Competency 1, Chapter 1 Ec-6 Vocabulary

Front 1

Accommodation

Back 1

A process by which one learns new information by creating an entirely new knowledge structure(s) (schema or schemata); one of the processes that helps create equilibrium when disequilibrium has occurred (according to Piaget).

Hint 1

Creating a new structure for learning.

Front 2

Adaption

Back 2

The adjustment of existing knowledge structures (schemas) through either of the two processes of assimilation or accommodation.

Hint 2

Changes in thinking

Front 3

Anorexia nervosa

Back 3

An eating disorder characterized by a very limited food intake.

Hint 3

Starving yourself

Front 4

Assimilation

Back 4

Incorporating new knowledge into existing knowledge frames (schemas); one of the processes that helps create equilibrium when diesequilibrium has occurred (according to Piaget).

Hint 4

Taking new information and incorperating it into information already learned.

Front 5

Assisted Learning

Back 5

The process a teacher might use when providing scaffolding within a student's zone of proximal development.

Hint 5

Providing some information and letting the student(s) fill in the rest.

Front 6

"Autonomy versus shame and doubt" stage

Back 6

Erikson's second psychosocial stage (from about ages 18 months to 3 years), where children who are given developmentally aprropiate tasks to try by themselves develop a growing sense of independence; if not, they develop a self-doubt and/or shame of not being able to complete tasks on their own.

Hint 6

Giving a child a task (age appropiate) and letting them work on it independently. Building their self-esteem.

Front 7

Bulimia

Back 7

An eating disorder characterized by overeating, then purging the food by self-inducing vomiting or laxatives.

Hint 7

Throwing up after eating

Front 8

Centration

Back 8

Young children are only able to focus upon (or "center on") one aspect or charcteristic (to the exclusion of all others) when organizing or sorting.

Hint 8

Focusing on one thing

Front 9

Classification

Back 9

Grouping objects according to common characterstics.

Hint 9

Grouping like objects

Front 10

Cognitive Development

Back 10

Changes in mental and intellectual processes.

Hint 10

Changes

Front 11

Concrete Operational stage

Back 11

1. The third of Piaget's cognitive development stages, seen from about ages 7 to 11:
2. Characterized by the ability to consider more than one aspect of an object or problem, conserve and classify, and demonstrate the concept of seriation (placing items in a series);
3. Concrete objects are needed for the understanding of most abstract concepts.

Hint 11

Being able to differinate between objects and placing items in sequential order.

Front 12

Conservation

Back 12

The realization that a change in the appearance of an object does not necassarily change the characteristics of the object.

Hint 12

Changing an objects appearance does not mean that it is any different than before.

Front 13

Constructivist theories

Back 13

Belief that children are not passive in the learning process; each learner constantly and actively seeks information and meshes old knowledge with new to make it meaningful in building or constructing his or her own knowledge.

Hint 13

Children are constantly searching for information to add to their bank of knowledge.

Front 14

Conventional Moral Reasoning

Back 14

The focus of choosing a course of moral action is on gaining the approval of others.

Hint 14

Choosing the right path

Front 15

Development

Back 15

The systematic and lasting changes that take place over the course of the human life span.

Hint 15

The changes that take place when you grow up.

Front 16

Developmentally Appropriate Practice (DAP)

Back 16

Teaching in a way that considers the capabilities of the child in his or her current developmental stage; providing learning experiences that lead to optimal success at each child's developmental level.

Hint 16

Giving a child tasks that they can achieve at their level.

Front 17

Disequilibrium

Back 17

Occurs when dissonance after an interaction with the enviroment is not sonsistent with one's prior representations, beliefs, or knowledge of events or objects.

Hint 17

Being introduced to unfamiliar territority.

Front 18

Egocentrism

Back 18

The inability of young children to take the perspective of others; for older children moving into puberty, the belief that "all eyes are on them" (see imaginary audience and personal fable).

Hint 18

Puberty (uncomfortable with changes).

Front 19

Equilibration

Back 19

The constant innate search for balance between what we already know and a new activity, skill, or social experience.

