question

Efficacy

answer

Effectiveness; belief that the teacher can reach even difficult students to help them learn. A high sense of efficacy causes one to work harder

question

No Child Left Behind (NCLB)

answer

2002; requires standardized testing for elementary and secondary education. The test scores determine funding for the school. The tests determine if schools are proficient and if students are making adequate yearly progress

question

Differentiated Instruction

answer

All students work at different paces and are assessed in ways that fir their interests and needs.

question

Educational Psychology

answer

the study and research of learning and teaching and improvements of educational practice. the study of child/adolescent development, learning and motivation, assessment, social and cultural influences, etc.

question

Descriptive Studies

answer

survey results, interviews, classroom dialogue, audio/video records of class activity, etc.

question

Single subject experimental design

answer

observe the individual for a baseline period to determine effects of therapy, method, or intervention (ABAB experiment)

question

ABAB Experiment

answer

(A) assess behavior of interest, try an intervention(B), note results, remove intervention, go back to baseline conditions(A), then reinstate the intervention (B)

question

microgenetic studies

answer

intensively study cognitive processes in the midst of change - while the change is actually occuring

question

longitudinal studies

answer

follow people over time

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cross-sectional

answer

study groups across different ages

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principle

answer

an established relationship between two or more factors

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theory

answer

related set of concepts used to explain a body of data and to make predictions about results of future experiments

question

empirical

answer

based on the data

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development

answer

refers to certain changes that occur in humans (and animals) between conception and death; changes appear in an orderly way and remain for a reasonably long period of time

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physical development

answer

changes in the body

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personal development

answer

changes in personality

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social development

answer

changes in a way an individual relates to others

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cognitive development

answer

changes in reasoning, thinking, and decision making

question

maturation

answer

changes that occur naturally and spontaneously and are genetically programmed

question

continuity vs discontinuity

answer

debate over whether development is continuous or are there leaps to new stages when abilities change?

question

continuous development theory

answer

gradual improvement through systematic practice and/or exercise

question

discontinuous development theory

answer

qualitative, level periods and then advancement all at once

question

sensitive periods

answer

times when a person is especially ready for or responsive to certain experiences

question

fMRI

answer

functional magnetic resonance imaging; shows how blood flows within the brain during different cognitive tasks

question

ERP

answer

event related potential; assesses electrical activity during activities such as reading or learning vocabulary

question

PET

answer

positron emission tomography; scans brain activity under different conditions

question

neurons

answer

nerve cells that transmit information in the brain and nervous system (gray matter)

question

neurogenesis

answer

production of new neurons

question

synapses

answer

tiny spaces between ends of neurons

question

axons

answer

send information OUT to the muscles, glands, and other neurons

question

dendrites

answer

RECEIVE information and transmit it to neuron cells

question

experience-expectant

answer

synapses are over produced in certain parts of the brain during specific developmental periods, awaiting stimulation; responsible for development of large areas of the brain

question

experience-dependent

answer

synaptic connections are formed based on individual's experiences; localized areas of the brain; individual learning

question

glial cells

answer

white matter; fight infections, control blood flow and communication between neurons, provide myelin coating around axon fibers

question

myelin

answer

increases transmission speed and efficiency, influences thinking and learning

question

cerebral cortex

answer

outer covering of the brain; contains the greatest number of neurons

question

lateralization

answer

hemispheric specialization

question

limbic system

answer

emotions, risk-taking, reward seeking

question

prefrontal lobe

answer

judgement and decision making

question

Jean Piaget

answer

Cognitive development theorist

question

two "inherent functions"

answer

organization and adaptation (JP)

question

organization

answer

ongoing process of arranging info of behaviors and thoughts into coherent systems

question

schemes

answer

thinking building blocks, organized systems of thinking; allow us to mentally represent or think about objects and events ("sucking through a straw" scheme)

question

adaptation

answer

adjustment to the environment (via assimilation or accommodation)

