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160 Cards in this Set
- Front
- Back
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Joint Attention |
Occurs when a child and caregiver (or teacher) attend to the same object or event at the same time. |
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Child-Directed Speech |
CDS, form of language, short sentences with simple constructions and delivered in higher pitch, more prosodic and exaggerated tones. |
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Expressive Vocabulary |
The words a person can speak |
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Receptive vocabulary |
The words someone can understand when written or spoken |
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Overregularize |
To apply a rule of syntax or grammar in situations in which it does not apply (it is broked) |
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Syntax |
The order of words in phrases or sentences |
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Pragmatics |
Rules for when and how to use language to be an effective communicator in a particular culture |
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Metalinguistic awareness |
Understanding about ones own use of language |
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Emergent literacy |
Skills and knowledge often developed in preschool age that are foundation for the development of reading and writing |
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Bilingual |
Speaking two languages fluently |
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Monolingual |
Speaking only one language |
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Critical periods |
If learning does not happen during these periods, it never will |
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Sensitive periods |
Times when a person is especially ready for or responsive to certain experiences |
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Heritage Language |
Language spoken in a students home or by family. |
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Balanced bilingualism |
Adding a second language capability without losing your heritage language |
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Academic Language |
The entire range of language used in elementary, secondary and post-secondary, including words, concepts strategies, and processes from academic subjects. |
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Dialect |
Any variety of a language spoken by a particular group. Includes variation in vocabulary, grammar, and pronunciation. Differs by region, even within small distances or communities |
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Code Switching |
Moving between two speech forms. |
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Genderlects |
Different ways of talking for males and females |
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Immigrants |
People who voluntarily leave their country to become permanent residents in a new place |
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Refugees |
People who are compelled to leave their country because it is unsafe |
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Newcomers |
Collective term for immigrants, refugees, and others (temporary foreign workers, international students) who have been in Canada less than 5 years. |
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Cultural Deficit Model |
Explains the school achievement problems of ethnic minority students by assuming that their culture is inadequate and does not prepare them to succeed in school. |
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Generation 1.5 |
Children who were not born in Canada but came here with first-generation parents, typically before adolescence |
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ELL's |
English Language Learners. Students learning english whose primary or heritage language isn't english. |
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ESL |
English as a Second Language. The classes devoted to teaching ELL students english. |
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SEI |
Structured English Immersion. An enviro that teaches english rapidly by maximizing instruction in english and using english at a level appropriate to the abilities of the ELL's in the class |
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Semilingual |
A lack of proficiency in any language, speaking one or more languages inadequately |
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Funds of Knowledge |
Knowledge that families and community members have accquired in many areas of work, home, and religious life that can become basis for teaching. |
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Culture |
Knowledge, rules, traditions, attitudes, and values that guide behaviour of a group of people and allow them to solve the problems of living in their environment |
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SES |
Socioeconomic Status. Relative standing in the society based on income, power, background and prestige |
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Resistance Culture |
Group values and beliefs about refusing to adopt the behaviours and attitudes of majority culture. |
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Tracking |
Assignment to different classes and academic experiences based on achievement. |
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Ethnicity |
A cultural heritage shared by a group of people |
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Race |
A group of people who share common biological traits that are seen as self-defining by the people of the group. |
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Minority Group |
A group of people who have been socially disadvantaged, not always a minority in actual numbers. |
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Prejudice |
Prejudgement, or irrational generalization about an entire category of people |
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Stereotype |
Schema that organizes knowledge or perceptions of a category |
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Discrimination |
Treating categories (a group of people, categories sounds wrong) of people unfairly |
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Stereotype threat |
The extra emotional/cognitive burden that one's action may confirm a stereotype |
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Gender Identity |
the sense of self as a male or female (or more?) as well as the beliefs one has about gender roles and attributes. |
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Sexual identity |
A complex combination of beliefs about gender roles and sexual orientation |
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Gender Schemas |
Organized cognitive structures that include gender-related info that influences how children think and behave |
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Gender Biases |
Different views of males and females, often favouring one gender over another. |
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Multicultural Education |
Education that promotes equity in the schooling of all students. 5 pillars: Integrating content, Helping students understand how knowledge is influenced by beliefs, Reducing prejudice, Creating social structures in schools that support learning and development for all students, Using teaching methods that reach all students |
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Culturally Relevant Pedagogy |
Excellent teaching for students from visible minorities, includes academic success and developing and maintaining cultural compotence and critical consciousness to challenge the status quo. Incorporates cultural knowledge, prior experience, and frames of reference in order to make learning more relevant and engaging for a diverse student body |
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Resilience |
Ability to adapt successfully in spite of difficult circumstances and threats to development |
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Sociolinguistics |
Study of format and informal rules of how, when, what about, to whom and how long to speak in conversations within cultural groups |