Hint 19

Finding balance in learning and life.

Front 20

Fine motor skills

Back 20

The development and use of finely-tuned, small muscle movements that develop after gross motor skills.

Hint 20

Being able to hold a pencil

Front 21

Formal Operational stage

Back 21

The last of Piaget's cognitive development stages, covering abot ages 11 to adult; characterized by the ability to deal with abstract concepts without concrete representation.

Hint 21

Just because you can't see it, touch it, or smell it doesn't mean it doesn't exist.

Front 22

Gross motor skills

Back 22

The development and use of large muscles of the body and large body movements.

Hint 22

Hop, skip, jump and other skills using the whole body.

Front 23

Guided participation

Back 23

The process that a teacher might use when providing scaffolding within a student's zone of proximal development.

Hint 23

Guiding the learning process.

Front 24

Imaginary audience

Back 24

Older children's belief that everyone is as concerned about their behavior and appearance as they are; everything happens to them is "seen" by everyone else (especially the embarrassing moments).

Hint 24

Thinking everyone is watching you.

Front 25

"Identity versus role confusion" stage

Back 25

Erkison's fifth psychosocial stage in which adolescents (from about ages 12-18) seek to discover (through experimentation) "who they are."

Hint 25

Figuring out who they are.

Front 26

"Industry versus inferiority" stage

Back 26

Erikson's fourth pyschosocial stage, in which children from about the ages of 6 to 12 attempt to develop the academic and social skills and abilities needed for successful societal and social interaction; if successful, the child generally develops an overall good feeling about him or herself; if unsuccessful, the child can perceive him or herself to be inadequate.

Hint 26

The ability to achieve the skills to survive in society. If reached the child will feel good if not they will feel inadequate.

Front 27

Information processing

Back 27

Suggests that the development of cognitive processes occurs through more gradual processes involving increased capability and capacity of attention, learning strategies, knowledge, and metacognition; the process of learning is seen as registering sensory experiences, having them stored in short-term memory, and, if meaningfully encoded, stored in long-term memory for later retrieval.

Hint 27

Being able to process information learned and retrieve it later for use.

Front 28

"Initiative versus guilt" stage

Back 28

Erikson's third psychosocial stage where children from about 3 to 6 years of age test their independence and explore their enviroment as they master language and cognitive and social skills; if successful, children contunue to seek self-sufficiency and can become "risk-takers" in learning; if unsuccessful, children will feel guilt over their natural curiosity, etc.

Hint 28

Children adventuring out to learn things on their own. Successful children will become "risk-takers." Where unseccessful will feel guilt.

Front 29

Maturation

Back 29

Internally determined change.

Hint 29

Growing up and changes to the body.

Front 30

Metacognitive ability

Back 30

The ability to think about one's own cognitive thinking processes and to use this process to facilitate learning.

Hint 30

How to learn new information

Front 31

Organization

Back 31

Continual process of arranging and connecting information, objects, and events within meaningful mental systems (schemata).

Hint 31

Connecting information in order to retrieve it later.

Front 32

Personal fable

Back 32

Adolescents' belief that they are special in the sense of being unique, invulnerable, and omnipotent, so few can understand them.

Hint 32

The phase of no one understands me (adolescent years).

Front 33

Physical Development

Back 33

Changes in the human body that are dependent, to a large extent, on genes.

Hint 33

Human body changes

Front 34

Preconventional moral reasoning

Back 34

The first level of moral reasoning described by Kohlberg, where right or wrong is decided by the consequences received after an action. Your actions are based on weather you are caught or not.

Hint 34

It was right if not caught and not punished and wrong if caught and punished.

Front 35

Preoperational stage

Back 35

Piaget's second cognitive development stage, covering ages 2 through 7; it marks the transition to symbolic thought characterized by the child's focus on a single aspect of a situation while ignoring other aspects and the child's ability to think operations through in one direction but not the reverse.

Hint 35

Focusing on one task that the child is good at, and ignoring the other parts of the learning process.

