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35 Cards in this Set

  • Front
  • Back
A period in a child's development in which he or she is capable of understanding some things but not others
the understanding, more advanced than simple classification, that some classes or sets of objects are also sub-sets in a larger class
class inclusion
the representation in the mind of a set of perceptions, ideas, and/or actions, which go together
what it says: adapting to the world through assimilation and accomodation
the process by which a person takes material into their mind from the enviornment, which may mean changing the evidence of their sensess to make it fit
Differentiates self from objects- recognizes self as agent of action and begins to act intentionally
The difference made to one's mind or concepts by the process of assimilation
the ability to groub objects together on the basis of common features
can think logically about abstract proportions and test hypotheses systematically. Becomes concerned with the hypothetical, the future, and ideological problems
formal operational
the realization that objects or sets of objects stay the same even when they are changed or made to look different.
the abilitly to move away from one system of classification to another as appropriate
the belief that you are the entre of the universe and everything revolves around you
the process of working out something in your head
learns to use language and to represent objects by images and words
can think logicall about objects and events
concrete operational
the belief that all things are living (the sun sets becasue its tired)
focusing on an objects most salient preceptual feature, such as height, while neglecting other important features
a casuality belief in which children think that when two events occur at the same time, one must have caused the other
transductive reasoning
the ability to reverse and action by mentally performing its opposite
the ability to order and arrange a sets of objects along a quantifiable deminsion, such as wieght or height
the abstraction of a general principle froma variety of examples
inductive reasoning
drawing information or hypotheses out of a general premise or a sample of evidence
deductive resoning
students are viewed as naturally curious explorers who constantly try to make sense of their surroundings (manipulating objects)
Students are viewed as young apprentices who benefit from their relationships they have with mentors (social guidence)
Students lack the competencies needed to learn from the task, even with guidence
students can learn from the task if they receive another's expert guidence and support
Zone of prozimal development
Students have the compentencies needed to learn from the task on their own
Zone of actual development
thought spoken outloud to commuicate with oneself for guidence and direction
private speech
The whole is greater than the sum of the parts; Wertheimer, Kohler, Koffka
Gestalt Psychology
law of Effect, law of readiness, and law of exercise
Multiple intellingences
Life is portrayed in a motion picture for you. It enters your brain and is encountered by a screen that filters and makes judgements and inferences. Checking for reality in your intelligence. If it gets throught, it goes in to buld extra blocks.
interested in long term memory;
father of left brain/right brain
Roger Sperry
If you want to get information in their brain, you neeed to get past fight or flight: Role model learning; celebrate everything; rituals; 2 sides; intropecion
Eric Jenson