Key Words From Chapter 2

Front 1

Mylenization

Back 1

The process carried out by glia cells to insulate neurons with protective coating to prevent damage and increase speed of communication between neighbouring neurons

Front 2

Glia Cells

Back 2

Cells that support neurons and provide the waxy coating that surrounds nerve fibers

Front 3

Amygdala

Back 3

Almond- shaped structure in the limbic area of the brain involved in the activation of negative emotions

Front 4

Dyslexia

Back 4

Readig disability in which words are read from right to left and letters of the configuration are reversed

Front 5

Reversibilty

Back 5

The ability to reverse an action by mentally performing its opposite, such as mentally putting a peice of paper back together after it has been ripped apart

Front 6

Scaffolding

Back 6

The social guidance, support and tutelage provided by a teacher designed to advance students current level of skill and understanding

Front 7

Conservation

Back 7

Understaning that appearance alterations do not change the essential properties of an object (two glasses, one big one small, same amount of liquid)

Front 8

Hippocampus

Back 8

Grape-shaped structure in the limbic area of the brain involved in memory formation and storage.(Hippos, elephants, never forget)

Front 9

Semantics

Back 9

The meanings of words and sentences

Front 10

Semiotic Function

Back 10

The symbolic function in which a mental symbol (word) represents an environmental object

Front 11

Guided Discovery

Back 11

Students work under the guidance of a capable partner to grasp a concept or understand a lesson

Front 12

IRE Discourse Model

Back 12

Converstation during teaching that follows an initiate, respond, evalute script

Front 13

Adaptation

Back 13

Adjusting to the demands of an environment

Front 14

Egocentrism

Back 14

Viewing the world from ones own perspective while failing to recognize that other people may have a different perspective or point of view

Front 15

Intersubjectivity

Back 15

An effect that results from social interaction, in which the interaction partners come to a share understanding of how to solve a problem

Front 16

Socially Shared Cognition

Back 16

A shared understanding of a problem that emerges during a group interaction that would not have been acheived by any individual of the group on their own

Front 17

Phonology

Back 17

The sounds of language

Front 18

Animism

Back 18

The belief that all things are living, and act accordingly. Ex. The sun sets because it is tired

Front 19

Behavioral Schemas

Back 19

Mental representations or physical actions

Front 20

Language

Back 20

The use of agreed-on rules to combine a small number of symbols (sounds, letters, gestures) to produce a large number of meaningful messages

Front 21

Aphasia

Back 21

Language disabilty in which the person has difficulty understanding or producing speech

Front 22

Disequilibrium

Back 22

A state of cognitive conflict in which ones exsiting schema or way of thinking is not confirmed by experience

Front 23

Private Speech

Back 23

Thought spoken outloud

Front 24

Schemas

Back 24

The basic structure for organizing information

Front 25

Guided Participation

Back 25

Having ones engagment in a learning activity encouraged, supported and tutored by a skilled partner

Front 26

Transductive Reasoning

Back 26

A causality belief in which children believe that when two events occur simultaneously one must have caused the other

Front 27

Plasticity

Back 27

The brains capacity for structual change as a result of experience

Front 28

Accomodation

Back 28

A modification process in which low-level schemas are transformed into higher-level schemas

Front 29

Schema Example:

Back 29

Schema: Men in green are mean
Experience: Nice man in green sweater
-Causes disequilibrium,options..
Assimilation: suggests he would be mean, so can't be used in this case
Accomodation: Only men in green SWEATERS are mean
Avoidance: Just avoid all people in green

Front 30

Classification

Back 30

Grouping objects into categories. An understanding of whole/part relationships among objects, such as understanding that Alberta is part of Canada

Front 31

Language Acquisition Decive

Back 31

Inborn capacity that enables children to undestand grammar and produce language

Front 32

PQS Discourse Model

Back 32

Conversation during teaching that follows a probe, question, scaffold script

Front 33

Neurons

Back 33

Nerve cells that recieve and transmit the neural inpulses underlying thinking

Front 34

Object Permanence

Back 34

Understanding that objects continue to exsist even when they cannot be seen or detected by other senses

Front 35

Symbolic Schemas

Back 35

Language based representations of objects and events

Front 36

Discovery Based Learning

Back 36

Students work on their own to grasp a concept or understand a lesson

Front 37

Operation

Back 37

A mental action or mental manipulation carried out to solve a problem or to reason logically

Front 38

Inductive Reasoning

Back 38

The abstraction of a general principle from a variety of examples
EX. "The teacher brought cookies. The classroom is decorated with balloons. Today is Friday." which can then be though to believe that "there's going to be a party" This could be wrong; for example, there could be balloons for an experiment, the cookies may have been brought in from a generous foods class, and it just happens to be Friday.

Front 39

Deductive Reasoning

Back 39

Drawing information or hypotheses out of a general premise or a sample of of evidence.
EX.German Shepherds are dogs. Sally is a dog. Sally is a German Sheperd

Front 40

Cultural Tools

Back 40

Products created and designed by advanced members of a culture to help less advanced members of the culture learn and solve problems

Front 41

Zone of Proximal Development

Back 41

A level of competence on a task in which a student cannot yet master the task on his or her own but can accomplish it with appropriate guidance from a more capable partner

Front 42

Seriation

Back 42

The ability to order or arrange a set of objects along with a quantifiable dimension such as height or weight

Front 43

Assimilation

Back 43

An incorporation process in which an outside event is brought into ones way of thinking

Front 44

Centration

Back 44

Focusing on an objects most salient perceptual feature, such as its height, whle neglecting other important features that are not perceptually salient, such as width and depth.

Front 45

Syntax

Back 45

The structure of a language, including sentence formation rules

Front 46

Memory is achieved by...

Back 46

Repeated stimulation between neurons

Front 47

Piaget's Theory and Stages of Development

Back 47

SCHEMAS
Age 0-2 (Sensorimotor Stage)- Everything is about touching. This is when objective permenance develops
Age 2- 7 (Preoperaional Stage)- Pretend play, symbolic schemas
Age 7-11 (Concrete Operations)- Mental manipulation, but only with what lies infront of them, Animism, Centration, Transductive Reasoning, Egocentrism, Reversiblity, Classification, Seriation and Conservation.
11+ (Formal Operations) - Mental manipulation with seen or unseen objects. Inductive and Deductive reasoning

Front 48

Vygotsky

Back 48

Sociocognitive Development, guided participation
Zone of Proximal Development, and Actual Development, Scaffolding and IRE/PQS Discourse Models

SUMMARY- Teachers, peers and culture are all seen as guides and mentors