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;
186 Cards in this Set
- Front
- Back
|
Amnesia
|
Loss of explicit memory
|
|
|
Anterograde Amnesia
|
The inability to explicitly recall events that occurred after whatever trauma caused the memory loss
|
|
|
At-Risk Children
|
Exceptional children who are in danger of failing to gain the skills needed to succeed in school and in life in general
|
|
|
Attention Deficit Hyperactivity Disorder
|
Disorder in which children have trouble paying attention, often seem to act without thinking first, and show what is considered excess physical activity
|
|
|
Autistic Disorder
|
A form of pervasive developmental disorder involving severe and language difficulties
|
|
|
Cerebral Palsy
|
Motor impairment caused by damage to the brain
|
|
|
Communication Disorders
|
Problems in language in general, or in speech, including stuttering, articulation disorders, and voicing problems
|
|
|
Conduct Disorder
|
Type of behavioral disorder in which children display a pattern of disruptive, aggressive behavior that often violates the rights of others
|
|
|
Emotional and Behavioral Disorders
|
Group of disorders that cannot be explained by intellect, sensory, or health factors. Affected individuals may display either internalizing symptoms, such as shyness and anxiety, or externalizing symptoms including disobedience and aggression
|
|
|
Exceptional Child
|
Child who is unusual in one or more ways, and whose unusual characteristics create special needs with respect to identification, instruction, or assessment
|
|
|
Full Inclusion
|
Placement of all children, even those with severe disabilities, in regular classes
|
|
|
Gifted Children
|
Children with exceptionally strong intellectual abilities or talents
|
|
|
Individualized Educational Program (IEP)
|
Team-written educational plan updated annually to help a student with special needs attain certain specific goals
|
|
|
Infantile Amnesia
|
The inability to recall events that happened during early development of the brain
|
|
|
Intellectual Disability
|
Overall low levels of mental competence, usually viewed as including low IQ and low adaptive competence
|
|
|
Learning Disabilities
|
Instances in which individuals perform more poorly in subject matter areas than would be expected, given average intelligence or cannot master specific skills important in school success
|
|
|
Least Restrictive Placement
|
Legal requirement that every child must be taught in an educational setting that is as normal as possible
|
|
|
Mainstreaming
|
Placing special needs children into regular classes when they are able to meet the requirements of those classes
|
|
|
Marland Report
|
Government document issued in 1972 that distinguished six broad areas of ability that should be used to identify gifted children
|
|
|
No Child Left Behind Act
|
Act containing stipulations to ensure that schools teach all children to perform at minimally acceptable, documentable levels, according to federally defined standards
|
|
|
Public Law 94-142
|
Education for All Handicapped Children Act; a federal law passed in 1975 that requires states to provide a free, appropriate public education for every child between the ages of 3 and 21, regardless of how or how seriously the child is handicapped
|
|
|
Public Law 99-457
|
Federal law passed in 1986 that extended the age range covered by PL 94-142
|
|
|
Public Law 101-476
|
A federal law enacted in 1990 that expanded the requirements of Public Law 94-142 to include transition planning for adolescents with disabilities
|
|
|
Reading Disability
|
Most commonly recognized kind of learning disability, characterized by reading performance that is substantially worse than would be expected from a child’s overall level of measured intelligence
|
|
|
Retrograde Amnesia
|
The inability to explicitly recall events that occurred before the trauma that cause the memory loss
|
|
|
Seizure Disorders
|
Collectively referred to epilepsy; a condition in which abnormal discharges of electrical energy in parts of the brain cause seizures, ranging from convulsive to barely noticeable
|
|
|
Sensory Impairments
|
Difficulties in intake of information through the sensory systems of the body, primarily visual and auditory
|
|
|
Special Education
|
Any program that provides distinctive services for at-risk children
|
|
|
Visual Impairment
|
Uncorrectable difficulties in seeing
|
|
|
Automatic
|
Mental processes that have become well learned and require little effort
|
|
|
Automatize
|
Learn to perform important tasks without devoting much thought to them
|
|
|
Case Study
|
In-depth observation of one individual
|
|
|
Control Groups
