Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
164 Cards in this Set
- Front
- Back
|
Accommodation
|
Modifying one's existing knowledge or creating new concepts when new information can't fit into one's existing thinking
|
|
|
Active Learning
|
Any form of meaningful learning which involves constructing a rich knowledge-base of inter-related concepts, prior knowledge, and real-life experiences
|
|
|
Assimilation
|
Fitting new information or experiences into one's existing way of thinking
|
|
|
Centration
|
An inability to focus on two dimensions simultaneously
|
|
|
Constructivism
|
How individuals develop their mental skills through interactions with the environment (people, objects, events). Individuals construct their own knowledge
|
|
|
Conservation
|
Understanding that quantity or amount remains the same even though appearance changes
|
|
|
Disequilibrium
|
A discrepancy between one's existing knowledge and a new experience
|
|
|
Egocentric
|
Thinking about the world primarily from one's own physical or cognitive viewpoint
|
|
|
Identity constancy
|
Understanding that an object remains qualitatively the same even though it's appearance changes
|
|
|
Individual Constructivism
|
A form of constructivism in which individuals construct meaning by themselves from their experiences
|
|
|
Internalization
|
Process where an individual progresses from performing cognitive processes with a more capable person, socially, to performing them independently and mentally
|
|
|
Intersubjectivity
|
Co-construction of knowledge where two individuals who begin a task with different knowledge perspectives come to a shared understanding, each adjusting to the perspective of the other
|
|
|
Operations
|
Physical actions performed mentally
|
|
|
Reversibility
|
Ability to manipulate one's thinking in two directions
|
|
|
Scaffolding
|
A temporary social support provided by an adult or more capable peer for a child to accomplish a task
|
|
|
Schemes
|
Organized patterns of physical action
|
|
|
Semiotic Functions
|
An ability to use signs and symbols to represent an object
|
|
|
Social Constructivism
|
A form of constructivism in which individuals construct meaning by interacting with others within a social and cultural context
|
|
|
Zone of Proximal Development
|
The difference between what an individual can accomplish independently and what he or she can learn with assistance from more capable individuals.
|
|
|
Activation level
|
The degree to which a particular piece of information in memory is currently being attended to and mentally processed.
|
|
|
Automatic processing
|
Skills that are applied without conscious thought
|
|
|
Automaticity
|
The ability to respond quickly and efficiently while mentally processing or physically performing a task
|
|
|
Bottom-up Processing
|
Perceiving based on noticing separate defining features and assembling them into a recognizable pattern
|
|
|
Central Executive
|
The part of working memory that is responsible for monitoring and directing attention and other mental resources
|
|
|
Chain mnemonic
|
A method that connects the first item to be memorized to the second, the second with the third, and so forth or an approach that incorporates items to be
remembered into a catchy jingle |
|
|
Conceptual knowledge
|
A form of mental representation that reflects an understanding of declarative or procedural knowledge
|
|
|
Declarative knowledge
|
Knowledge related to "what is," to the nature of how things are, were, or will be. Verbal information or facts
|
|
|
Elaborative rehearsal
|
A cognitive process in which learners connect new information they are trying to remember with prior knowledge (create a password from dates)
|
|
|
Encoding
|
Changing the format of new information as it is being stored in memory. Prepare for long term
|
|
|
Episodic knowledge
|
Long-term memory for information tied to a particular time and place, especially memory of the events in a person’s life
|
|
|
Episodic buffer
|
A temporary storage system that integrates information from the visuospatial sketchpad, phonological loop and long-term memory into a single representation within working memory.
|
|
|
Explicit knowledge
|
Long-term memories that involve deliberate or conscious recall. All the information we are consciously aware of and use
|
|
|
Implicit knowledge
|
Knowledge that we are not conscious of recalling, but influences behavior or thought without our awareness.
Habits |
|
|
Interference (proactive and retroactive)
|
Something stored in long-term memory inhibits one's ability to remember something else correctly
|
|
|
Maintenance rehearsal
|
Repetition of information over and over to keep it "fresh" in working memory.
|
|
|
Mnemonic Devices
|
A special memory aid or trick designed to help students learn and remember a specific piece of information
|
|
|
Network theory
|
A theory that describes how information in memory is organized and connected within a network that is not part of conscious awareness
|
|
|
Phonological loop
|
Part of working memory. A memory rehearsal system for verbal and sound information of about 1.5 to 2 seconds
|
|
|
Reconstruction error
|
Constructing a logical but incorrect "memory" by using information retrieved from long-term memory plus one's general knowledge and beliefs about the world
|
|
|
Schema theory
|
Basic structures for organizing related information and concepts within long term memory. Fits in with previous knowledge. Pictures or diagrams.
