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101 Cards in this Set
- Front
- Back
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It is talking about the millionaires' lifestyle that differ from that of the middle income or lower income group. A. Thinking/Learning style B. Exceptionalities C. Socioeconomic status |
C |
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It is talking about the differences of how someone is learning or manipulating something.
A. Thinking/Learning style B. Exceptionalities C. Socioeconomic status |
A |
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A person's unique way of learning.
A. Learning style B. Exceptionalities C. Visual Learners |
A |
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It is an essential element of effective learning thus it develops an awareness of your own preferred learning style.
A. Learning style B. Exceptionalities C. Visual Learners |
A |
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Individuals tend to gravitate toward one or two types of sensory input.
A. Multiple intelligence B. Sensory preferences C. Thinking style |
B |
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These kind of learners must see their teachers actions and facial expressions to fully understand the content of a lesson. A. Visual Learners B. Auditory Learners C. Tactile/Kinesthetic Learners |
A |
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They learn best through verbal lectures and discussions.
A. Visual Learners B. Auditory Learners C. Tactile/Kinesthetic Learners |
B |
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They benefit much from a hands-on approach actively exploring the physical world around them.
A. Visual Learners B. Auditory Learners C. Tactile/Kinesthetic Learners |
C |
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These are under the visual learners, who are more interested in visual imagery such as film graphic displays or pictures in order to solidify learning.
A. Visual-Iconic B. Visual-symbolic C. Multiple Intelligences |
A |
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These are under the visual learners, who feel comfortable with abstract symbolism such as mathematical formulae or the written word. A. Visual-Iconic B. Visual-symbolic C. Multiple Intelligences |
B |
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This is the most common type of auditory learners. A. Talkers B. Signers C. Listeners |
C |
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They are the auditory learners, who prefer to talk and discuss they often find themselves talking to those around them. A. Listeners B. Signers C. Talkers |
C |
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They tend toward the linear step by step processes of learning or successive processor.
A. Analytic thinkers B. Critical thinkers C. Global thinkers |
A |
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They tend to see finite elements of patterns rather than the whole.
A. Analytic thinkers B. Critical thinkers C. Global thinkers |
A |
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They lean towards nonlinear thought and tend to see the whole pattern rather than the particle elements.
A. Analytic thinkers B. Critical thinkers C. Global thinkers |
C |
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They are the "forest seers" who give attention only to the overall structure and sometimes ignore details.
A. Analytic thinkers B. Critical thinkers C. Global thinkers |
C |
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Who breaks down visual learners into two categories.
A. Manuel Quezon B. Erik Erikson C. Ri Charde |
C |
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These kind of auditory learners remember things said to them and make the information their own. A. Visual Learners B. Listeners C. Talkers |
B |
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These type of learners is global, nonlinear and holistic in thought preferences. A. Right brained B. Left brained C. Successive processor |
A |
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They are the "tree seers." A. Analytic thinkers B. Global thinkers C. Critical thinkers |
A |
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(L- Left brain and R- Right brain) Verbal |
L |
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(L- Left brain and R- Right brain) Responds to word meaning |
L |
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(L- Left brain and R- Right brain) Visual |
R |
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(L- Left brain and R- Right brain) Responds to tone of voice |
R |
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(L- Left brain and R- Right brain) Sequential |
L |
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(L- Left brain and R- Right brain) Processes information linearly |
L |
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(L- Left brain and R- Right brain) Random |
R |
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(L- Left brain and R- Right brain) Processes information in varied order |
R |
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(L- Left brain and R- Right brain) Responds to emotion |
R |
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(L- Left brain and R- Right brain) Recalls people's names |
L |
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(L- Left brain and R- Right brain) Recalls people's faces |
R |
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(L- Left brain and R- Right brain) Impulsive |
R |
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(L- Left brain and R- Right brain) Gestures when speaking |
R |
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(L- Left brain and R- Right brain) Plans ahead |
L |
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(L- Left brain and R- Right brain) Speaks with few gestures |
L |
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(L- Left brain and R- Right brain) Punctual |
L |
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(L- Left brain and R- Right brain) Less punctual |
R |
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(L- Left brain and R- Right brain) Prefers formal study design |
L |
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(L- Left brain and R- Right brain) Prefer sound or music background while studying |
R |
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(L- Left brain and R- Right brain) Prefers bright lights while studying |
L |
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(L- Left brain and R- Right brain) Prefers frequent mobility while studying |
R |
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It is the ability or abilities to acquire and use knowledge for solving problems and adapting to the world. |
Intelligence |
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Who contends that an intelligence is the ability to solve problems and create product or outcomes that are valued by a culture. |
Howard Gardner |
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This theory expands our definition of intelligence. |
Multiple Intelligence theory |
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This theory open peoples eyes to the shortcomings of the IQ test and many other similar assessments. |
Multiple intelligence |
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People who learn best through numbers, reasoning and problem solving. |
Number smart |
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People who learn best visually and tend to organize their thinking spatially. |
Picture smart |
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They are able to create and manipulate visuals and create mental pictures from many perspectives. |
Number smart |
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These people like to think and create pictures. |
Picture smart |
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People who learn best through physical activity. |
Body smart |
