecture 11 & 12 Flashcards
Private Speech
children’s self- directed speech
piaget = ego centric speech
vygotsky
- speak to themselves for self-guidance
- as they get older/find tasks easier –> self-directed speech is internalized
zone of proximal development
the zone that a child is in that is not easy, but not too challenging with an expert to learn
a range of tasks too difficult for the child to do alone but possible with the help of adults and more skilled peers
Intersubjectivity
process whereby two participants who begin a task with different understandings arrive at a shared understanding
common ground for each partner
scaffolding
adjusting the support offered during a teaching session to fit the child’s current level of performance
as the child’s competence increases, effective scaffolders gradually and sensitively withdraw support
guided participation
broader than scaffolding
refers to shared endeavors between more expert and less expert participants without specifying the precise features of communication
cooperative learning
small groups of classmates work toward common goals
reciprocal teaching
a teacher and two to four students form a collaborative group and take turns leading dialougues on the content of a text passage
within the dialougues group members apply four cognitive strategies:
- questioning
- summarizing
- clarifying
- predicting
sensory register
a broad panorama of sights and sounds are represented directly but stored momentarily
short term memory
retain attended to information briefly so we can actively “work” on it to reach our goals
working memory
the number of items that can be briefly held in mind while also engaging in some effort to monitor or manipulate those items
central executive
directs the flow of information implementing the basic procedures just mentioned and also engaging in more sophisticated activities that enable complex flexible thinking
executive funciton
the set of cognitive operations and strategies necessary for self initiated purposeful behavior in relatively novel challenging situations
attention, suppressing impulses in favor of adaptive responses, coordinating information in working memory, and planning, organizing monitoring and flexibly redirecting thought and behavior
neo-piagetian theory
accepts piaget’s stages but attributes change within each stage, and moement from one stage to the next to increases in the efficiency with which children use their limited working memory capacity
central coneptual structures
networks of concepts and relations that permit them to think about a wide range of situations in more advanced ways
inhibition
the ability to control internal and external distracting stimuli
production deficiency
attentional strategy
preschoolers rarely engage in attentional strategies
they usually fail to produce srategies when they could be helpful
control deficiency
young elementary school children sometimes produce strategies but not consistently
they have difficulty controlling or executing strategies effectively
utilization deficiency
children execute stratgies consistently, but their performance either does not improve or improves less than that of older children
effective strategy use
by the mid-elementary school years, children use strategies consistently and performance improves
planning
involves thinking out a sequence of acts ahead of time and allocating attention accordingly to reach a goal
Rehearsal
repeat information to yourself
memory strategy
procedure that holds information in working memory
will probably group related items
organization
grouping related items
elaboration
involves creating a relationship or shared meaning between two or more pieces of information that do not belong to the same category
recognition
noticing that a stimulus is identical or similar to one previously experienced
reconstruction of information
recoding
while it is in the system or being retrieved
recall
generating a mental representation of an absent stimulus
fuzzy trace theory
when we first encode information we reconstruct it automatically creating a vague, fuzzy version called a gist which preserves essential meaning without details and is especially useful for reasoning
semantic memory
vast taxonomically organized and hierarchically structured general knowledge system consisting of concepts, language meanings, facts and rules
episodic memory
recollections of personally experienced events that occurred at a specific time and place
scripts
general descriptions of what occurs and when it occurs in a particular situation
autobiographical memory
made up of representations of one-time events that are long-lasting because they are imbued with personal meaning
metacognition
awareness and unerstanding of various aspects of thought
theory of mind
a coherent understanding of people as mental beings which they revise as they encounter new evidence
cognitive self regulation
the process of continually monitoring and controlling progress toward a goal-planning checking outcomes, and redirecting unsuccessful efforts
emergent literacy
children’s active efforts to construct litercy knowledge through informal experiences
phonological awareness
the ability to reflect on ad manipulate the sound structure of spoken language
whole-language approach
from the beginining children should be exposed to text in its complete form
stories, pems letters, posters and lists
so that they can appreciate the communicative funciton of writing language
phonics approach
believing that children should first be coached on phonics the basic rules for translating written symbols into sounds. Only after mastering these skills should they get complex reading material
ordinality
order relationships between quantities
cardinality
that the alst owrd ina counting sequence indicates the quantity of items in a set
