final Flashcards
(69 cards)
behaviorism
BF skinner
stimulus response reinforcement
nativism
Noam Chomsky
universal grammar
language acquisition device
social constructivism
Vygotsky & Piaget
ZPD
schemas
knowledge consists of behavioral responses or changes to environmental stimuli
behaviorism
motivation for learning is extrinsic to the individual, involves reinforcement of desired behavior
behaviorism
learning occurs through passive absorption of knowledge by the learner through repetition and reinforcement
behaviorism
knowledge systems are actively constructed by learners based on the preexisting cognitive structures and through social interaction with a knowledge community
social constructivism
motivation for learning is mostly intrinsic to the individual - learners are motivated by a need for equilibrium (i.e for things to make sense) as well as by emotional and relational needs
social constructivism
active adaption of schemas based on previous experience/cognitive structures and through collaborative adaption of schema through social interaction
social constructivism
theory of mind
the recognition of mental states in oneself and others
decentration
the process of moving from one-dimensional descriptions of entities and events to coordinated multi-attributional ones
decontextualized language
language that is understandable without contextual support (e.g. things that support the meaning of the utterance in the immediate environment). Meaning is conveyed only through linguistic means
symbolic ability
allowing one thing to represent another
guided participation
the mutual engagement and mutual structuring of socio-cultural activities that facilitate a child’s learning
social referencing
when individuals seek information about how to interpret ambiguous situations from the expression of another
responsive assistance
being poised to help assist a child that leaves the pace and direction of efforts up to them
apprenticeship
learning by “osmosis”, picking up values, skills, and mannerisms in an incidental fashion through close involvement with a socializing agent
event narrative
stories a person constructs from memory about an experienced event. Such accounts of happening should include relevant details and some evaluative statements that relate to what makes the story worth sharing
life narrative
stories that account of past autobiographical memories which require the integration of experience into a unified, coherent whole, helping to promote self-regulation and executive function
executive function
higher cortical function dependent on a cluster of cognitive skills that include the ability to set goals, plan, sequence, organize, and execute goal-directed behavior; inhibit responses to irrelevant stimuli; and respond flexibly and adaptively, allowing a child to be better able to remain organized and achieve goals
self regulation
the independent use of emotional regulatory capacities and skills to remain organized and well regulated in the face of potentially stressful circumstances
individualistic cultural aspects of reminiscing
to facilitate autonomy and independence in their children, Western parents often use memory conversations to encourage children to express themselves, elicit interest and show concern to strengthen the parent-child bonding, explain and resolve negative affect, and provide practical guidance for the here-and-now.
collective cultural aspects of reminiscing
to facilitate interrelatedness and a sense of belonging in their children, East Asian parents tend to use memory conversations to assimilate the child into the larger collective, solve interpersonal conflicts and promote social harmony, regulate negative affect through behavioral control and perfect a moral being as idealized by Confucian teachings
literate language style
the style used in written communication and is typically more complex and less related to physical context