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They are able to manipulate and control objects as well as express their ideas through movement. |
Body smart |
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They are able to use inductive and deductive reasoning and identify relationships in data. |
Music smart |
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They are able to verbalize or in writing by explaining convincing and expressing themselves. |
Word smart |
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They learn best through language including speaking, writing, reading and listening. |
Word smart |
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They see the subtle meanings and patterns in nature and the world around them. |
Nature smart |
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They learn best through the interactions with the environment. |
Nature smart |
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They learn best through interaction with other people. |
People smart |
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They are able to concentrate and be mindful. |
Self smart |
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This intelligent seeks connections to real world understanding and application of new learning. |
Spirit smart |
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It is a measurable impairment or limitation that interferes with the person's ability. |
Disability |
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A disadvantage that occurs as a result of a disability or impairment. |
Handicap |
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It involves difficulties in specific cognitive processes. |
Learning disabilities |
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What do you call a person who has difficulty in reading? |
Dyslexia |
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What do you call a person who has difficulty in number operations? |
Dyscalculia |
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What do you call a person who has difficulty in writing? |
Dysgraphia |
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It is the difficulty in focusing and maintaining attention. |
ADHD |
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What do you call the difficulties in spoken language like voice disorders, inability to produce the sounds correctly, or stuttering? |
Speech and communication disorder |
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It is a condition manifested by different levels of impaired social interaction and communication. |
Autism |
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It refers to significant sub-average intelligence and deficits in adaptive behavior. |
Mental Retardation |
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This involves the presence of emotional states like depression and aggression over a considerable amount of time. |
Emotional or conduct disorder |
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This involves physical or medical conditions like limited energy and strength. |
Physical and health impairments |
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This refers to the presence of two or more different types of disability. |
Severe and multiple disabilities |
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These involves malfunction of the eyes. |
Visual impairments |
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These involves malfunction of the ear. |
Hearing impairments |
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This involves a significantly high level of cognitive development. |
Giftedness |
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It is putting the person first, not the disability. |
People-first language |
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It is the theory that focuses on the study of observable and measurable behavior. |
Behaviorism |
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It is determined by the environment through either association or reinforcement. |
Behavior |
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He is awarded the Nobel Prize in Physiology or medicine in 1904. |
Ivan Pavlov |
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His most renowned experiment involved meat, a dog, and a bell. |
Ivan Pavlov |
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Once the dog has learned to salivate at the sound of the bell it will salivate at other similar sounds. |
Stimulus generalization |
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If you stop pairing the bell with the food, salivation eventually cease in response to the bell. |
Extinction |
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The dog could learn to discriminate between similar bells or stimuli and discern which bell would result in the presentation of food and which would not. |
Discrimination |
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Who proposed connectionism theory? |
Edward Thorndike |
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It is the law that states a connection between a stimulus and response is strengthened when the consequence is positive, and the connection between the stimulus and response is weakened when the consequence is negative. |
Law of effect |
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It is the law that tells us that the more an S-R bond it practice, the stronger it will become. |
Law of exercise |
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It is the law that states that the more readiness the learner has to respond to the stimulus, the stronger will be the bond between them. |
Law of readiness |
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It is a function of the number of connections learned. |
Intelligence |
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He considered that humans are born with a few reflexes and the emotional reaction of love and rage. |
John Watson |
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He is called as the "little Albert Einstein." |
John Watson |
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He believed that the best way to understand behavior is to look at the causes of an action and its consequences. |
B.F. Skinner |
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It is the responses from the environment that decrease the likelihood of a behavior being repeated. |
Punishers |
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Enumeration: What are the three types of responses or operant. |
Neutral Operants Reinforcers Punishers |
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Enumeration: What are the three factors that bring about student diversity? |
Socioeconomic status Thinking or learning style Exceptionalities |
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Enumeration: What are the three primary findings of Thorndike? |
Law of effect Law of exercise Law of readiness |
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Enumeration: What are the two categories of visual learners? |
Visual-Symbolic Visual-Iconic |
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Enumeration: What are the two categories of auditory learners? |
Listeners and Talkers |
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Enumeration: What are the categories of exceptionalities? |
-Specific cognitive or academic difficulties -Social/emotional and behavioral difficulties -Physical disabilities and health impairments |
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Enumeration: What are the three examples of cognitive or academic difficulties? |
Learning Disabilities ADHD Speech and communication disorder |
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Enumeration: What are the three examples of Social/Emotional and behavioral difficulties? |
Autism Mental retardation Emotional or conduct disorder |
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Enumeration: What does VARK stands for? |
Visual Auditory Read and Write Kinesthetic |