|
|
|
Sensory memory
|
A component of memory that holds incoming information in an unanalyzed form for a very brief period of time (probably less than a second for visual input and two or three seconds for auditory input). Unlimited capacity
|
|
|
Verbal mediator
|
A word or phrase that forms a logical connection or "bridge" between two pieces of information; used as a mnemonic
|
|
|
Visuospatial sketchpad
|
Part of working memory. A temporary holding system for visual and spatial information
|
|
|
Working memory
|
A component of memory that holds and processes a limited amount of information; also known as short-term memory. The duration of information stored in working memory is probably about five to twenty seconds. Limited Capacity
|
|
|
Adolescent Egocentrism
|
difficulty differentiating between one’s own thoughts and the thoughts of others
|
|
|
Evaluation
|
appraising the outcomes of the cognitive strategies used
|
|
|
False-beliefs
|
understanding that people can believe one thing, but be wrong
|
|
|
Imaginary Audience
|
adolescent’s belief that others’ thoughts are focused on him or her, just as their own thoughts are focused on themselves
|
|
|
Introspection
|
awareness of thoughts
|
|
|
Metacognition
|
thinking about thinking...thinking about one’s own and others’ knowledge such as skills, memory capabilities, and the ability to monitor learning
|
|
|
Metacognitive regulation
|
The purposeful act of attempting to control one’s own cognitions, beliefs, emotions, and values
|
|
|
Personal Fable
|
Adolescent’s belief that he or she is so unique and special that no one else can understand his or her emotions
|
|
|
Person knowledge
|
Knowledge about one’s own capabilities
|
|
|
PQ4R
|
instructional strategy to increase reading comprehension that includes several steps; preview, question, read, reflect, recite, and review
|
|
|
Reciprocal teaching
|
Instructional strategy to increase reading comprehension that includes several steps; summarizing, questioning, clarifying, and predicting.
|
|
|
Region of Proximal Learning
|
Individuals will study items close to being learned, but not yet mastered
|
|
|
Strategy knowledge
|
Knowledge about which strategies are available to aid in learning information and under what conditions or when it is best to use a particular strategy
|
|
|
Task knowledge
|
Knowledge about the difficulty or ease of a task
|
|
|
Theory of Mind
|
Recognizing that others have their own mind and thoughts that differ from their own. Early attempt at children's understanding of the mind
|
|
|
Visual Perspective-Taking
|
understanding that another person can see something in a different way or from a different view than themselves
|
|
|
Conditioned response
|
Behavior that is learned.
|
|
|
Conditional stimulus
|
Behavior that evokes a learned response
|
|
|
Contiguity learning
|
Learning by simple association
|
|
|
Continuous Schedule:
|
Consequences are provided after every single instance of the behavior
|
|
|
Discrimination
|
Learning can include differentiating between similar, but different, stimuli
|
|
|
Extinction
|
Strategy used to decrease an inappropriate behavior by no longer providing reinforcement for that behavior, or ceasing to provide the pairing between stimuli and response.
|
|
|
Intermittent Schedule:
|
Consequences are provided periodically for the behavior
|
|
|
Law of Effect
|
Behaviors that are associated with good consequences are more likely to occur, whereas behaviors that are associated with bad consequences are less likely to occur again.
|
|
|
Neutral stimuli
|
All events that do not evoke an automatic response.
|
|
|
Overcorrection
|
Behavioral strategy used to make restitution for an inappropriate behavior by having a student perform an appropriate behavior.
|
|
|
Positive Practice
|
Behavioral strategy includes having a student repeatedly do the right or appropriate behavior.
|
|
|
Premack Principle
|
Behavioral strategy used to increase an appropriate behavior by providing another behavior as reinforcement. Use an activity rather than an object.
|
|
|
Response cost
|
Behavioral strategy used to decrease an inappropriate behavior by taking away something desired.
|
|
|
Satiation
|
Behavioral strategy used to decrease an inappropriate behavior by having a student perform the behavior until it is no longer reinforcing.
|
|
|
Shaping
|
Behavioral strategy used to increase an appropriate behavior by reinforcing small steps towards the behavior.
|
|
|
Unconditioned response
|
The behavior that automatically occurs due to the unconditioned stimulus.
|
|
|
Unconditioned stimulus
|
The behavior that evokes an automatic response
|
|
|
Collective efficacy
|
Belief of success about a group or social system.
|
|
|
Self-efficacy
|
Individual’s belief about their capabilities for success
|
|
|
Self-judgment
|
Comparing one’s own performance to a predetermined goal or standard.
|
|
|
Self-judgment
|
Comparing one’s own performance to a predetermined goal or standard.
|
|
|
Vicarious Punishment
|
Behaviors are displayed less frequently if a model has been punished for those behaviors.
|
|
|
Vicarious Reinforcement
|
Behaviors are displayed more frequently if a model has been reinforced for those behaviors.
