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;
35 Cards in this Set
- Front
- Back
|
Cultural Tools
|
The computers, scales, numbers, language, graphs, etc. that allow people in a society to communicate, think, solve problems, and create knowledge
|
|
|
Accommodation
|
Altering existing schemes or creating new ones in response to new information
|
|
|
Assimilation
|
Fitting new information into existing schemes
|
|
|
Shaping
|
Reinforcing each small step of progress toward a desired goal or behavior
|
|
|
Behavior modification
|
Systematic application of antecedents and consequences to change actions
|
|
|
Reprimand
|
Criticism for misbehavior; rebuke
|
|
|
Learning
|
A relatively permanent change in an individual’s knowledge or behavior caused by experience
|
|
|
Situated learning
|
The idea that skills and knowledge are tied to the circumstances in which they are learned and difficult to apply in new settings
|
|
|
Learned helplessness
|
The expectation based on previous experiences with a lack of control, that all one’s efforts will lead to failure
|
|
|
Minority group
|
A group of people who have been socially disadvantaged—not always based on numbers
|
|
|
Resilience
|
The ability to adapt successfully in spite of difficult circumstances and threats to development
|
|
|
Tracking
|
Assignment to different classes and academic experiences based on achievement
|
|
|
Social negotiation
|
Aspect of learning process that relies on collaboration with others and respect for different perspectives
|
|
|
Collaboration
|
A philosophy about how to deal with people that respects differences, shares authority, and builds on the knowledge of others
|
|
|
Code-switching
|
Successfully going back and forth between cultures in language, dialect, or nonverbal behaviors to fit the situation
|
|
|
Critical thinking
|
Evaluating conclusions by logically and systematically examining the problem, the evidence, and the solution
|
|
|
Observational learning
|
Learning by watching and imitating others
|
|
|
Minority group
|
Those who have been socially disadvantaged
|
|
|
Pragmatics
|
Rules for when and how to use language to be an effective communicator in a particular cultur
|
|
|
Domain-specific knowledge
|
Information that is useful in a particular situation or that applies mainly to one specific topic
|
|
|
Tracking
|
Assignment to different classes and academic experiences based on achievement.
|
|
|
Pygmalion effect
|
Exceptional progress by a student as a result of high teacher expectations for that student
|
|
|
Vicarious reinforcement
|
Increasing the chances that we will repeat a behavior by observing another person’s treatment for that behavior
|
|
|
Digital Divide
|
Disparities in access to technology between poor and more affluent students and families
|
|
|
Behavioral objectives
|
Learning targets stated in terms of observable behaviors
|
|
|
Active teaching
|
Instruction characterized by high levels of teacher explanation, demonstration, and interaction with students
|
|
|
self-esteem
|
The value each of us places on our own characteristics, abilities, and behaviors
|
|
|
self-determination
|
Feeling competent, having a sense of some control over our lives, and being connected to others
|
|
|
learning style
|
Characteristic approaches to learning and studying
|
|
|
self-concept
|
Individual’s knowledge and beliefs about themselves—their ideas, feelings, attitudes, and expectations
|
|
|
autonomy
|
Independence
|
|
|
self-efficacy
|
Beliefs about personal competence in a particular situation or discipline
|
|
|
attribution theories
|
Descriptions of how individuals’ explanations, justifications, and excuses influence their motivation and behavior
|
|
|
learned helplessness
|
The expectation, based on past experiences with a lack of control, that all one’s efforts will lead to failure
|
|
|
gender bias
|
Different views of males and females, often favoring one over the other
|
