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35 Cards in this Set
- Front
- Back
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A period in a child's development in which he or she is capable of understanding some things but not others
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stage
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the understanding, more advanced than simple classification, that some classes or sets of objects are also sub-sets in a larger class
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class inclusion
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the representation in the mind of a set of perceptions, ideas, and/or actions, which go together
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schemas
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what it says: adapting to the world through assimilation and accomodation
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adaptation
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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
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assimilation
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Differentiates self from objects- recognizes self as agent of action and begins to act intentionally
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sensori-motor
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The difference made to one's mind or concepts by the process of assimilation
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accomodation
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the ability to groub objects together on the basis of common features
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classification
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can think logically about abstract proportions and test hypotheses systematically. Becomes concerned with the hypothetical, the future, and ideological problems
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formal operational
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the realization that objects or sets of objects stay the same even when they are changed or made to look different.
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conservation
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the abilitly to move away from one system of classification to another as appropriate
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decentration
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the belief that you are the entre of the universe and everything revolves around you
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egocentrism
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the process of working out something in your head
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operation
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learns to use language and to represent objects by images and words
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pre-operational
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can think logicall about objects and events
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concrete operational
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the belief that all things are living (the sun sets becasue its tired)
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animism
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focusing on an objects most salient preceptual feature, such as height, while neglecting other important features
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centration
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a casuality belief in which children think that when two events occur at the same time, one must have caused the other
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transductive reasoning
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the ability to reverse and action by mentally performing its opposite
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reversibility
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the ability to order and arrange a sets of objects along a quantifiable deminsion, such as wieght or height
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seriation
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the abstraction of a general principle froma variety of examples
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inductive reasoning
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drawing information or hypotheses out of a general premise or a sample of evidence
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deductive resoning
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students are viewed as naturally curious explorers who constantly try to make sense of their surroundings (manipulating objects)
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Piaget
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Students are viewed as young apprentices who benefit from their relationships they have with mentors (social guidence)
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Vygotsky
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Students lack the competencies needed to learn from the task, even with guidence
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predevelopment
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students can learn from the task if they receive another's expert guidence and support
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Zone of prozimal development
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Students have the compentencies needed to learn from the task on their own
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Zone of actual development
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thought spoken outloud to commuicate with oneself for guidence and direction
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private speech
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The whole is greater than the sum of the parts; Wertheimer, Kohler, Koffka
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Gestalt Psychology
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law of Effect, law of readiness, and law of exercise
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Thorndike
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Multiple intellingences
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Gardner
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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.
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Lewin
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interested in long term memory;
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Gagne
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father of left brain/right brain
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Roger Sperry
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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
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Eric Jenson
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