|
|
|
Characteristics that increase the likelihood a model's behavior is observed
|
1. Relevance
2. Competence 3. High Status 4. Gender Appropriateness |
|
|
Characteristics of the imitator that ensure the models behavior is observed
|
1. Attention
2. Retention 3. Production 4. Motivation |
|
|
Academic intrinsic motivation
|
Motivation to learn characterized by curiosity, persistence, a desire to engage in challenging and novel tasks, and a focus on mastery of knowledge and skills.
|
|
|
Extrinsic motivation
|
Engagement in an activity or behavior to obtain an external outcome such as a reward or praise.
|
|
|
Flow
|
A feeling of intense engagement, enjoyment, and challenge in an activity that an individual feels is personally rewarding, causing the individual to feel at one with the task.
|
|
|
Intrinsic motivation
|
Engagement in an activity or behavior which is rewarding in and of itself.
|
|
|
Locus of control
|
An individual’s belief that outcomes or events are caused by either external factors outside of one’s control (external locus) or internal factors (internal locus).
|
|
|
Performance-contingent rewards
|
Rewards that are given for mastery or for a standard of performance, which provide the individual with information about his or her ability
|
|
|
Praise
|
Verbal or written form
|
|
|
Reinforcement
|
A consequence
|
|
|
Task-contingent rewards
|
Rewards that are given for participating in an activity or for completing an activity without regard to performance level.
|
|
|
Attainment value:
|
A component of expectancy-value theory referring to the importance of being good at a task
|
|
|
Causal attributions
|
Explanations for why events, such as success or failure, have occurred. Based on past performance or social norms
|
|
|
Cost
|
The expense of engaging in the activity such as energy exerted, time away from other activities and psychological risks.
|
|
|
Entity view of ability
|
A perception that one’s ability if fixed (stable and uncontrollable)
|
|
|
Expectancy
|
A student’s expectation for success; “can I do this task?”
|
|
|
Incremental view of ability
|
A perception that one’s ability is improvable (unstable and controllable
|
|
|
Intrinsic Value
|
Satisfying interest, curiosity or enjoyment
|
|
|
Mastery-approach goals
|
An intrinsic motivation to focus on mastery, improving intellectually, and acquiring new skills and knowledge
|
|
|
Mastery-avoidance goals
|
motivation to avoid lack of mastery or looking incompetent according to one’s own criteria of performance
|
|
|
Performance-approach goals
|
an intrinsic motivation to demonstrate ability and do better than others
|
|
|
Performance-avoidance goals:
|
motivation to avoid lack of mastery or looking incompetent compared to the performance of peers
|
|
|
Utility Value
|
The extrinsic usefulness for meeting short and long term goals.
|
|
|
Value
|
Reasons for undertaking a task; “do I want to do this task?”
|
|
|
Work-avoidance goal
|
A motivation to avoid academic work and prefer easy tasks
|
|
|
What are the 3 dimensions of attributions?
|
Locus, Stability and Controllability
|
|
|
Amotivation
|
A lack of motivation
|
|
|
Autonomy
|
A feeling of having choice and control over one’s actions
|
|
|
Deficiency needs
|
lower level needs in Maslow’s Hierarchy of Needs: physiological, safety, belongingness, and self-esteem
|
|
|
Failure-Accepting students
|
Accept failure and give up trying to show their ability because of repeated failures to perform up to their expectations. Take little credit for success and think success is out of their control
|
|
|
Failure-Avoiding students
|
Highly motivated to avoid failure but don't have high expectations for success.
|
|
|
Growth needs:
|
higher level needs in Maslow’s Hierarchy of Needs: intellectual competence, aesthetic appreciation, and self-actualization
|
|
|
Humanistic theories:
|
emphasizes factors intrinsic to the individual, such as needs, choice, self-determination, and self-actualization as sources of motivation
|
|
|
Integration:
|
a form of regulation in which an individual has fully internalized extrinsic regulations and now takes ownership of these values
|
|
|
Internalization
|
A developmental process where one moves from less self-determined to more self-determined
|
|
|
What are the 3 dimensions of attributions?
|
Locus, Stability and Controllability
|
|
|
Amotivation
|
A lack of motivation
|
|
|
Autonomy
|
A feeling of having choice and control over one’s actions
|
|
|
Deficiency needs
|
lower level needs in Maslow’s Hierarchy of Needs: physiological, safety, belongingness, and self-esteem
|
|
|
Failure-Accepting students
|
Accept failure and give up trying to show their ability because of repeated failures to perform up to their expectations. Take little credit for success and think success is out of their control
|
|
|
Failure-Avoiding students
|
Highly motivated to avoid failure but don't have high expectations for success.