question

assimilation

answer

using our existing schemes to make sense of the world; understanding something new by fitting it to what we already know

question

accommodation

answer

changing existing schemes to respond to a new situation, adjust our thinking to fit new info

question

equilibration

answer

the act of searching for balance; we are continually testing the adequacy of our thinking processes in order to achieve balance - if the scheme does not provide a satisfying result, disequilibrium exists

question

Sensorimotor Stage Piaget's Stages of Cognitive Development

answer

infancy (0-2years) -child's thinking involves the 5 senses -develop object permanence -goal directed actions -learn to reverse thinking

question

Preoperational Stage Piaget's Stages of CD

answer

early childhood (3/4-7years) - child has not yet mastered carrying out actions mentally ("operations") -ability to form and use symbols -semiotic function -difficult to reverse thinking -unable to understand conservation -egocentrism

question

semiotic function

answer

ability to work with symbols to represent an object that is not present

question

egocentrism

answer

only see the world and experiences of others from own viewpoint; assume everyone else shares their feelings,reactions, etc.

question

Concrete Operational Piaget's Stages of CD

answer

later elementary-middle school (7-11years) - "hands on" thinking -understand logical stability of physical world -understand conservation -reverse thinking - understand classification -seriation -logic is tied to physical reality

question

classification

answer

ability to group objects according to one characteristic (i.e. color)

question

seriation

answer

making orderly arrangement from large to small (and vice versa)

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Formal Operational Piaget's Stages of CD

answer

high school and college -mental system for controlling sets of variables, working through sets of possibilities -hypothetico-deductive reasoning -adolescent egocentrism

question

hypothetico-deductive resoning

answer

able to consider hypothetical situations and provide specific implications from the general assumption

question

deductive reasoning

answer

using GENERAL observations to identify SPECIFIC principles

question

inductive reasoning

answer

using SPECIFIC observations to identify GENERAL principles

question

adolescent egocentrism

answer

understanding that others have different perceptions but are very focused on their own ideas

question

neo-Piagetian theories

answer

recent theories that integrate findings about attention, memory, and strategy use

question

Lev Vygotsky

answer

cognitive development theorist; believed that our mental structures and processes can be traced to our interactions with others; we learn through the culture of community

question

co-construction

answer

a social process in which people interact and negotiate to create an understanding or to solve a problem; first occurs between people and then becomes internalized

question

Roles of language and private speech

answer

-emphasis on how "thinking depends on speech" - private speech helps children move towards self-regulation - child first hears from parent, then uses it with another child, then on his/herself

question

Zone of Proximal Development

answer

the area between the child's current level (independent) and the level the child could achieve through adult guidance or in collaboration with more capable peers

question

Urie Bronfenbrenner

answer

clinical psychologist

question

bioecological model

answer

the physical and social contexts in which we develop are called ecosystems because they are constantly interacting and influencing each other

question

microsystem

answer

immediate relationships and activities; relationships at this level are reciprocal

question

mesosystem

answer

set of interactions and relationships among all elements of the microsystem; relationships are reciprocal

question

exosystem

answer

all social settings that affect the child; child is not a direct member of these systems

question

macrosystem

answer

the larger society

question

authoritative parenting style

answer

high warmth, high control -clear limits, enforce rules, expect mature behavior - listen to concerns, give reasons for rules - less strict punishment, more guidance

question

exosystem

answer

all social settings that affect the child; child is not a direct member of these systems

question

permissive parenting style

answer

high warmth, low control - warm, nurturing - few rules or consequences - don't expect mature behavior

question

rejecting/uninvolved parenting style

answer

low warmth, low control - don't seem to care, can't be bothered with controlling or communicating with their kids

question

attachment

answer

emotional bond between people

question

instrumental aggression

answer

intended to gain an object or privilege; to get what they want even if hurting someone happens while getting it

