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;
31 Cards in this Set
- Front
- Back
|
what is a schema?
|
an internal representation of the world; an organization of concepts and actions that can be revised by new information about the world
|
|
|
assimilation
|
Incorporating objects, experiences, or information into existing schemas.
|
|
|
accomodation
|
The creation of new cognitive schemas when objects, experiences, or other information does not fit with existing schemas.
|
|
|
equilibrium
|
A condition in which all acting influences are canceled by others, resulting in a stable, balanced, or unchanging system.
|
|
|
sensorimtor stage
|
The first stage in Piaget's Stages of Cognitive Development where a child's primary way of learning about the world is through the senses and movement.
|
|
|
preoperational stage
|
Piaget's second stage of cognitive development in which a child develops objects permanency and language
|
|
|
concrete operational stage
|
According to Piaget, the stage of cognitive development where a child between the ages of 7 and 12 begins thinking more globally and outside of the self but is still deficient in abstract thought.
|
|
|
formal operational stage
|
Pavlov's fourth and final stage of cognitive development where thinking becomes more abstract
|
|
|
hypothetical-deductive reasoning
|
When faced with a problem, you start with a general theory of all possible factors that might affect an outcome and deduce from it specific hypothesis (or predictions) about what might happen.
|
|
|
neo-Piagetians
|
Neo-Piagetian theories have attempted to add greater specificity to Piaget's theory, while maintaining its basic assumptions that cognitive development is qualitative and stagelike. Neo-Piagetian theorists examine the role of children's information processing capabilities in explaining developmental changes.
|
|
|
social constructivist approach
|
The view that some aspect of the world is an artefact of social practices, including language and institutionalized ways of categorizing the world.
|
|
|
inductive reasoning
|
reasoning from deailed facts to generalized principles
characterizes a reasoning process of generalizing from facts, instances, or examples. |
|
|
deductive reasoning
|
Observance of an event occurring on a repeated basis that leads one to believe that a certain probability is attached to the occurrence of that event. For example, if there are a red ball and a blue ball in a bag, and each color ball is drawn one-half of the time, we come to believe that each color ball has a one-half probability of being drawn at any one time.
|
|
|
convergent thinking
|
thinking that brings together information focussed on solving a problem (especially solving problems that have a single correct solution)
|
|
|
divergent thinking
|
thinking that moves away in diverging directions so as to involve a variety of aspects and which sometimes lead to novel ideas and solutions ...
|
|
|
metacognition
|
knowledge of your own thoughts and the factors that influence your thinking
|
|
|
self regulatory learning
|
The term self-regulated can be used to describe learning that is guided by metacognition
In particular, self-regulated learners are cognizant of their academic strengths and weaknesses, and they have a repertoire of strategies they appropriately apply to tackle the day-to-day challenges of academic tasks. |
|
|
intelligence
|
the ability to comprehend; to understand and profit from experience
|
|
|
mental age
|
the level of intellectual development as measured by an intelligence test
|
|
|
intelligence quotient
|
a measure of a person's intelligence as indicated by an intelligence test; the ratio of a person's mental age to their chronological age
|
|
|
normal distribution
|
a theoretical distribution with finite mean and variance
|
|
|
triarchic theory of intelligence
|
sternberg
3 parts to intelligence analytical creative practical |
|
|
emotional intelligence
|
Emotional Intelligence (EI), often measured as an Emotional Intelligence Quotient (EQ), is a term that describes the ability, capacity, skill or (in the case of the trait EI model) a self-perceived ability, to identify, assess, and manage the emotions of one's self, of others, and of groups ...
|
|
|
executive functioning
|
The executive system is a theorized cognitive system in psychology that controls and manages other cognitive processes. ...
|
|
|
critical thinking
|
Critical thinking is purposeful and reflective judgment about what to believe or what to do in response to observations, experience, verbal or ...
|
|
|
social cognition
|
Social cognition is the study of how people process social information, especially its encoding, storage, retrieval, and application to social ...
|
|
|
adolescent egocentrism
|
Acute adolescent egocentrism sometimes leads teenagers to believe that others are constantly watching and evaluating them.
|
|
|
least restrictive environment
|
"Least restrictive environment" means that a student who has a disability should have the opportunity to be educated with non-disabled peers, to the greatest extent possible.
|
|
|
individuals with disabilities education act
|
a United States federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. It addresses the educational needs of children with disabilities from ages birth to 26[1] in cases that involve 13 specified categories of disability.
|
|
|
flow
|
Mental engagement through work or active leisure
ctziksentmihayla |
|
|
key concepts of flow
|
Challenge-skill balance
Action-awareness merging Clear goals Unambiguous feedback Concentration Sense of control Loss of self-consciousness Transformation of time Autotelic experience |