Front 36

Prepubescence

Back 36

The period of life immediately before puberty, often marked by accelerated physical growth.

Hint 36

Becoming a young adult

Front 37

Private speech

Back 37

Vygotsky's term for young children's talking themselves through tasks aloud; this develops as we grow older into mentally "talking ourselves through" tasks.

Hint 37

When I talk to myself while doing homework or a task.

Front 38

Psychomotor Domain

Back 38

The stages in which children master physical skills.

Hint 38

Dribbling a ball, skipping, hopping (physical movement)

Front 39

Psychosocial Theory

Back 39

Erikson's stage theory that relates to stages of development involving both social and psychological principles; during their lifetimes, humans may go through up to eight stages initiated by "crises" which they must positively resolve to move to the next stage.

Hint 39

Being able to solve a problem

Front 40

Puberty

Back 40

The stage of adolescences in which an individual becomes physiologically capable of sexual reproduction.

Hint 40

Becoming a young lady or man

Front 41

Readiness

Back 41

The assessment of a student's potential ability to complete new tasks.

Hint 41

Accomplishing new goals

Front 42

Reflectivity

Back 42

The tendency to think about what is going on in one's own mind, to study oneself, and to judge one's own actions.

Hint 42

Self reflection

Front 43

Scaffolding

Back 43

Guidance and support in new learning from adult or peers that is gradually withdrawn from the learner as competence improves.

Hint 43

Guided learning (adult or peer) until the student understands and is able to accomplish on their own.

Front 44

Schema (schemata)

Back 44

According to Piaget, building blocks of thought (for example, categories) that enable us to understand our world and help guide our interactions with objects and events.

Hint 44

Taking previous knowledge and adding new knowledge (building blocks).

Front 45

Self-concept

Back 45

Conscious, cognitive perception by individuals of themselves.

Hint 45

What one thinks of himself or herself.

Front 46

Self-esteem

Back 46

The value humans place on their own particular characteristics, behavior, and abilities.

Hint 46

How we feel about what can do.

Front 47

Self-Talk

Back 47

The oral directions children often give themselves while working through a task.

Hint 47

Talking yourself through a task.

Front 48

Sensorimotor Stage

Back 48

Piaget's beginning stage of cognitive development, covering ages from birth to about 2 years; Primary accomplishments during this period include understanding that objects exist, even when they are not in sight or sound range (object permanence), imitation of the actions of others, the combination of simple actions into more complex routines, and evidence of goal-directed behavior(s) or intentional behavior(s) tied to physical actions.

Hint 48

The existence of objects and actions done by children from birth to around age 2.

Front 49

Seriation

Back 49

Ability to arrange objects in an orderly fashion (in a series) using a quantitative dimension (size, for example).

Hint 49

Placing objects in sequential order based on (size, shape, and etc.)

Front 50

Social development

Back 50

Occurs as humans interact with others, although inherent personality and/or physical traits may influence the nature of these interactions.

Hint 50

Learning to social with others around you.

Front 51

Stages of Cognitive Development

Back 51

Piaget's four stages of development in learning:

1. Sensorimotor,
2. preoperational,
3. concrete operational, and
4. formal operational.

Hint 51

SM.PO.CO.FO

(still working on how to remember)

Front 52

Stages of Moral Reasoning

Back 52

Levels of thinking processes related to judgments of right and wrong.

Hint 52

Being able to distinguish between right and wrong.

Front 53

Strategies

Back 53

Specific ways of studying used by students to help them learn.

Hint 53

Memory techniques, note-taking skills, test-taking skills, and so forth.

Front 54

"Trust versus mistrust" stage

Back 54

Erikson's first psychosocial development stage; without appropriate caregiving during birth to three years old, children can develop mistrust of other human beings.

Hint 54

Being ignored at a crucial ages (birth to 3 yrs).

Front 55

Zone of proximal development

Back 55

The difference between intellectual tasks that children can perform alone and those that they can perform with the assistance of an adult or a more skilled peer; the place in learning at which a child could succeed with help but cannot yet succeed alone.

Hint 55

Supported learning