question

hostile aggression

answer

inflicting intentional harm overt: threats or physical attacks relational: threatening or damaging social relationships cyber aggression: using social media/internet to spread rumors, threaten, or terrorize someone

question

academic caring

answer

high but reasonable expectations, helping students reach those goals

question

personal caring

answer

patient, respectful, humorous, willing to listen

question

identity/self-concept

answer

general sense of self, along with all of one's beliefs, emotions, values, commitments, and attitudes; also called self-concept

question

Erik Erikson

answer

psychosocial theory of self, identity, relationships, and role of culture

question

trust vs mistrust

answer

from birth to 12-18 months the major crisis: feeding

question

autonomy vs shame/doubt

answer

18months-3 years beginning of self-control, parents must reinforce child crisis: toilet training

question

initiative vs guilt

answer

3-6 years allowing children to take initiative crisis: independence

question

industry vs inferiority

answer

6-12 years coping with school, academics, peers, etc. major crisis: school

question

identity vs role confusion

answer

adolescence consistent image of self crisis: peer relationships

question

intimacy vs isolation

answer

young adulthood crisis: love relationships

question

generativity vs stagnation

answer

middle adulthood crisis: parenting/mentoring productivity and creativity

question

ego integrity vs despair

answer

late adulthood crisis: reflection and acceptance of one's life

question

moratorium

answer

Erikson's term for adolescents struggling with choices; exploration with a delay in commitment

question

identity foreclosure

answer

commitment without exploration; commit to goals and lifestyles of others

question

identity diffusion

answer

no exploration or commitment to any actions

question

self-concept

answer

our perceptions of ourselves, how we see our abilities, attitudes, attributes, beliefs, and expectations

question

self-esteem

answer

overall judgement of self-worth; competence in valued goals raises self-esteem

question

theory of mind

answer

understanding that other people are people, too - they have thoughts, beliefs, desires, perceptions, etc.

question

Kohlberg's theory of moral development

answer

A) Preconventional level 1) based on avoiding punishment 2) determined by personal needs B) Conventional level 3) being nice and pleasing others 4) obeying laws and authorities C) Postconventional level 5) socially agreed upon standards 6) universal ethics, social justice

question

moral realism

answer

Piaget; child's belief that rules of conduct and play are absolute

question

morality of cooperation

answer

children realize that people make rules and people can change them

question

disability

answer

inability to do something specific

question

handicap

answer

disadvantage in certain situations

question

intelligence

answer

the capacity to learn total knowledge acquired ability to adapt to new situations and the environment in general

question

general intelligence

answer

factor related to cognitive ability and performance on mental tasks

question

fluid intelligence

answer

mental efficiency and reasoning ability selective attention and working memory

question

general intelligence

answer

factor related to cognitive ability and performance on mental tasks

question

fluid intelligence

answer

mental efficiency and reasoning ability selective attention and working memory

question

six points of entry

answer

ways to use intelligences: narrative, logical-quantitative, aesthetic, experiential, interpersonal, existential/foundational

question

metacomponents

answer

executive processing, planning, strategy selection, monitoring

question

performance components

answer

implementing the strategies

question

knowledge-acquisition components

answer

gaining new knowledge

question

analytic intelligence

answer

applying components to situations with familiar problems

question

creative intelligence

answer

cope successfully in 2 ways: a) using insight - ability to deal effectively with novel situations and find new solutions b) using automaticity - ability to become efficient and automatic in thinking and problem solving

question

practical intelligence

answer

choosing environment where you can succeed, adapt, and reshape it if necessary

question

mental age

answer

represents average abilities for that age group (may not be the same as one's current age)

question

intelligence quotient

answer

(mental age divided by chronological age) x 100

question

deviation IQ

answer

how much above or below average the person scored compared to others of the same age group

question

flynn effect

answer

our average IQ score goes up (3 points in a decade)

question

cognitive centered styles

answer

assess the ways people process information

question

personality centered styles

answer

assess more stable personality traits i.e. introvert or extrovert, thinking vs feeling