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Pragmatics |
Rules for how to use language as an effective communicator in a particular culture |
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Learning |
Process where experiences cause permanent change in knowledge or behaviour |
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Behavioural Learning Theories |
Explanations of Learning that focus on external events as the cause of changes in observable behaviours |
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Contiguity |
Association of two events due to repeated pairing |
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Stimulus |
Event that activates a behaviour |
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Response |
Observable reaction to a stimulus |
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Classical Conditioning |
Association of automatic responses to new stimuli |
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Respondents |
Responses (generally automatic) elicited by specific stimuli |
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Neutral Stimulus |
Stimulus not connected to a response |
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US |
Unconditioned Stimulus - Automatically produces an emotional or physiological response |
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UR |
Unconditioned response - Naturally occurring response |
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CS |
Conditioned Stimulus - Stimulus that evokes a response after conditioning |
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CR |
Conditioned Response - Learned response to a previously neutral stimulus |
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Operants |
Voluntary, generally goal directed behaviours by a person or animal |
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Operant conditioning |
learning where voluntary behaviour is strengthened or weakerned by consequnces or antecedents |
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Antecedents |
events that precede an action |
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Consequences |
Evets that follow an action |
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Reinforcement |
Use of consequence to strengthen behaviour |
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Reinforcer |
Any event tht follows a behaviour and increases chance it will occur again |
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Positive reinforcement |
strengthening behaviour by presenting a desired stimulus after the behaviour |
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Negative Reinforcement |
Strengthening behaviour by removing an aversive stimulus when the behaviour occurs (know examples) |
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Aversive |
irritating or unpleasant |
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Punishment |
Process that weakens or suppresses behaviour |
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Presentation punishment |
decreasing chance of a behaviour occuring again by presenting aversive stimulus following the behaviour, also called Type I punishment. |
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Removal punishment |
Decreasing chance of behaviour happening again by removing a pleasant stimulus after the behaviour, also called type II punishment. |
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Continuous Reinforcement Schedule |
Presenting a reinforcer after every appropriate response. |
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Intermittent reinforcement schedule |
presenting reinforcer after some, not all, responses. |
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Interval Schedule |
Length of time between reinforcers |
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Ratio schedule |
reinforcement based on number of responses between reinforcers. |
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Extinction |
dissapearance of a learned response |
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Stimulus Control |
Capacity for the presence or absence of antecedents to cause behaviours |
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EID |
Effective Instruction Delivery. Instructions that are concise, clear and specific, and communicate expected result. statements work better than questions. |
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Cueing |
Providing a stimulus that sets up a desired behaviour. |
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Prompt |
Reminder that follows a cue to make sure person reacts to the cue. |
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Applied Behaviour Analysis |
Application of behavioural learning principles to understand and change behaviour |
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Behaviour Modification |
Systematic application of antecedents and consequences to change behaviour. |
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Shaping |
Reinforcing each small step of progress toward a desired goal or behaviour. |
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Successive Approximations |
Small components that make up a complex behaviour |
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Task Analysis |
System for breaking down a task heirarchically into basic skills and subskills. |
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Contingency Contract |
Contract between a student and teacher specifying what the student must do to earn a specific reward or privilege. |
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Token Reinforcement System |
Tokens earned from academic work and positive class behaviour can be exchanged for a reward. |
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Good behaviour game |
Class is divided in to teams and each team recieves demerit points for breaking agreed-upon rules of good behaviour. |
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Group consequences |
Rewards or punishments given to a class as a whole for adhering to or violating rules of conduct. |
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Reprimands |
criticisms for misbehaviour, rebukes |
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Response cost |
punishment by loss of reinforcers |
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Social Isolation |
Removal of a disruptive student for 5 to 10 minutes. |
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Time out |
Technically, removal of all reinforcement. In practice, isolation of a student from the rest of the class for a breif time. |
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Functional Behavioural Assessment |
FBA. Procedures used to obtain information about antecedents, behaviours, and consequences to determine the reason or function of a behaviour. |
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Precorrection |
A tool for positive behaviour support. Identifying context for a misbehaviour, specifying the alternative behaviour, modifying the situation to mke the behaviour less likely, then rehearsing the expected positive behaviours in the new context and providing powerful reinforcers. |
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Self-management |
Management of your own behaviour and responsibility for actions, use of behavioural learning principles to change your own behaviour |
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Self-reinforcement |
controlling your own reinforcers |
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Social Learning Theory |
Emphasizes learning through observation of others |
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Enactive Learning |
Learning by doing and experiencing consequences of your actions |
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Observational Learning |
Learning by observation and imitation of others, vicarious learning. |
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Cognitive view of learning |
Views learning as an active mental process of acquiring, remembering, and using knowledge. |
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Cognitive Science |
Interdisciplinary study of thinking, language, intelligence, knowledge, creation and the brain |
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Domain-Specific Knowledge |
