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Comprehensive Exams > Topics > Flashcards

Topics Flashcards

1
Q

Dev. psych vs. educators
Applied Research
Science

A

Klahr, Chen, Toth 2001

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2
Q 
Teaching children meaningfully/relevant
Applied Research
Math
Learning is situated/social
Teacher is not the expert with the truth
A

Moss and Case 1999 - percent - fraction
Lampert 1990 - talk about math - discourse
Duffy & Orrill 2001 - TALKS ABOUT JASPER
Duffy & Cunningham 1996- Jigsaw, PBL (not math)
Schuh 2003 (not math) - knowledge construction links

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3
Q

Transfer

A

Bransford & Schwartz 1999- PFL

Lave 1988 - probs with old transfer (dualism, non-social, non-situated)

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4
Q

Metaphors/language
Acquisition vs. Construction of knowledge
Metaphors of Mind

A

Sfard 1998 AM, CM

Duffy and Cunningham 1996 - Mind as computer, mind as brain, mind as rhizome (situated)

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5
Q

Define phylogony/ontogeny

Expertise - constructivist - discourse and practices of community

A

Palinscar 1998

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6
Q

Define synaptogenisis, plasticity, OG&P, critical periods, bridge between education and brain too far

A

Bruer 1997

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7
Q

Fostering communities of learning - reflection, MC, jigsaw, research, majoring - constructivist design
Becoming a part of a community of practice

A

Brown and Campione 1996
Savery & Duffy 1996 Practice fields rather than communities of practice
Roschelle & Clancey 1992

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8
Q

Look at learner and environment together -
affordances, constraints
ATI
aptitudes for learning

A

Snow 1996

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9
Q

Nature constrains knowledge construction

A

Phillips 1995
Bruner 1990 - universals in development on constraints but culture can loosen those constraints - knowledge is public and shared

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10
Q

Appropriation
Unit of analysis is activity
sociocultural - Vygotsky
Intersubjectivity

A

Rogoff 1995 - appropriation

Rogoff, Malkin, Gilbride 1984 - intersubjectivity ZPD, jack in the box

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11
Q

Optimal challenge to learner, learner control

A

Collins 1993

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12
Q

Expertise requires practice - deliberate practice

A

Ericsson et al. 1993

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13
Q

Chunking, expert chess players, depth in one area

A

Glaser 1992

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14
Q

All learning is situated, cognitive apprenticeship, sit cog

A

Brown, Collins, DeGuid 1989

Duffy & Cunningham 1996

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15
Q

Instruction should be “just in time”

A

Gijbels et al. 2005

Airasian & Walsh 1997 viable, all instruction can fit, caution - c’ism is epist not prescriptive

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16
Q 
Implementing C'ist instruction is difficult because: 
conceptual issues
pedagogical issues
cultural issues
political issues

Teachers teaching with or against their beliefs

A

Windschitl 2002

Fang 1996 - inconsistency/consistency theory

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17
Q 
knowledge is not separate from knowers
non-dualist
ontological article
coming to be = knowing
PRAGMATIC
A

Thayer-Bacon 2000 critical thinking = constructive thinking (body and mind counts)
Packer & Goicoechea 2000
Garrison 1997 - criticizes von g for being subjectivist and dualist
Duffy & Cunningham 1996 MaR
Cobb 1994 - both tell half of a good story - both LPP and constructions in the mind are of value
Bruner 1990 Pragmatism can combat relativism - how does another person’s view affect one’s own view or commitment?

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18
Q

Piaget vs. Vygotsky

A

Maddox & Cummings 1999 Egocentric speech, become self or become a part of society, develop or activate mental structures. C’ism means too many things to too many people
Duffy & Cunningham 1996 - cog in head, soc ind in social - acculturation

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19
Q

Constructions must be viable

A

Airasian & Walsh 1997 viability, just in time inst. cism can use all kinds of instruction
Savery & Duffy 1996 practice fields, community
Schuh 2003 kcl

20
Q

MC and reflection is key

A

Duffy & Cunningham 1996

Campione, Brown, & Connell 1988

21
Q

3 perspectives on learning - Empiricist, Rationalist, Pragmatist

A

Greeno, Collins, & Resnick 1996

22
Q

PBL is the design of choice - fits constructivist beliefs (illstructured, authentic)