question

activity centered styles

answer

assess a combo of cognition and personality traits that affect how people approach activities

question

learning styles

answer

the way a person approaches learning and studying

question

Richard Mayer's 3 Facets

answer

cognitive ability (low or high) cognitive style (visual vs verbal) learning preference (visual vs verbal)

question

IDEA

answer

Individuals with Disabilities Act

question

FAPE

answer

free appropriate public education

question

zero reject policy

answer

no one is turned away

question

LRE

answer

least restrictive environment

question

mainstreaming

answer

including special needs kids in a few gen eds when convenient

question

integration

answer

fitting the child into existing class structures

question

inclusion

answer

restructuring the setting to promote belonging for all students

question

IEP

answer

individualized education plan; must include the following: - present level of achievement and functional performance - annual goals - services provided - how much student will not be in gen ed classroom - statement of participation in NCLB - transitional students (age 14+)

question

Section 504/ 504 Plans

answer

written for students not covered by IDEA, still get a plan for getting equal access to education, protection against discrimination applies to all public venues/employments

question

learning disabilities

answer

student who struggles to read, write, spell, or do math even though they don't have an intellectual disablity, emotional problems, or educational disadvantages; has normal vision, hearing, and language capabilities - problems paying attention - hyperactivity - problems organizing - lack of motivation - reading is most common area of difficulty

question

direct instruction

answer

clear explanations, teaching in small steps, immediate feedback, teacher guidance and support

question

strategy instruction

answer

specific rules for focusing attention and accomplishing tasks

question

ADHD

answer

attention deficit hyperactivity disorder; pattern of inattention AND/or hyperactivity-impulsivity symptoms likely to appear before age 7 occur across various settings

question

communication disorders

answer

language and/or speech disorders second largest group served by special ed

question

articulation disorder

answer

distorting sounds, substituting sounds for another, adding a sound, or omitting sounds

question

voicing disorder

answer

speaking with inappropriate pitch, quality, loudness, or in monotone

question

EBD

answer

emotional and behavioral disorders; inappropriate behaviors, unhappiness or depression, fears and anxieties, trouble with relationships

question

intellectual disabilities

answer

significant limitations in intellectual functioning and adaptive behavior, IQ below 70

question

health and sensory impairments

answer

cerebral palsy, epilepsy, asthma, HIV/AIDS, diabetes, low vision, legally blind, hearing impaired, hard of hearing

question

gifted and talented

answer

IQ over 130 may be depressed, bored, and impatient with those who don't share their abilities/interests adjustment problems

question

expressive vocabulary

answer

words a person can use in speaking or writing

question

receptive vocabulary

answer

words a person can understand in spoken or written words

question

overregularize

answer

applying a rule of syntax or grammar where it does not apply (ex. "car is broked")

question

pragmatics

answer

appropriate use of language to communicate in social situations

question

metalinguistic awareness

answer

understanding about language and how it works (acquired around age 5)

question

emergent literacy

answer

foundational skills for reading and writing

question

inside-out skills

answer

knowledge of graphemes, phonological awareness, syntax, phoneme-grapheme correspondence, and emergent writing

question

outside-in skills

answer

language, narrative, conventions of print, and emergent reading

question

heritage language

answer

the language spoken in a student's home or by older relatives when the larger society speaks a different language

question

contextualized language

answer

face to face communication

question

code switching

answer

moving between two dialects or forms of speech

question

genderlects

answer

different ways of talking for males and females

question

ESOL

answer

English for Speakers of Other Languages

question

cultural deficit model

answer

idea that student's home culture was inferior because it had not prepared them to fit into schools

question

ELL

answer

English Language Learner

question

Generation 1.5

answer

students whose characteristics, educational experiences, and language fluencies are somewhere between US born students and students who are recent immigrants

