Vocab 1-2

Front 1

an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students.

Back 1

Scaffolding

Front 2

- is the difference between what a learner can do without help and what he or she can do with help.

Back 2

Zone of proximal development

Front 3

a period between ages two and six during which a child learns to use language. During this stage, children do not yet understand concrete logic, cannot mentally manipulate information, and are unable to take the point of view of other people.

Back 3

Preoperational

Front 4

attempts to explain qualitative changes in the structure and framework of society, that help the society to better realize its aims and objectives.

Back 4

Social Development Theory

Front 5

the inclusion of diverse people (as people of different races or cultures) in a group or organization.

Back 5

Diversity

Front 6

tends toward concrete; more teacher and group interaction

Back 6

Field Dependent

Front 7

This is a marked changed in the appearance or attitude by transforming or being transformed.

Back 7

Transformation

Front 8

The difference made to one's mind or concepts by the process of assimilation. The world has to accommodate itself to the world and adapt to it.

Back 8

Accomadation

Front 9

This says that we have to tailor external ideas to fit into pre-existing ideas in our head. This is done without changing what is already inside our heads and just incorporating the external ideas.

Back 9

Assimilation

Front 10

This is when groups of individuals in a group of different cultures come together and exchange cultural diversities. The culture patterns may change, but the original groups remain the same.

Back 10

Acculturation

Front 11

This is when a child is mature emotionally and intellectually. This differs from a child because an adolescent has a deeper knowledge of themselves and their social environment. They can think individually and rely less on other people.

Back 11

Adolescence

Front 12

This is a structure to develop attitude or beliefs. This includes levels of thinking such as, receive, respond, value. The affective domain includes feelings and emotions.

Back 12

Affective Domain

Front 13

The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills

Back 13

Cognitive Domain

Front 14

- the incomplete differentiation of the self and the world, including other people and the tendency to perceive, understand and interpret the world in terms of the self.

Back 14

Egocentrism

Front 15

The first stage of Piaget’s theory lasts from birth to approximately age two and is centered on the infant trying to make sense of the world. During the sensorimotor stage, an infant’s knowledge of the world is limited to their sensory perceptions and motor activities.

Back 15

Sensor Motor

Front 16

Through assimilation, we take in new information or experiences and incorporate them into our existing ideas. The process is somewhat subjective, because we tend to modify experience or information somewhat to fit in with our preexisting beliefs.

Back 16

Assimilation

Front 17

According to constructivism, learning is the result of individual mental construction, whereby the learner learns by dint of matching new against given information and establishing meaningful connections, rather than by internalising mere factoids to be regurgitated later on.

Back 17

Constructivism

Front 18

a term describing the coexistence of many cultures in a locality, without any one culture dominating the region. By making the broadest range of human differences acceptable to the largest number of people, multiculturalism seeks to overcome racism, sexism, and other forms of discrimination.

Back 18

Cultural Pluralism

Front 19

This period of cognitive development is characterized by the ability to think logically about concrete objects and situations.

Back 19

Concrete

Front 20

- Can think logically about abstract propositions and test hypotheses systematically.
Becomes concerned with the hypothetical, the future, and ideological problems.

Back 20

Formal Operation

Front 21

Centration is the tendency to focus or center on one aspect of the situation and ignore other important aspects of the situation.

Back 21

Centration

Front 22

Piaget's term for a preoperational child's failure to understand that an operation can go in two or more directions.

Back 22

Irreversibility

Front 23

This theory stated that developmental changes in a child's body or behavior are a result of the aging process rather than from learning, injury, illness, or some other life experience.

Read more: Maturation http://social.jrank.org/pages/384/Maturation.html#ixzz0gs15kOtu

Back 23

Maturation

Front 24

"Metacognition" is often simply defined as "thinking about thinking."

Back 24

Metacognition

Front 25

The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas.

Back 25

Physocomotor Domain