|
Groups of people in an experiment for whom nothing experimentally relevant is changed
|
|
|
Correlation
|
Relationship between two measured things or attributes; more exactly, the extent to which two or more measurements tend to vary together
|
|
|
Descriptive Research
|
Research in which the scientist observes and describes what is happening in a situation without changing the dynamics of the situations
|
|
|
Educational Psychology
|
Science that draws from psychological knowledge that is relevant to education and applies this knowledge to improving the quality and outcome of the educational process
|
|
|
Entity View
|
Belief that intelligence is fixed
|
|
|
Experimental Group
|
Groups of people for whom the scientist changes what happens
|
|
|
Experimental Research
|
Research in which the scientist gets actively involved and changes what happens to people so as to assess the effects of these changes
|
|
|
Expert Learner
|
Student who uses strategies to learn efficiently and who is open to challenges and willing to overcome problems to achieve learning goals
|
|
|
Expert Teacher
|
Teacher who uses a broad base of organized knowledge and experience efficiently and creatively to solve the many kinds of problems that occur in educational settings
|
|
|
External Personality Pattern
|
Tendency to place responsibility outside of oneself (i.e., to blame outside circumstances)
|
|
|
Incremental View
|
Belief that intelligence can be increased
|
|
|
Internal Personality Pattern
|
Tendency to take personal responsibility for events
|
|
|
Mastery-Oriented Beliefs
|
Focus on meaningful learning and understanding of material
|
|
|
Metacognitive Processes
|
Processes used in deliberately thinking about how one thinks, often in an effort to improve one’s thinking
|
|
|
Negative Correlation
|
Relationship between two measured things such that as one increases, the other decreases
|
|
|
Performance-Oriented Beliefs
|
Beliefs that focus on performing well and obtaining good grades on tests and in class
|
|
|
Positive Correlation
|
Relationship between two measured things such that as one increases, the other also increases
|
|
|
Principles
|
Well-known and established relationships between events
|
|
|
Random Assignment
|
Process in which experimental subjects are placed in groups with every person having an equivalent chance of being placed into a given group
|
|
|
Reflective Thinking
|
Thinking about one’s actions and attempting to understand what one is doing right and wrong and why
|
|
|
Self-Efficacy
|
Belief that one can accomplish what one desires to accomplish
|
|
|
Statistically Significant
|
Relationship between measured quantities that is unlikely if only chance variation is operative
|
|
|
Subjects
|
People who participate in scientific experiments
|
|
|
Theory
|
Systematic statement of general principles that explains known facts or events. Theories state the relations among sets of events so one can predict events in the future
|
|
|
Think-Aloud Protocols
|
Output of a procedure in which a person thinks aloud and methodically states the steps in solving a problem or doing a task
|
|
|
Triarchic
|
Having three parts, like the three sides of a triangle
|
|
|
Volition
|
Motivation to continue to pursue a goal
|
|
|
Accommodation
|
Process of creating new schemas, or mental frameworks, to organize information that cannot be assimilated into existing schemas
|
|
|
Additive Bilingualism
|
Addition of a second language that builds on an already well-developed first language
|
|
|
Antithesis
|
Proposed solution to a problem that directly contradicts an existing thesis
|
|
|
Assimilation
|
Revision of existing cognitive schemas to incorporate new information
|
|
|
Bilingual Education
|
Schooling in which two languages are used as the medium of instruction
|
|
|
Bilingualism
|
Ability to communicate in two languages
|
|
|
Canalization
|
Extent to which a behavior or an underlying ability develops without respect to the environment
|
|
|
Cognitive Development
|
Changes in mental skills that occur through increasing maturity and experience
|
|
|
Concrete Operational Stage
|
Piaget’s third stage of cognitive development, occurring from about ages 7 to 12 years. During this stage, children become able to mentally manipulate internal representations of concrete objects
|
|
|
Conservation
|
Recognition that even when the physical appearance of something constant in quantity or amount changes, its underlying quantity remains the same
|
|
|
Critical Periods
|
Certain points during development when individuals are particularly attuned to various aspects of language (or other) development
|
|
|