question

eye learner

answer

learns from reading, writing, vocab, and grammar

question

ear learner

answer

learns from listening to environment

question

ESL

answer

English as a Second Language

question

sheltered instruction

answer

teaches content to ELLs by putting words and concepts into context to make the content more understandable, includes simplifying and controlling language

question

learning

answer

when experience causes a relatively permanent change in knowledge, behavior, or potential for behavior; may be deliberate or unintentional

question

behavioral learning theories

answer

assumes the outcome of learning is a change in behavior, emphasizes effects of external events on the individual

question

contiguity

answer

whenever two or more sensations occur together often enough, they will become associated - when one event (stimulus) occurs, the other will be remembered too (response)

question

classical conditioning

answer

association of automatic responses with new stimuli

question

respondents

answer

automatic responses to stimuli i.e. fear, sweating , muscle tension

question

neutral stimulus

answer

stimulus not connected to a response

question

unconditioned stimulus

answer

automatically produces a response WITHOUT prior conditioning

question

unconditioned response

answer

naturally occurring response

question

conditioned stimulus

answer

stimulus that evokes a response AFTER conditioning

question

conditioned response

answer

learned response to a previously neutral stimulus

question

operants

answer

deliberate actions

question

operant conditioning

answer

learning in which voluntary behavior is strengthened or weakened by consequences or antecedents

question

antecedents

answer

influence that precedes a behavior

question

consequences

answer

events that follow a behavior

question

reinforcers

answer

a consequence that strengthens the behavior it follows

question

positive reinforcement

answer

strengthening behavior by presenting a DESIRED stimulus AFTER the behavior - add a pleasant stimulus - giving a piece of candy

question

negative reinforcement

answer

strengthening a behavior by REMOVING an aversive stimulus when the behavior occurs - removing the unpleasant stimulus - decreasing homework load

question

punishment

answer

process that decreases or weakens a behavior

question

presentation punishment

answer

adding a stimulus to decrease/weaken behavior - extra homework, pushups, etc

question

removal punishment

answer

removing a stimulus - taking away privileges, no allowance, etc

question

continuous reinforcement schedule

answer

reinforced after EVERY correct behavior

question

intermittent reinforcement schedule

answer

reinforced only sometimes for correct behavior

question

interval schedule

answer

based on amount of TIME passed between reinforcers

question

ratio schedule

answer

based on NUMBER of responses between reinforcers

question

extinction

answer

when a behavior stops

question

stimulus control

answer

capacity for the presence or absence of antecedents to cause behaviors

question

effective instruction delivery (EID)

answer

clear, concise, specific instruction communicates the expected result statements work better than questions

question

cueing

answer

providing an antecedent stimulus just before a specific behavior

question

prompt

answer

an additional cue

question

applied behavior analysis

answer

the application of behavioral learning principles to understand and change behavior

question

behavior modification

answer

systematic application of antecedents and consequences to change behavior

question

Premack principle

answer

a high frequency behavior (preferred activity) can be an effective reinforcer for a low frequency behavior (less preferred activity) - "first do what I want you to do, then you may do what you want to do" - low frequency behavior must occur first in order to be effective

question

positive practice

answer

replacing one behavior with another, correcting mistakes as soon as possible

question

contingency contracts

answer

creating an individual contract with the student describing exactly what a student must do to earn a reward or privilege

question

token reinforcement system

answer

allowing students to earn tokens for academic work and positive behavior in the classroom (points, chips, hole punch, play money, etc) then students exchange tokens for desired reward

question

group consequences

answer

base reinforcement on the behavior of the whole class

question

response cost

answer

punishment by loss of reinforcers (loss of a privilege)

question

functional behavior analysis

answer

process of understanding the "Why" of a problem behavior

question

positive behavior supports

answer

interventions designed to replace problem behaviors with new actions that serve the same purpose for the student

question

self management

answer

goal setting, monitoring and evaluating progress, self reinforcement

question

enactive learning

answer

learning by doing and experiencing the consequences of your actions; our interpretations of consequences create expectations, influence motivation, and shape beliefs

