quiz 8/ lecture 11 & 12

Question 1

Private Speech

Answer 1

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

Question 2

zone of proximal development

Answer 2

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

Question 3

Intersubjectivity

Answer 3

process whereby two participants who begin a task with different understandings arrive at a shared understanding

common ground for each partner

Question 4

scaffolding

Answer 4

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

Question 5

guided participation

Answer 5

broader than scaffolding

refers to shared endeavors between more expert and less expert participants without specifying the precise features of communication

Question 6

cooperative learning

Answer 6

small groups of classmates work toward common goals

Question 7

reciprocal teaching

Answer 7

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

Question 8

sensory register

Answer 8

a broad panorama of sights and sounds are represented directly but stored momentarily

Question 9

short term memory

Answer 9

retain attended to information briefly so we can actively “work” on it to reach our goals

Question 10

working memory

Answer 10

the number of items that can be briefly held in mind while also engaging in some effort to monitor or manipulate those items

Question 11

central executive

Answer 11

directs the flow of information implementing the basic procedures just mentioned and also engaging in more sophisticated activities that enable complex flexible thinking

Question 12

executive funciton

Answer 12

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

Question 13

neo-piagetian theory

Answer 13

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

Question 14

central coneptual structures

Answer 14

networks of concepts and relations that permit them to think about a wide range of situations in more advanced ways

Question 15

inhibition

Answer 15

the ability to control internal and external distracting stimuli

Question 16

production deficiency

Answer 16

attentional strategy

preschoolers rarely engage in attentional strategies
they usually fail to produce srategies when they could be helpful

Question 17

control deficiency

Answer 17

young elementary school children sometimes produce strategies but not consistently
they have difficulty controlling or executing strategies effectively

Question 18

utilization deficiency

Answer 18

children execute stratgies consistently, but their performance either does not improve or improves less than that of older children

Question 19

effective strategy use

Answer 19

by the mid-elementary school years, children use strategies consistently and performance improves

Question 20

planning

Answer 20

involves thinking out a sequence of acts ahead of time and allocating attention accordingly to reach a goal

Question 21

Rehearsal

Answer 21

repeat information to yourself

memory strategy

procedure that holds information in working memory

will probably group related items

Question 22

organization

Answer 22

grouping related items

Question 23

elaboration

Answer 23

involves creating a relationship or shared meaning between two or more pieces of information that do not belong to the same category

Question 24

recognition

Answer 24

noticing that a stimulus is identical or similar to one previously experienced

Question 25

reconstruction of information

Answer 25

recoding

while it is in the system or being retrieved

Question 26

recall

Answer 26

generating a mental representation of an absent stimulus

Question 27

fuzzy trace theory

Answer 27

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

Question 28

semantic memory

Answer 28

vast taxonomically organized and hierarchically structured general knowledge system consisting of concepts, language meanings, facts and rules

Question 29

episodic memory

Answer 29

recollections of personally experienced events that occurred at a specific time and place

Question 30

scripts

Answer 30

general descriptions of what occurs and when it occurs in a particular situation

Question 31

autobiographical memory

Answer 31

made up of representations of one-time events that are long-lasting because they are imbued with personal meaning

Question 32

metacognition

Answer 32

awareness and unerstanding of various aspects of thought

Question 33

theory of mind

Answer 33

a coherent understanding of people as mental beings which they revise as they encounter new evidence

Question 34

cognitive self regulation

Answer 34

the process of continually monitoring and controlling progress toward a goal-planning checking outcomes, and redirecting unsuccessful efforts

Question 35

emergent literacy

Answer 35

children’s active efforts to construct litercy knowledge through informal experiences

Question 36

phonological awareness

Answer 36

the ability to reflect on ad manipulate the sound structure of spoken language

Question 37

whole-language approach

Answer 37

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

Question 38

phonics approach

Answer 38

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

Question 39

ordinality

Answer 39

order relationships between quantities

Question 40

cardinality

Answer 40

that the alst owrd ina counting sequence indicates the quantity of items in a set