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31 Cards in this Set
- Front
- Back
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A very practical approach of intelligence is offered by Gardner with his concept of *BLANK* intelligences.
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Multiple.
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Gardner poses that there are *BLANK* dimensions of intelligence and that a person may be strong in one or two dimensions but cannot be competent in all *BLANK* dimensions.
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Eight.
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The first of which is *BLANK* intelligence: ability to understand the meaning and uses of words and language.
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Linguistic.
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Second, *BLANK* Intelligence: Ability to understand, identify, and recognize order and patterns in information.
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Logical Mathematical.
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Third, *BLANK* intelligence: sensitivity to perceive and comprehend harmony, melody, pitch, and tone.
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Musical
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Fourth, *BLANK* intelligence: ability to perceive the world accurately on the basis of visual and visual-spatial perceptions.
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Spatial.
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Fifth, *BLANK* intelligence: ability to handle objects or use the body in highly coordinated creative ways.
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Bodily Kinesthetic.
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Sixth, *BLANK* intelligence: ability to understand and be aware of other human beings.
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Interpersonal.
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Seventh, *BLANK* intelligence: deep understanding of how feelings and thoughts affect personal behaviors and social decisions.
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Intrapersonal.
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Eighth, *BLANK* intelligence: ability to understand similarities and differences that exist within the physical world.
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Naturalist.
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An *BLANK* is a step-by-step process to achieve a goal and is usually unique to a specific domain or subject area.
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Algorithm.
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Knowing ways to learn and remember efficiently and effectively and then consciously and deliberately using those strategies is known as what?
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Meta cognition.
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*BLANK* is the basic mechanism for human growth and it occurs when the child must modify existing scheme so that it can be applied to new situations.
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Accommodation.
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*BLANK* occurs when the child takes new information from the world and incorporates it into existing scheme.
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Assimilation.
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*BLANK* development in children occurs through the interaction of assimilation and accommodation.
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Cognitive.
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A comprehensive classification system, called a taxonomy, was developed to guide teachers in organizing goals and objectives in a logical and sequenced hierarchy. *BLANK* types of them exist.
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Three.
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The first is the *BLANK* objectives: emphasize the development of intellectual skills and acquiring knowledge.
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Cognitive.
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The second is the *BLANK* objectives: deal with values and attitudes about important issues in life.
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Affective.
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The Third and final is the *BLANK* objectives: focus on development of physical abilities and competencies.
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psychomotor.
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*BLANK* describes the ability to organize objects in a sequential order based on some overriding and organizing concept such as volume, weight, ranking, or size.
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Seriation.
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*BLANK* reflects the child's ability to organize and group objects or concepts on the basis of common characteristics.
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Classification.
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*BLANK* is the ability to infer relationships between two objects or to compare and arrange two objects.
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Transitivity.
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*BLANK* is the process by which people mentally store and integrate information they see and experience in the environment.
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Internalization.
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The zone of proximal development, sometimes called the zone of *BLANK* development, represents the difference between the abilities a child actually develops and those the child might acquire if living in the most appropriate setting.
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Potential.
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A persons *BLANK* reflects his or her internal views about what it means to be human.
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Identity.
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There are four levels of identity status for adolescents. The first is *BLANK*. Adolescents at this level have developed their identity as a person based on the input they have received from their parents.
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Foreclosure.
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At the second level of adolescents, identity *BLANK*, they have no basic idea about their belief system, occupational focus, or the kind of people they would like to be socially.
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Diffusion.
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At the third level of identity status for adolescents, *BLANK*, have begun to experiment with a variety of belief systems and choices.
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Moratorium.
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The final level of identity status is identity *BLANK*. Adolescents at this level have developed a rather clear and consolidated perspective about who and what they are as human beings.
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Achievement.
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The *BLANK* theory views reinforcement as the primary source of motivation for all individuals.
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Behavioral.
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The *BLANK* *BLANK* theory emphasizes the role of intrinsic sources of motivation, especially the need for self-actualization and self-determination.
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Human needs.
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