question

observational learning

answer

learning by watching

question

cognitive views of learning

answer

views learning as an active mental process of acquiring, remembering, and using knowledge

question

cognitive science

answer

study of thinking, language, and the brain

question

mirror systems

answer

areas of the brain that fire during the perception of an action (watching it) and when performing it - mirror neurons

question

domain-specific knowledge

answer

applies mainly to one specific topic or is useful in a particular situation

question

general knowledge

answer

applies to many different situations

question

information processing

answer

model that used a computer to explain processing; helpful but incomplete

question

sensory memory

answer

initial processing that transforms incoming sensory stimuli into information so we can make sense of them, only lasts less than 3 seconds

question

iconic memory

answer

images

question

echoic memory

answer

sounds

question

perception

answer

process of detecting a stimulus and assigning meaning to it; based on physical representations of our existing knowledge

question

bottom-up processing

answer

perceiving based on noticing separate defining features and assembling them into a recognizable pattern

question

Gestalt

answer

tendency to organize sensory info into patterns or relationships

question

top-down processing

answer

where features and patterns are detected in the context of the situation and existing knowledge (conceptually driven)

question

attention

answer

focus on a stimulus

question

automaticity

answer

the ability to perform thoroughly learned tasks without much mental effort; performance is automatic

question

sequential multi-tasking

answer

switch back and forth between tasks but focus on only one at a time

question

simultaneous multi-tasking

answer

overlapping focus on several tasks at a time

question

working memory

answer

temporary holding and processing of info; the info you are focusing on at any given moment - limited capacity - active processing and effort applied to new and old info

question

short-term memory

answer

immediate memory of new information held for 15-20 seconds "magic 7" +/- 2 .... (5-9 units)

question

shaping/successive approximations

answer

reinforcing progress instead of waiting for perfection, breaking it down into steps and sub-processes (task analysis)

question

crystallized intelligence

answer

includes learned skills and knowledge, ability to apply problem-solving to cultural context

question

Howard Gardner's 8 Intelligences

answer

linguistic, musical, spatial, bodily-kinesthetic, interpersonal (understanding others), intrapersonal (understanding self), naturalist (observing human-made and natural), logical-mathematical (9th - existential)

question

authoritarian parenting style

answer

low warmth, high control - cold and controlling, "because I said so" - little talk about emotions, strict punishments

question

central executive working memory

answer

controls attention and other mental resources, decides what info to retrieve

question

phonological loop in working memory

answer

verbal and acoustical information

question

visuospatial sketchpad in working memory

answer

visual and spatial information

question

episodic buffer in working memory

answer

information from central executive, phonological loop, and visuospatial sketchpad are integrated to create representations

question

cognitive load

answer

the amount of mental resources required to perform a particular task (mostly working memory)

question

intrinsic cognitive load

answer

unavoidable, the amount of cognitive processing required to figure out the material

question

extraneous cognitive load

answer

the cognitive capacity used to deal with problems not related to the learning task

question

germane cognitive load

answer

organizing and integrating the material with what you already know and forming new understandings; deep processing

question

maintenance rehearsal

answer

repeating the information in the phonological loop and visuospatial sketchpad; must revisit the info to keep it in working memory

question

elaborative rehearsal

answer

connecting the info you are trying to remember with something you already know; helps create long term memories

question

levels of processing theory

answer

recall of information is based on how deeply it is processed

question

chunking

answer

grouping individual bits of info

question

interference

answer

new info gets confused with old info; old info is lost from working memory

question

decay

answer

activation level weakens and drops so low that the info cannot be reactivated

question

long-term memory

answer

holds the info that is well-learned; takes time and effort to store memories for long term; unlimited capacity; remains there permanently; requires time and effort to access it

question

declarative knowledge

answer

can be declared through words and symbol systems ex) specific facts, generalities, personal preferences, rules

