Foundations In Education

Front 1

BF Skinner

Back 1

Psychologist: influenced behavioral modification theories

Front 2

Jerome Bruner

Back 2

Education should support students´

intellectual development

Front 3

John Thorndike´s Law of Effect

Back 3

People are more likely to repeat actions that rewarded them; and less likely to repeat actions that result in punishment

Front 4

Communicative Speech in Vygotsky's Cognitive Development Theory

Back 4

Speech used by young children to talk to others

Front 5

Mastery Learning

Back 5

Aspect of Bloom's taxonomy: students must master lower level skills before working on higher level skills.

Front 6

1st stage of Erikson´s psychosoc development

Back 6

Trust vs. Mistrust: Infants develop a sense of trust with their caregiver

Front 7

Bloom's Taxonomy

Back 7

A paradigm that:

1. Measures student achievement

2. Creates assessments of learning objectives

Front 8

Autonomous Speech (Vygotsky)

Back 8

Speech/words that Children make up to communicate, e.g., ¨Ba¨ for Dad feed me

Front 9

Stages 1-2 of Erikson's Stages of Psychosocial Development (TA)

Back 9

1. Trust vs. mistrust

2. Autonomy vs. shame and doubt

Front 10

Iconic Stage of Representation (Bruner's Theory of Development)

Back 10

Children form mental pictures of objects

Front 11

Bruner's Theory of Development

Back 11

People develop three modes of representation

Front 12

Alfred Binet

(ImGReat)

Back 12

Devised intelligence test to:

1. Identify at-risk students

2. Gauge mental age of students

3. Reduce teacher bias in evaluating students

Front 13

Howard Gardner developed:

Back 13

Theory of multiple intelligences:

1. Interpersonal inter-personal

2. Body kinetic

3. Musical

4. Linguistic

Front 14

Egocentric Speech (Vygotsky)

Back 14

Monologue and self-speech children ~3-7
directed to child him or herself

Front 15

Actual Development (Vygotsky)

Back 15

Tasks children perform entirely on their own

Front 16

Vygotsky developed theory of:

Back 16

Cognitive Development

Front 17

Intimacy vs. Isolation (Erikson)

Back 17

Individuals have reached adulthood and are concerned with forming intimate relationships

Front 18

Evaluating/Evaluation (Bloom's Taxonomy)

Back 18

1. Students make decisions & state opinions

2. Can agree or disagree with statements

3. Can support their arguments

Front 19

Piaget's Theory of Cognitive Development

Back 19

1. Children move through stages of cognitive

development

2. Experiences & maturity influence stages

Front 20

Remembering / Knowledge (Bloom's Taxonomy)

Back 20

Level 1

Ability to recall facts or information one has learned

Front 21

Edward Thorndike

Back 21

Evaluated role of rewards or punishments at influencing behavior. (e.g., an F for bad behavior)

Front 22

To apply Skinner's principles of learning in the classroom (PPG)

Back 22

1. Punish unruly students

2. Provide lots of praise

3. Give rewards to unmotivated students

Front 23

Naïve Psychology (Vygotsky)

Back 23

Age at which children understand that objects have specific names that refer to them

(e.g., bottle)

Front 24

Initiative vs. Guilt (Erikson)

Back 24

Child encouraged to act independently

Front 25

Industry vs. Inferiority (Erikson)

Back 25

Teachers reinforce childrens´initiatives

Front 26

Identity vs. Role Confusion (Erikson)

Back 26

1. Peer interactions

2. Children develop a sense of themselves as

people

Front 27

Piaget's 4 Stages of Cognitive Development

(SPeCiFy)

Back 27

1. Sensorimotor

2. Preoperational

3. Concrete operational

4. Formal operational

Front 28

Vygotsky's Cognitive Development Theory

Back 28

If children get help to grasp a concept,they will be able to complete the task on their own.(e.g., putting blocks in holes,

Front 29

Pre-Intellectual Speech (Vygotsky)

Back 29

1st stage of speech development

(e.g., cry, babble, laugh or gesture)

Front 30

Lev Vygotsky

Back 30

Developed theory of cognitive development

1. Emphasizes the role of social interactions as

key to the growth of cognitive abilities

Front 31

Creating/Synthesis (Bloom's Taxonomy)

Back 31

Highest learning level in Bloom's taxonomy

1. Student develop new ideas from older ones

2. Use well-developed cognitive abilities.

3. Often require help to reach this level

Front 32

Analyzing / Analysis (Bloom's Taxonomy)

Back 32

Characterized by Ability to:

1. Compare and contrast facts & information

2. Understand patterns

Front 33

Formal Operational Thinking (Piaget's Stages of Cognitive Development)

Back 33

Children can work on cause and effect problems involving multiple factors

Front 34

Erikson's Stages of Psychosocial Development

Back 34

A theory that explains how people develop an identity over a lifetime

Front 35

Autonomy vs. Shame and Doubt (Erikson)

Back 35

Learning to feel confident & secure in decisions

Front 36

Understanding/Comprehension (Bloom's Taxonomy)

Back 36

Requires students to use their own words to answer questions about what they've learned

Front 37

Stages 5-6 of Erikson's Stages of Psycho-social Development (II)

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5. Identity vs. role confusion

6. Intimacy vs. isolation

Front 38

Level of Potential Development (Vygotsky)

Back 38

Represents the most difficult task a child can perform if he or she receives assistance

Front 39

Stages 7-8 of Erikson's Stages of Psychosocial Development (GI)

Back 39

7. Generativity vs. stagnation

8. Integrity vs. despair

Front 40

Stages 3-4 of Erikson's Stages of Psychosocial Development (II)

Back 40

3. Initiative vs Guilt

4. Industry vs. inferiority