Dialectical Thinking
|
Recognition, usually occurring during late adolescence or early adulthood, that most real-life problems do not have a unique solution that is fully correct, with other solutions being incorrect; involves thesis, antithesis, and synthesis
|
|
|
Direct Instruction
|
Learning situation in which a teacher, parent or other authority imparts knowledge to a child by teaching it
|
|
|
Disequilibrium
|
State of confusion encountered when a situation does not match a preconceived notion of the way the world is or should be. Piaget suggested that disequilibrium is good for children, because it serves as the impetus for the development of expertise
|
|
|
Domain-General Development
|
Development that occurs more or less simultaneously in multiple areas
|
|
|
Domain-Specific Development
|
Development that occurs at different rates in different areas
|
|
|
Dynamic Assessment Environment
|
Testing situation, designed to assess a child’s zone of proximal development, in which the examiner not only gives the child problems to solve, but also gives the child a graded series of hints when the child is unable to solve the problems
|
|
|
Egocentric
|
Centered on the self without understanding of how other people perceive a situation
|
|
|
Equilibration
|
Balancing of cognitive structures with the needs of the environment
|
|
|
Formal Operational Stage
|
Piaget’s final stage of cognitive development, occurring at about 11 or 12 years of age and extending through adulthood. Individuals in this stage form and operate on (e.g., reverse) abstract as well as concrete mental representations
|
|
|
Horizontal Declage
|
Piaget’s term for the temporary difference in performance that a child shows between various cognitive domains or activities, within a given stage of development
|
|
|
Hypothesis Testing
|
As specific to this chapter, children’s learning of language by forming hypotheses about language and linguistic forms and then testing those hypotheses in their environments
|
|
|
Internalization
|
Absorption, or taking in, of knowledge from the social contexts in which it is observed, so that one can use it for oneself
|
|
|
Intervention
|
Action undertaken to improve a child’s cognitive, socioemotional, or behavioral development
|
|
|
Language Acquisition Device (LAD)
|
Innate predisposition or ability to acquire language
|
|
|
Learning
|
Any relatively permanent change in thought or behavior that occurs as a result of experience
|
|
|
Linguistic Determinism
|
Theory of the relationship between language and thought that suggests the structure of our language shapes our thought process
|
|
|
Linguistic Relativity
|
Theory of the relationship between language and thought that suggests language influences, but does not determine, thought
|
|
|
Maturation
|
Any relatively permanent change in thought or behavior that occurs as a result of biological aging, regardless of personal experience
|
|
|
Mediated Learning Experience (MLE)
|
Learning situation in which an adult or older child indirectly helps a child learn by explaining events in the environment, but without directly teaching some lesson
|
|
|
Object Permanence
|
Realization that an object continues to exist even when it is not immediately visible
|
|
|
Overextention Error
|
Application of a word beyond its legitimate use
|
|
|
Overregularize
|
To use word forms that follow a rule rather than recognize an exception to it
|
|
|
Postformal Thinking
|
Thinking that goes beyond that of formal operations in some way
|
|
|
Preoperational Stage
|
Piaget’s second stage of cognitive development, occurring between approximately 2 and 7 years of age. During this stage, the child actively begins to develop mental representations and learns to use words
|
|
|
Problem Finding
|
Stage of cognitive development proposed by Patricia Arlin, in which an individual becomes able not just to solve problems, but to find important problems to solve
|
|
|
Rehearsal
|
Memory strategy in which a person, either mentally or aloud, recites information over and over again to remember it
|
|
|
Representational Thought
|
Well-formed mental representations, or ideas, of external stimuli
|
|
|
Reversible Thinking
|
Ability mentally to reverse a physical operation. According to Piaget, this ability develops the concrete operational stage cognitive development
|
|
|
Scaffolding
|
Competent assistance or support, usually provided through mediation of the environment by a parent or teacher, in which cognitive, socioemotional, and behavioral development can occur
|
|
|
Schema
|
Cognitive framework that provides a way to understand and organize new knowledge
|
|
|
Second-Order Relations
