Cset

Front 1

Metacognition

Back 1

Term used to describe what, how and why people know what they know when they know it. A characteristic of higher ordered, mature and sophisticated thinking

Front 2

Visual-Perceptual Disability

Back 2

(Dyslexia most recognized- see letters in reverse)) see letters and #'s in different positions. May confuse right or left, skip or reverse words. poor hand-eye coordination

Front 3

Auditory-Perceptual Disability

Back 3

(hard of hearing) May find it difficult to distinguish between the differences in sound. Appear "lost" or "confused" when called upon. Appear to not be paying attention

Front 4

Attention and Hyperactivity Disorders

Back 4

consistently show one or more of following behaviors:
1. have a difficult time paying attention
2. are distracted easily
3. show hyperactivity
4. become frustrated easily
5. have difficulty controlling muscle or motor activity (constantly moving)
6. have difficulty staying on task
7. show innapropriate over-activity

Front 5

Perceptual-Motor Disability

Back 5

Have difficulty with coordination and may often appear clumsy or disoriented. Sometimes their hands are in constant motion and may get in the way of their activity

Front 6

Mental Retardation

Back 6

known as educationally delayed. have subnormal cognitive functioning at an IQ level of 70 or below.
Affects 1-2% of population, most falling in mild range

Front 7

Classical conditioning and it's Educational Implications

Back 7

Pavlov- dogs salivating to bells
Watson- applied stimulus-response manipulation to children and claimed behavior of children is easily conditioned
Educational Implications:
1. Teachers can be assured that through repetition(and based upon the child's experience) learning is predictable
2. Teachers can help children be successful by making their world more orderly and predictable
3. Teachers will recognize a child's learned experiences can account for later behavior patterns

Front 8

Operant conditioning and its educational implications

Back 8

B.F. Skinner- children learn from operating in their environment. Respond to reinforcement. Behavior that is reinforced (rewarded) will tend to be strengthened. Behavior that is not reinforced will tend to be extinguished.
Educational Implications:
1. Teachers can use behavior modification in the classroom as a learning tool (altering the environment or situation to produce a more favorable outcome)
2. Teachers can reinforce positive behavior to rpoduce subsequent desirable behaviors (e.g. positive feedback, praise or gold stars) and not reinforce undesirable behaviors

Front 9

Allegro

Back 9

Fast tempo

Front 10

Chord

Back 10

Several notes sounded together

Front 11

Clef

Back 11

the symbol indicating the pitch of the notes (treble or bass)

Front 12

Consonance

Back 12

combo of tones that produce a quality of relaxation

Front 13

Dissonance

Back 13

Combo of tones that produces a quality of tension

Front 14

timbre

Back 14

the characteristic sound of a voice or instrument