A

Duffy & Orrill 2001 - jasper, PBL
Duffy & Cunningham 1996 - Jigsaw, PBL
Savery & Duffy 1996 - ill-structured, complex problems in practice fields
Grabinger 1996 REALs - Rich Environments for Active Learning - VERY IMPORTANT. Authentic makes it RELEVANT

23
Q

Instructional approach that is liked from constructivist view

A 
Grabinger 1996 - REALS - PBL, jasper (CGTV anchored instruction), cog app, reciprocal teaching
six characteristics of REALS - 
c'ist heritage
authentic instruction
student responsibility
collaborative learning
generative learning activities
authentic assessment
 to find a child's thinking:
  concept map
  think-alouds
  written question generation
  analysis of recordings
  ranking, classifying
24
Q

ZPD

A

Rogoff, Malkin, Gilbride 1984 - intersubjectivity ZPD
Duffy & Cunningham 1996 - ZPD def
Wertsch 1992 - ZPD can be used to impact inter and then intra. NOt just for assessment
Wertsch 1985 - inter to intra. cultural process
Wertsch 1984

25
Q

cognitive constructivism - assimilation, accommodation, equalibrium, schema

A

von Glasersfeld 1989 - reflective abstraction - own reality, what is constructed in mind
Sutherland 1992 - schema

26
Q

Reciprocal Teaching Strategy - questioning, predicting, summarizing, clarifying - Scaffolding and modeling

A

Palinscar & Brown 1986
Campion, Brown, & Connell 1988 - 80% students improved score on comprehension from 30-75 % and retained. very effective - teaches strategy and MC

27
Q

Intersubjectivity/semiotic mediation/situation definition

A

Wertsch 1984

28
Q

Long Term Memory - Connectionist/PDP models, Network Models - ACT-R (Anderson)

A

Bruning and Schraw 2004

29
Q

Declarative (semantic & episodic), Procedural, Conditional Knowledge. Implicit vs. Explicit

A

Bruning & Schraw 2004

30
Q

concepts, propositions, scripts, productions, schemata

A

Bruning & Schraw 2004

31
Q

Paivio’s dual coding - visual and verbal

A

Bruning & Schraw 2004

Mayer & Moreno 2001

32
Q

Scaffolding

A

Palinscar & Brown 1986
Rogoff, Malkin, & Gilbride 1984
Reiser 2004 - structuring and problematizing (example is CSILE, scarmelia & bereiter - students have to indicate connection between their comment and the larger discussion (problematize). Calculator - structure. Tools can distribute the work

33
Q

Learner-centered classroom vs. teacher-centered

A

Schuh 2003

34
Q

Cognitive load

A

Mayer & Moreno 2001 - on computer - no redundancy, contiguous verbal and visual, coherence (not too much stuff)

35
Q

Interest, personality, and IQ create constellations of a person - personality research big five (extroversion, neuroticism, agreeableness, conscientiousness, openness), ability catell and horn 3-layer, carroll - abilities, Snow ATI

A

Lubinski 2000

36
Q

enactive, iconic, symbolic - spiral curriculum

A

Driscoll 2000

37
Q

Behaviorist terms - law of effect, contingent response, behavior, consequences, computer instruction good

A

Skinner 1996

38
Q

Modalities in the brain - Multiple Intelligences

A

Gardner 1993, 1985 - use secondary routes to get to weaknesses of learners, do authentic assessment

39
Q

Connectionist view of learning

A

Roschelle and Clancey 1992 - in activity (social and physical), internal processes are being developed - strengthening and weakening of connections - representations are formed. Used “envisioning machine” and looked at newton’s laws of physics with a partner

40
Q

Triarchic reciprocal causality - Bandura. Personal, environment, behavior

A

Gredler 1992 - observational learning, models, reinforcement

41
Q

Self-efficacy

A

Gredler 1992

42
Q

Self-regulation

A

Gredler 1992

43
Q

Hierarchy of Needs - Deficiency and growth

A

Maslow 1987

44
Q

Erckson’s theory of Development - ego development and biological maturation, and social institutions

A

Steven 1983

45
Q

Marcia’s identity - moratorium, diffusion, foreclosure, achievement

A

Woolfolk 2010

Comprehensive Exams (4 decks)

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