|
Relations between relations as required by analogical reasoning
|
|
|
Sensorimotor Stage
|
Piaget’s first stage of cognitive development, occurring between birth and about age 2. The sensorimotor stage is characterized by the development of sensory (simple input) and motor (simple output) functions. During this stage, infants respond largely in reflexive (inborn) ways; as they develop. Children modify these reflexes to suit the demands of the environment
|
|
|
Sociocultural Theory
|
Vygotsky’s major premise that cognitive development is largely from the outside, inward. Children reflect on the interactions between the people in their world and others including themselves, and then make use of these interactions to further their own development
|
|
|
Static Assessment Environment
|
Testing situation in which the examiner gives the child problems to solve, but provides little or no feedback about the child’s performance
|
|
|
Subtractive Bilingualism
|
Learning of a second language that starts to replace a first language that has not yet been fully formed
|
|
|
Syntax
|
Rules for combining words
|
|
|
Synthesis
|
Proposed solution to a problem that reconciles two opposing points of view (the thesis and the antithesis)
|
|
|
Telegraphic Speech
|
Speech that uses simple syntax in utterances of two or three words to impart a simple meaning. Children begin to develop this form of speech at about age 3
|
|
|
Thesis
|
Proposed solution to a problem
|
|
|
Underextension Error
|
Limiting the application of a word to the word’s proposed meaning has too narrow a range of possible examples
|
|
|
Verbal Comprehension
|
Ability to understand spoken and written material
|
|
|
Zone of Proximal Development
|
Range between a child’s level of independent performance and the level of performance a child can reach with expert guidance. Also called zone of potential development
|
|
|
Androgyny
|
State in which individuals feel free to display behavior that is stereotypical of both genders, rather than restricting themselves to behavior considered appropriate to their own gender
|
|
|
Anorexia Nervousa
|
Life threatening eating disorder characterized by minimal food intake, a distorted self-image, and a severe fear of gaining weight
|
|
|
Attachment
|
Strength and kind of emotional bond that exists between two people
|
|
|
Autonomy Versus Shame and Doubt
|
Second stage in Erikson’s psychosocial theory during which, if passed successfully, toddlers gain a sense of mastery of their thoughts, emotions and behavior
|
|
|
Avoidant Attachment
|
Form of emotional bond, characterized by the child’s avoiding or ignoring the parent or other attachment figure after a separation
|
|
|
Bulimia Nervosa
|
Eating disorder characterized by bingeing on food, followed by purging
|
|
|
Conventional Morality
|
Second level of moral development, as proposed by Kohlberg. Individual behavior and moral decisions are guided by interpersonal expectations and conformity to internalized social rules
|
|
|
Developmental Crises
|
Issues within developmental stages that must be resolved successfully to prepare for the next stage
|
|
|
Empathy
|
Ability to feel how another person feels
|
|
|
Gender Identification
|
Person’s acquisition of sex-related roles regardless of whether they correspond to one’s physiological sex
|
|
|
Generativity versus Stagnation
|
Seventh stage of psychosocial development as proposed by Erik Erikson. In middle adulthood, adults must develop a sense of helping the next generation of people. This sense is often acquired through child rearing, but generativity can result from work or other efforts as well
|
|
|
Homosexuality
|
Person’s tendency to direct sexual attention toward members of the same sex; it is a sexual and attention orientation and identity, usually deeply rooted in psychosexual development
|
|
|
Identity Achievement
|
One of four possible adolescent identity statuses proposed by James Marcia. Individuals in achievement status have engaged in a period of active search for an identity and have made firm commitments to at least some aspects of identity
|
|
|
Identity Diffusion
|
One of four possible adolescent identity statuses proposed by James Marcia. Individuals in diffusion status have neither engaged in a period of active search for an identity nor made firm commitments to any aspects of identity
|
|
|
Identity Foreclosure
|
One of four possible adolescent identity statuses proposed by James Marcia. Individuals in foreclosure status have not search for an identity, but have nonetheless made firm commitments to at least some aspects of identity, often in accordance with the wishes of their parents.