question

procedural knowledge

answer

knowledge in action, must be demonstrated, knowing how to do something

question

self-regulating knowledge

answer

knowing how to manage your learning; when to use declarative and procedural knowledge; how to apply what you know at the appropriate time

question

explicit memory

answer

knowledge from long term memory that can be recalled and consciously considered; memories we are aware of

question

implicit memory

answer

knowledge we aren't conscious of recalling; influences our behavior without our awareness

question

semantic (explicit)

answer

type of explicit memory- memory for meaning (words, facts, theories, and concepts) declarative

question

propositions

answer

the smallest unit of knowledge that can be judged true or false

question

propositional networks

answer

set of interconnected concepts and relationships in which long-term knowledge is held; the meaning is stored in the network

question

images

answer

representations based on structure or appearance of the information; physical attributes and spatial structure

question

dual coding theory

answer

info from long term memory is stored as either visual images or verbal units or both

question

concepts

answer

mental representation used to group similar events, ideas, objects, or people into a category

question

defining attributes

answer

distinctive features; we recognize examples by noting key required features

question

prototypes

answer

the best representative of its category; the one with the important core features

question

exemplars

answer

our actual memories of specific objects/events

question

theory-based

answer

our classifications are based on ideas about the world we create to make sense of things

question

schemas

answer

abstract knowledge structures that organize vast amounts of information; a mental framework; how we makes sense of our experience based on what we already know and what we expect to happen

question

story grammar

answer

typical structure or organization for a category of stories

question

episodic memory (explicit)

answer

type of explicit memory; long term memory tied to info of a particular time and place; memory of events

question

flashbulb memories (explicit)

answer

type of episodic, explicit memory; memories of dramatic or emotional moments; often vivid and complete

question

classical conditioning (implicit)

answer

type of implicit memory; out-of-awareness memories that cause a conditioned response

question

procedural memory (implicit)

answer

type of implicit memory; for skills, habits, and how to perform a task (memory for procedural knowledge)

question

scripts (implicit)

answer

action sequences or plans for action stored in memory

question

productions (implicit)

answer

what to do under certain conditions

question

priming (implicit)

answer

activating a concept in memory, activates associations

question

spreading activation

answer

remembering one bit of info activates recall of associated information

question

retrieval

answer

process of searching for and funding info in long term memory

question

reconstruction

answer

problem solving process that makes use of logic, cues, and other knowledge to construct an answer by filling in any missing parts

question

elaboration

answer

connecting existing knowledge to new information; create examples, use own words, explain to a peer, etc.

question

imagery

answer

form and use mental images to learn info

question

context

answer

internal and external circumstances; physical or emotional backdrop associated with an event - easier to recall info in similar contexts

question

mnemonics

answer

systematic procedures for improving memory

question

loci method

answer

use a familiar place to "peg" or "hang" memories

question

acronym

answer

formed word with first letter of each word you want to remember

question

chain mnemonics

answer

methods that connect the first item with the second item, the second item with the third item, etc.

question

keyword method

answer

associating new words or concepts with similar sounding cue words and images

question

rote memorization

answer

memorizing without necessarily understanding the info

question

serial position effect

answer

the tendency to remember the beginning and end items but not the middle of a list

question

part learning

answer

breaking the list into smaller segments/shorter lists

question

distributed practice

answer

practice spread out with rest periods

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massed practice

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one lump of studying for an extended period of time (leads to cognitive overload, fatigue, and decreased motivation)

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automated basic skills

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skills that are applied without conscious thought

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cognitive automated skill

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(1) rely on declarative knowledge and general problem solving to accomplish the goal

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associative automated skill

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(2) individual steps are combined into larger units

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autonomous automated skill

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(3) whole procedure can be accomplished without much thought

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domain-specific strategies

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consciously applied skills to reach goals in a particular subject or problem

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executive control processes

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metacognitive skills: attention, rehearsal, organization, imagery, elaboration, etc.