|
|
|
Growth needs:
|
higher level needs in Maslow’s Hierarchy of Needs: intellectual competence, aesthetic appreciation, and self-actualization
|
|
|
Humanistic theories:
|
emphasizes factors intrinsic to the individual, such as needs, choice, self-determination, and self-actualization as sources of motivation
|
|
|
Integration:
|
a form of regulation in which an individual has fully internalized extrinsic regulations and now takes ownership of these values
|
|
|
Internalization
|
A developmental process where one moves from less self-determined to more self-determined
|
|
|
Introjected regulation
|
a form of extrinsic motivation in which individuals engage in an activity to comply with external pressure
|
|
|
Maslow’s Hierarchy of Needs
|
a humanistic theory which emphasizes a need for self-actualization which is obtained by first satisfying lower-level deficiency needs and being needs
|
|
|
Overstrivers
|
students who are motivated by a need to perform better than others to ensure their success and prove their ability. Excessive fear of failure
|
|
|
Self-actualization
|
a need to satisfy one’s full potential
|
|
|
Self-determination
|
autonomy, or the feeling of having choice in one’s actions rather than being controlled or pressured
|
|
|
Success-oriented students
|
students who are intrinsically motivated, and define success in terms of becoming the best they can be, regardless of the achievements of others.
|
|
|
The 5 Steps to becoming self-determined
|
1. Amotivation
2. External regulation 3. Introjected regulation 4. Identification 5. Integration |
|
|
Advance Organizers
|
general information presented before instruction to provide the learner with prior knowledge and a structure in which to integrate new information.
|
|
|
Bloom’s taxonomy
|
specifies six learning objectives that students can demonstrate their knowledge including lower-level objectives (remember, understand, apply) and higher-level objectives (analyze, evaluate, create).
|
|
|
Cooperative learning
|
a method of grouping students together to work collaboratively characterized by five elements: positive interdependence, individual and group accountability, interpersonal skills, face-to-face interaction, and group processing.
|
|
|
Direct instruction
|
A behaviorist teaching method which maximizes academic learning time and minimizes off-task behavior by using teacher control, structured lessons, and extensive practice.
|
|
|
Expository teaching
|
a highly organized presentation of material from general principles to specific examples beginning with the activation of prior knowledge.
|
|
|
Inquiry learning
|
activities which involve formulating research questions, collecting, analyzing and evaluating data, and communicating the results.
|
|
|
Meaningful learning
|
The process of actively constructing knowledge by selecting relevant information, organizing it, and connecting it to prior knowledge.
|
|
|
Reciprocal Questioning
|
Reinforce new concepts that students have learned. Encourages conversation. Improves comprehension. Students ask each other questions
|
|
|
Reciprocal teaching
|
a method of teaching metacognitive strategies for skilled reading
|
|
|
Content validity
|
evidence that a test accurately represents a content domain—or reflects what teachers have actually taught.
|
|
|
Equivalence
|
the extent to which students are required to know and perform tasks of similar (but not identical) complexity and difficulty to earn the same grade.
Students past and present or in different class periods |
|
|
Fairness
|
the degree to which all students have an equal opportunity to learn and demonstrate their knowledge and skill.
|
|
|
Item analysis
|
the process of collecting, summarizing and using information from student responses to make decisions about each test item.
|
|
|
Item difficulty index
|
Reports the proportion of the group of test-takers who answered an item correctly. Scale of 1-0
|
|
|
Item discrimination index
|
describes the extent to which a particular test item is able to differentiate high-scoring from low-scoring students
|
|
|
Objective testing
|
any testing format where there is a single correct answer
|
|
|
Objectivity
|
the degree to which two or more qualified evaluators would agree on what rating or score to assign to a student’s performance
|
|
|
Practicality
|
The extent to which the development, administration, and scoring of assessments is economical and efficient.
|
|
|
Specific determiners
|
extraneous clues to the answer of a question.
|
|
|
Table of specifications
|
a test blueprint that is laid out in table format.
|
|
|
Validity
|
the degree to which a test measures what it is intended to measure.
|
|
|
Analytic rubric
|
assessment tool in which the teacher scores separate, individual parts of the product or performance first, then sums the individual scores to obtain a total score
|
|
|
Authentic assessment
|
measures important abilities using procedures that simulate the application of those abilities to real-world intellectual problems, roles, or situations.
|
|
|
Generic rubric
|
provides a standard format that is used repeatedly throughout the year to evaluate a set of assignments. A generic rubric contains scoring guidelines that can be applied to many different tasks of similar type
|
|
|
Task-specific rubric
|
takes the generic framework and modifies it to match the specific learning goals of a particular task.
|
|
|
Formative Assessment
|
Plan for instruction and monitor progress during instruction throughout the grading period
|
|
|
Summative Assessment
|
Assess achievement at the end of an instruction period
|
|
|
What are the three kinds of memory?
|
Sensory, Working and Long Term
|
|
|
What are the four parts of working memory?
|
Central Executive, Phonological Loop, Visuospaital Sketchpad and Episodic Buffer
|
