Ed. Psych

Front 1

Affective Domain

Back 1

emotions. self knowledge

Front 2

Behaviorism

Back 2

the purpose of education is to change behaviors

Front 3

Cerebellum

Back 3

balance, coordination and movement

Front 4

Cerebral Cortex

Back 4

last to develop, deals with judgment

Front 5

Classical Conditioning

Back 5

puts a nuetral sign before a reflex, focuses on automated behaviors

Front 6

cognitive domain

Back 6

mental skills, knowledge, bloom

Front 7

Cognitive

Back 7

assumes mental processes exist and can be studied scientifically

Front 8

concrete

Back 8

operational stage, 7-11 years, mental tasks tied to hands on. ability to classify objects. hypothetical reason is difficult

Front 9

constructivism

Back 9

theory of knowledge, knowledge comes from experiences and ideas

Front 10

contexts

Back 10

the external and internal situations we live in

Front 11

controlled forgetting

Back 11

your brain forgets what you previously remembered

Front 12

conventional moral reasoning

Back 12

the expectations of society are taken into account. good girl/boy orientation.

Front 13

cortisal

Back 13

the stress drug. directs metabolism.

Front 14

egocentrism

Back 14

see the world only from their eyes

Front 15

equilibration

Back 15

when you get new information, how you sort it, to mantain a sense of balence

Front 16

exosytem

Back 16

the social settings that directly or indirectly influence a child, like the school board or principle

Front 17

experience dependent wiring

Back 17

dependent on external inputs. cultural experiences

Front 18

experience expectant wiring

Back 18

things that develop and grow as we learn. Ex. we are born with the ability to speak.

Front 19

experience independent

Back 19

preset before we are born. control basic functions, respiration.

Front 20

expressive vocabulary

Back 20

the words you have at your comman

Front 21

formal operation

Back 21

abstract thinking, can shift from what is to what could be

Front 22

hippocampus

Back 22

responsible for the recall of new information and experiences

Front 23

hypothetic-deductive reasoning

Back 23

consider and reason through a hypothetical situation

Front 24

macro-system

Back 24

the larger society, customs, laws, etc.

Front 25

microsystem

Back 25

your immediate interactions and relationships

Front 26

meso-system

Back 26

the set of interactions and relationships among all elements of the microsystem

Front 27

moral realism

Back 27

there are morals and they should be acted upon

Front 28

Negative reinforcement

Back 28

taking away an unwanted thing to enforce a behavior

Front 29

neuron

Back 29

our ability to think is a result of nuerons connecting with each other.

Front 30

operant conditioning

Back 30

voluntary behavior is strengthened or weakened

Front 31

positive reinforcement

Back 31

adding a desired thing to strengthen a response

Front 32

postconventional reasoning

Back 32

judgments are based on more abstract, personal principles of justice. social contract orientation

Front 33

preconventional moral reasoning

Back 33

judgment is based solely on a person's needs. Personal reward orientation

Front 34

preoperational stage

Back 34

2-7 years, child progresses from just physically doing something, to understanding it. Children have difficulty understanding more than one aspect of a situation.

Front 35

psychomotor domain

Back 35

physical movement

Front 36

receptive vocab

Back 36

listening vocab

Front 37

self-efficacy

Back 37

the belief that you can reach hard students

Front 38

sensorimotor stage

Back 38

0-2 yrs, a child's thinking involves senses. develop object premenence.

Front 39

Thalmus

Back 39

sensory perception, regulation of motor functions

Front 40

Theory of Mind

Back 40

the understanding that other people have their own thoughts, beliefs, ideas.

Front 41

Zone of Proximal Development

Back 41

the optimal point of instruction for a student based on where they are