|
|
|
Identity Moratorium
|
One of four possible adolescent identity statuses proposed by James Marcia. Individuals in achievement status have searched for an identity, but have not yet made any firm commitments to a choice of identity
|
|
|
Identity Versus Role Confusion
|
Fifth stage of psychosocial development, as proposed by Erik Erikson. Adolescents try, during this stage, to determine who they are and what is important to them
|
|
|
Industry Versus Inferiority
|
Fourth stage of psychosocial development, as proposed by Erik Erikson. Successful passage through this stage results in a sense of competence and industriousness in a variety of tasks. If not successful, children may come to believe they are incompetent
|
|
|
Initiative Versus Guilt
|
Third stage in Erikson’s psychosocial theory. Successful passage through this stage results in a sense of purpose in life. If not successful, children may develop feelings of guilt and experience difficulty taking initiative
|
|
|
Integrity Versus Despair
|
Final stage of psychosocial development, as proposed by Erik Erikson. Older adults review their lives and either feel a sense of rightness about the way they have lived or sadness over mistakes it is too late to correct
|
|
|
Intimacy Versus Isolation
|
Sixth stage of psychosocial development as proposed by Erik Erikson. To successfully complete this stage, a young adult must commit to an intimate relationship and learn to love in a way that is nonselfish
|
|
|
Major Depression
|
Disorder characterized by feelings of hopelessness that significantly interfere with a person’s life
|
|
|
Moral Dilemmas
|
Ambiguous situations in which no one decision is clearly or morally correct
|
|
|
Morality of Cooperation
|
Piaget’s second developmental phase of morality, at which children understand that people both make up rules and can change them
|
|
|
Moral Realism
|
Piaget’s first developmental phase of morality, at which children see rules as absolute
|
|
|
Perspective Taking Ability
|
Ability to understand that people have different experiences and feelings
|
|
|
Postconventional Morality
|
Third level of moral development, as proposed by Kohlberg. Individual behavior and moral decisions are based on an internal set of moral absolutes, which may or may not agree with social rules
|
|
|
Preconventional Morality
|
First level of moral development, as proposed by Kohlberg. Individual behavior and moral decisions are based primarily on egocentric concerns – expectations of reward or punishment
|
|
|
Psychosocial Theory
|
Theory that explicitly acknowledges that individual development takes place in a social context. Erik Erikson’s psychosocial theory of development suggests that people gain important personal qualities and interpersonal skills through successfully meeting a series of crises throughout the life span
|
|
|
Resistant Attachment
|
Form of emotional bond, characterized by the child’s demonstrating ambivalence toward the parent after a separation
|
|
|
Schema-Based View
|
Perspective that proposes the existence of organized mental systems of information, called schemas, that help people make sense of and organize their experiences
|
|
|
Secure Attachment
|
Form of emotional bond, characterized by child’s showing distress when separated from a parents and then displaying pleasure when reunited
|
|
|
Self
|
How an individual identifies her or his own characteristics, attributes, and behaviors
|
|
|
Self-Concept
|
Individual’s view of himself or herself
|
|
|
Self-Esteem
|
Value that an individual places on himself or herself
|
|
|
Sexual Development
|
Individual’s increasing awareness of the characteristics of each of the sexes, of the differences between the sexes and of changing perceptions of one’s own sexuality
|
|
|
Social Learning View
|
Perspective suggesting that people come to think and behave as they do by observing the behavior of others and imitating it
|
|
|
Strange Situation
|
Experimental procedure in which the emotional attachment of an infant to the parent is observed after the parent has left the infant with a stranger and has then returned
|
|
|
Trust Versus Mistrust
|
First stage in Erikson’s psychosocial theory, in which infants come to either believe or doubt the world is supportive and friendly
|
|
|
Ability Grouping
|
Practice of assigning students to separate instructional groups on the basis of similar levels of achievement or ability
|
|
|
Between-Class Grouping
|
Method of ability grouping in which students are assigned to separate classes according to ability
|
|
|
Cognitive Style
|
An individual’s preferred way of mentally processing information
|
|
|
Convergent Thinking
|
Ability to generate a single or correct solution to a problem
|
|
|
Creativity
|
Ability to produce work that is novel, high in quality and appropriate
|
|
|
Crystallized Intelligence
|
Accumulation of knowledge, as measured by tests of vocabulary and general information
|
|
|
Divergent Thinking
|