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metacognition

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"thinking about thinking" higher order knowledge about your own thinking and ability to use this knowledge to manage your cognitive processes develops around age 5-7

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planning

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how much time to use, what strategies, what resources, what to skim, etc.

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monitoring

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real-time awareness, "does this make sense?" "how am I doing?"

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evaluating

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judgements about the process and outcomes of thinking and learning

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KWL strategy

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K: what do you already know? W: what do you want to know? L: what did you learn?

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learning strategies

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summaries, underlining and highlighting, taking notes, concept maps/webs

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production deficiencies

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students learn strategies but do not apply them when they could or should

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problem

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initial state, goal, and path for reaching the goal

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problem-solving

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formulating new answers beyond previously learned rules; solutions aren't obvious

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schema-driven problem solving

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seeing the new problem as "an old problem in disguise" that you already know how to solve

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algorithm

answer

step by step prescription for achieving a goal

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heuristics

answer

general strategy used in attempting to solve problems

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means-ends analysis

answer

problem is divided up into intermediate goals or subgoals, then a means of solving each intermediate goal is figured out

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working-backward strategy

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begin at the goal and move back to the unsolved initial problem

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analogical thinking

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limits the search for solutions to situations that have something in common with your problem

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verbalization

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putting your problem-solving plan into words

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functional fixedness

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inability to use objects or tools in a new way

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response set

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getting stuck on one way of representing a problem

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representativeness heuristic

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judging the likelihood of an event based on how well the events match your prototypes

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availability heuristic

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judging the likelihood of an event based on what is available in your memory

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belief perserverance

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tendency to hold onto personal beliefs in the face of contradictory evidence

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divergent thinking

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propose many different ideas or answers to a problem

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convergent thinking

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identifying only one answer to a problem

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Culturally relevant pedagogy

answer

Excellent teaching for students of color that includes academic success, developing/maintaining cultural competence, and developing a critical consciousness to challenge the status quo.

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Culture

answer

The knowledge, values, attitudes, and traditions that guide the behavior of a group of people and allow them to solve the problems of living in their environment.

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Discrimination

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Treating or acting unfairly toward particular categories of people.

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Ethnicity

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A cultural heritage shared by a group of people.

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Gender Biases

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Different views of males and females, often favoring one gender over the other.

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Gender Identity

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The sense of self as male or female as well as the beliefs one has about gender roles and attributes.

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Gender Schemas

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Organized cognitive structures that include gender-related information that influences how children think and behave.

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Minority Group

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A group of people who have always been socially disadvantaged-not always a minority in actual numbers.

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Multicultural Education

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Education that promotes equality in the schooling of all students.

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Participation Structures

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The formal and informal rules for how to take part in a particular activity.

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Pragmatics

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The rules for when and how to use language to be an effective communicator in a particular culture.

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Prejudice

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Prejudgement or irrational generalization about an entire category of people.

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Race

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A socially constructed category based on appearances and ancestry.

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Resilience

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The ability to adapt successfully in spite of difficult circumstances and threats to development.

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Resistance Culture

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Group values and beliefs about refusing to adopt the behaviors and attitudes of the majority culture.

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Sexual Identity

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A complex combination of beliefs about gender roles and sexual orientation.

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Socioeconomic Status (SES)

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Relative standing in the society based on income, power, background, and prestige.

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Sociolinguistics

answer

The study of the formal and informal rules for how, when, about what, to whom, and how long to speak in conversations within cultural groups.

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Stereotype

answer

Schema that organizes knowledge or perceptions about a category.

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Stereotype Threat

answer

The extra emotional and cognitive burden that your performance in an academic situation might confirm a stereotype that others hold about you.

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Tracking

answer

Assignment to different classes and academic experiences based on achievement.

Educational Psychology Vocabulary (Woolfolk Ch 1-9) – Flashcards

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