Information that is useful in a particular situation or that applies mainly to one topic |
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General Knowledge |
Info that is useful in many different tasks |
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Information Processing |
Human minds activity of taking in, storing and using info. |
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Perception |
interpretation of sensory info |
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Bottom-up processing |
percieving based on noticing seperate defining features and assembling them into a recogniseable pattern. |
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Gestalt |
German for pattern or whole. Gestalt theorists: People organise their perceptions into coherent wholes. |
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Top-down processing |
Making sense of info by using context and what we already know about a situation, aka conceptually driven perception |
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Automaticity |
the result of learning to perform a behaviour or thinking process so thoroughly thet the performance is automatic and does not require effort. Sometimes refers to excitement or stress. |
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Working Memory |
Info you are focussing on at one given moment |
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Short-term memory |
Component of memory system, holds info for about 20 seconds |
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Central executive |
part of working memory, responsible for monitoring and directing attention and other mental resources |
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Phonological Loop |
Part of working memory, speech and sound related system for holding and rehearsing (refreshing) words and sounds in short term memory for about 1.5 to 2 seconds |
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Visuospatial sketchpad |
Part of working memory, holding system for visual and spatial info |
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Episodic memory |
about events we have experienced |
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Cognitive Load |
volume of resources necessary to complete a task |
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Intrinsic cognitive load |
resources needed to complete a task itself, regardless of other stimuli |
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Extraneous cognitive load |
the resources required to process stimuli irrelevant to the task |
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Germane cognitive load |
Deep processing/knowledge, including connectting new info to old info. |
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Maintenance rehearsal |
keeping info in working memory by repeating it to yourself |
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Elaborative Rehearsal |
Keeping info in working memory by assosiating it with something you already know |
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Levels of Processing Theory |
Recall of information is based on how deeply it is proccessed |
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Chunking |
Grouping bits of data into meaningful larger units |
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Interference |
Processing new info gets confused or interferes with old info |
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Decay |
The weakening and fading of memories with time |
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Long-term memory |
Permanent store of knowledge |
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Declarative Knowledge |
Verbal information, facts, "knowing that" something is the case |
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Procedural knowledge |
knowledge demonstrated through performing a task, "knowing how" |
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Self-regulatory knowledge |
knowing how to manage your learning or knowing how and when to use declarative and procedural knowledge |
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Explicit memory |
Long-term memories that involve deliberate or conscious recall |
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Implicit memory |
Knowledge we are not conscious of recalling, but influences our behaviour or thought without our awareness |
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Propositional network |
Set of interconnected concepts and relationships in which long-term knowledge is held. |
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Images |
representations based on physical attributes, (appearance) of information |
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Concept |
Category used to group together similar events, ideas, objects or people. |
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Schemas/Schema |
Basic structures for organising info. Concepts. |
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Story grammar |
typical structure or organisation for a category of stories |
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Priming |
Activating a concept in memory, or the spread of activation from one concept to another |
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Retrieval |
Process of searching for and finding information in long-term memory |
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Flashbulb memories |
clear vivid memories of emotionally important events in your life. |
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Procedural memory |
long-term memory for how to do things |
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Script |
schema or expected plan for sequence of steps in a common event (such as buying groceries, ordering a pizza) |
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Elaboration |
adding and extending meaning by connecting new info to existing knowledge |
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Organisation |
ordered and logical network of relations |
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Context |
The total setting or situation that surrounds and interacts with a person or event. Includes external and internal circumstances that interact with individuals thoughts, feelings, and actions to shape development and learning. |
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Mnemonics |
Techniques for remembering, the art of memory |
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Loci method |
technique of associating items with specific places. |
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Acronym |
Technique for remembering using first letters of words in a phrase to form a new, memorable word. |
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Chain mnemonics |
Memory strategies that associate one element in a series with the next element |
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Keyword method |
associating new words or concepts with similar sounding cue words and images |
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Rote memorising |
Remembering info by repitition without necessarily understanding the meaning of the information. |
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Serial-position effect |
the tendency to remember a beginning and an end, but not the middle of a list. |
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Distributed practice |
practice in breif periods with rest intervals |
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Massed practice |
practice for a single extended period |
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Domain-specific strategies |
consciously applied skills to reach goals in a particular subject or problem |
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Sheltered Instruction |
Approach to teaching, improves english ;anguage skills while teaching content to ELL studens by putting words and concepts of th content into context to make it more understandable. |
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Premack Principle |
High-frequency behaviour (a preferred activity) can be an effective reinforcer for a low-frequency behaviour (a less-preferred activity). |
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Positive Practice |
Practice correct behaviour as soon and as much as possible |
