Terms to Know Flashcards
Assimilation
Responding to a new event or object that is consistent with an existing scheme.
Classical Conditioning
A process of behavior modification by which a person comes to respond in the desired manner to what was once a neutral stimulus. The neutral stimulus is repeatedly presented with an unconditioned stimulus (smell of food) that eventually elicits the desired response.
Conservation
Knowing that a number or amount stays the same even when rearranged or presented in a different shape
(Pouring a set amount of liquid into two different size containers)
Constructivism
A philosophy of learning based on the premise that people construct their own understanding of the world they live in through reflection on experiences.
Convergent thinking
A process of gathering several pieces of information together to solve a problem.
Creativity
New and original behavior that creates a culturally appropriate product
Declarative knowledge
Knowledge of what is
Procedural knowledge
Knowledge of how to
Conditional knowledge
Knowledge of when again - students transfer or use new knowledge in another situation
Discovery learning
Teaching methods that enable students to discover information by themselves or in groups
Disequilibrium
One’s ability to explain new events based on existing schemes, which is usually accompanied by discomfort
Disposition
A person’s natural tendency to approach earning or problem solving in new ways
Distributed cognition
A process in which two or more learners share their thinking as they work together to solve a problem
Divergent thinking
The process of mentally taking a single idea and expanding it in several directions
Equilibration
Movement fro equilibrium to disequilibrium and then back to equilibrium again
Long-term Memory
The part of memory that holds skills and knowledge for a long time
Metacognition
A person’s ability to think about her own thinking; self-awareness, self-regulation
Students are able to explain her own thinking and describe which strategies she uses to solve problems
Problem Solving
The use existing knowledge and skills to solve problems
Readiness to Learn
Students basic needs are met (food, sleep, safety, love) and the student is cognitively ready for developmentally appropriate learning and problem solving
Response
A specific behavior that a person demonstrates
Scaffolding
Instructional supports provided by an adult or capable student in a learning situation.
Schema
A concept in the mind about events, scenarios, actions, or objects that have been acquired from past experience. The mind must have previous experiences with which to associate new information to ensure that it is learned.
Self-efficacy
The belief that one is capable
Self-regulation
The process of taking control of one’s own learning or behavior
Stimulus (stimuli)
A specific object or event that influences (positively or negatively) a person’s learning or behavior
Transfer
The ability to apply a lesson learned in a new situation
Working memory
Short-term memory; limited amount of information
Zone of Proximal Development
Vygotsky
Students learn best in a social context in which a more-able adult or peer teaches the student something that she could not have learned on her own
Operant conditioning
The learner modifies her own behavior based on the association of the behavior with a stimulus
Accommodation
Responding to a new event or object by changing an existing scheme or creating a new scheme.
Acculturation
Process of learning and adopting the customs and values of another culture
Attention deficit disorder (ADD)
Can impact learning. Students may have difficulty focusing, following directions, organizing, making transitions, completeing tasks, etc.
Attention deficit hyperactivity disorder (ADHD)
Can impact student learning. May have difficulty focusing, organizing, impulsivity, sitting still, taking turns
Auditory learner
Students process information through listening (lectures, discussions, read aloud)
Autism Spectrum Disorders (ASD)
Pervasive developmental delays including Asperger’s Syndrome. ASD students have difficulty socializing and communicating
Behavior Disorder (BD)
A type of disruptive behavior disorder in children and adolescents. Students may violate rules, show aggression towards others, destroy property, or practice deceitfulness
Cognitive Style
A person’s way of perceiving and remembering information; the way a person thinks or solves poblems
Concrete operational thinker
Children ages 7 - 11 think in logical terms, not in abstract terms. Children require hands-on experiences to learn concepts
Developmental delays
Identified by a medical profession before the age of 22 and students can have more than one.
Self-care, expressive or receptive language, learning, mobility, self-direction
Disposition
A person’s overall approach and temperament when solving problems, learning, and thinking
ELL, ESL, PLNE
English Language Learner
English as a Second Language
Primary Language not English
Students who are learning English as a 2nd, 3rd, or 4th language.
Formal operational thinkers
Children ages 11 - 15 develop hypothetical and abstract thinking. Students can use logical operations to work abstract problems.
Functional Mental Retardation (MR)
Students who experience difficulties with age specific activities, communication, daily living activities, getting along with others
Giftedness
Significantly higher than usual ability or aptitude in one or more areas
Kinesthetic learner
Students process information through moving and doing (act out scenes, put on play, use manipulatives)
Learning Disabilities (LD)
LD students are not learning to their potential in one or more areas (reading, writing, oral language, math). Characteristics include:
- Poor coordination
- Poor depth perception
- Short attention span
- Impulsivity
- Difficulty following simple directions
- Hyperactivity
- Distractibility
- Limited vocabulary
- Difficulty recalling
Physical (Sensory) Difficulties
Physical or medical conditions that affect school performance significantly (health, visual, hearing)
Tactile learner
Process information through touching (active involvement, hands-on experiences)
Visual Learner
Process information through seeing (visual displays, films, graphic organizers, handouts, bulletin boards)
Attribution
When one constructs a casual explanation for failure or success
Classical conditioning
A process of behavior modification by which a person responds in the desired manner along with an unconditioned stimulus (smell of food) to eventually elicits the desired response.
Cognitive Dissonance
A feeling of mental discomfort in which new information conflicts with beliefs or previously learned information
Extrinsic Motivation
Motivation that comes from external sources or from outside a person (stickers, behavior charts, incentives for learning)
Facilitating Anxiety
A low level of anxiety can enhance student learning and performance on classroom assessments (knowledge of an upcoming pop quiz)
Debilitating Anxiety
High level anxiety that detracts from a student’s ability to concentrate on the task or even attempt the task out of far and intense concern
Intrinsic motivation
Motivation that comes from within (providing time for reflection, helping students see what they have learned and its importance)
Learned helplessness
A tendency for a person to be a passive learner who is dependent on others for guidance and decision making.
Operant conditioning
The learner modifies her own behavior based on the association of the behavior with a stimulus.
Punishment
The goal of punishment is to weaken or extinguish an undesired behavior. Punishment involves adding a new stimulus to decrease an undesired behavior.
(Skinner)
Reinforcement
The process or action of strengthening or reinforcing a behavior.
Positive reinforcement- involves a stimulus to increase a desired response
Negative reinforcement- removing a negative stimulus to increase a desired response
(Skinner)
Self-determination
A paradigm that suggests that humans have a basic need for autonomy when it comes to the courses their lives take
Accommodation
Adjustments to the student’s task, learning environment, or supports provided without changing academic achievement expectations
Modifications
Changes to curriculum expectations because the curriculum is beyond the student’s level of ability
