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32 Cards in this Set
- Front
- Back
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accommodation
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learning new information by creating an entirely new knowledge
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adaptation
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adjusting existing knowledge (schema) through either assimilation or accomodation
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assimilation
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incorporating new knowledge into existing knowledge- helps create equilibrium
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development
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systematic, lasting changes that take place over one's lifetime
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maturation
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internal changes
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physical development
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changes in the human body
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social development
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interaction with others, and can be influenced by cognitive levels of thinking.
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cognitive development
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changes in mental process, not readily observable
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readiness
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the potential a student has to complete a new task
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disequilibrium
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the inconsistency between what we know and the new conflicting information
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equilibriation
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the constant search for a balance between what we know and what we are learning
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organizaiton
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changes made in in the mind with schemata
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stages of cognitive development
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sensorimotor, preoperational, concrete operational, formal operational
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sensorimotor statge
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the stage during infancy when humans rapidly develop the ability to experiment and act on their environment
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preoperational stage
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a stage during early childhood which includes pre-k - 2nd when children transition to the beginnings of symoblic thought
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concrete operational stage
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ages 7-11 children can now perform mental experiments if the operations are supported by what they actually and concretely experience
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classification
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grouping objects according to common characteristics
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seriation
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arrange objects in an orderly fashion( in a series)
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conservation
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realizing that a change in the appearance of an object does not necessarily change the characteristics of the object
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formal operational stage
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11 to 15 years old- the ability to deal with abstract concepts
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constructivist
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children are not passive in the learning process, each learner actively seeks information
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self-talk
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the oral directions children give themselves out loud while working through a task.
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private speeh
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a critical factor in guiding and monitoring the thinking and problem solving of young children
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scaffolding
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appropriate guidance and support for adults that is gradually withdrawn as competence improves.
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zone of proximal develoment
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the difference between the intellectual tasks that children can perform alone and those that they can perform with assistance
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information processing
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development occurs through more gradual process involving increased capability and capacity of attention, learning strategies, increased knowledge, and meta-cognitive abilitiy
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strategies
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specific, structured ways of studying
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metacognitive ability
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knowledge about one's own cognitive thinking process and using this process to facilitate learning
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self-concept
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the perceptions that one has of him or herself
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self-esteem
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the global value humans place on their own particular characteristics, behaviors, and abilities
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fine motor skills
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involve finely-tuned small muscle movements
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psychomotor domain
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instruction related to learning physical skills
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