Ability to generate many different ideas in response to a problem
|
|
|
Extrinsic Motivation
|
Desire to do something so as to achieve rewards from an external source
|
|
|
Field Dependence
|
Inability to separate oneself, or objects viewed, from the surrounding context
|
|
|
Field Independence
|
Ability to separate oneself, or objects viewed, from the surrounding context
|
|
|
Fluid Intelligence
|
Ability to understand abstract and novel concepts
|
|
|
Gene-Environment Interaction
|
Idea that genetic and environmental influences can combine to produce results that might be unexpected on the basis of either factor alone
|
|
|
General Factor (g)
|
Hypothetical single intelligence ability that applies to many different tasks. It was first suggested by Charles Spearman, who theorized that general ability is supplemented by a number of specific abilities, each applying to a different task
|
|
|
Group Factors
|
Subfactors of Spearman’s general factor (g) of intelligence that apply across classes
|
|
|
Heritability
|
Extent to which individual differences in an attribute are genetically determined, strictly speaking, independently of any environmental influences
|
|
|
Heritability Coefficient
|
Number between 0 and 1, used to describe the extent to which individual differences in an attribute are due to genetic factors. A coefficient of 0 indicates that heredity has no influence at all on variation among people, and a coefficient of 1 means that heredity is the only factor that has any influence
|
|
|
Impulsive
|
Cognitive style characterized by a tendency to produce quick answers without first carefully thinking them through
|
|
|
Intelligence
|
Ability to produce goal-directed, adaptive behavior. Components of intelligence include the ability to learn from experience, the ability to adapt to one’s surroundings, and metacognition – the ability to understand and control one’s own thinking processes
|
|
|
Intelligence Quotient (IQ)
|
Numerical score that compares the intelligence test performance of each student with an average, or standards, performance
|
|
|
Intrinsic Motivation
|
Desire to do something simply for the reward of doing it, rather than for the sake of external rewards
|
|
|
Investment Theory of Creativity
|
Theory that describes creative people as those who find an idea undervalued by contemporaries (“buys low”) and then develop that idea into a meaningful, significant creative contribution
|
|
|
Joplin Plan
|
Regrouping plan in which students of various ages are assigned to the same ability-based group
|
|
|
Learning Styles
|
Students’ individual preferences or needs for different learning conditions
|
|
|
Metacognition
|
People’s understanding and control of their own thinking processes
|
|
|
Modifiability
|
Extent to which an attribute is susceptible to change
|
|
|
Psychometric Theories of Intelligence
|
Views of intelligence based on statistical analyses of the results obtained on conventional tests of intelligence, requiring students to show a knowledge of basic vocabulary
|
|
|
Reaction Range
|
Spectrum of ways that an attribute can be expressed in the environment, bounded by genetic possibilities
|
|
|
Reflective
|
Cognitive style characterized by a tendency to consider alternative solutions before reaching a decision
|
|
|
Regrouping
|
Ability-grouping plan in which students are members of two or more classes or groups at once. Students are assigned a general, mixed ability class for most of the day, but regroup or switch to ability-based groups, for certain subjects
|
|
|
Theory of Mental Self-Government
|
Robert Sternberg’s theory of thinking styles. This theory suggests there are 13 different main styles that people use to organize and govern themselves so as to learn and think
|
|
|
Theory of Multiple Intelligences
|
Howard Gardner’s theory suggesting the existence of at least eight distinct and relatively independent intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, interpersonal, intrapersonal and naturalist
|
|
|
Theory of Primary Mental Abilities
|
Louis Thurstone’s theory that seven basic interrelated factors or mental abilities make up the core of intelligence. These primary abilities are verbal comprehension, verbal fluency, inductive reasoning, spatial visualization, number skills, memory and perceptual speed
|
|
|
Tracking
|
Practice of making assignments to entire sets of classes based on variations in ability levels and interests
|
|
|
Triarchic Theory of Successful Intelligence
|
Robert Sternberg’s theory of intelligence that emphasizes relatively interdependent processes. The theory suggests the existence of three related aspects of intelligence: analytic, creative, and practical abilities. Each aspect is described in its own subtheory: the componential subtheory, the experiential subtheory, and the contextual subtheory
|
|
|
Within-Class Grouping
|
Method of ability grouping in which a single class of students is divided into two or three groups for instruction in certain subjects
|
