Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

norm comm > final > Flashcards

final Flashcards

1
Q

behaviorism

A

BF skinner
stimulus response reinforcement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

nativism

A

Noam Chomsky
universal grammar
language acquisition device

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

social constructivism

A

Vygotsky & Piaget
ZPD
schemas

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

knowledge consists of behavioral responses or changes to environmental stimuli

A

behaviorism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

motivation for learning is extrinsic to the individual, involves reinforcement of desired behavior

A

behaviorism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

learning occurs through passive absorption of knowledge by the learner through repetition and reinforcement

A

behaviorism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

knowledge systems are actively constructed by learners based on the preexisting cognitive structures and through social interaction with a knowledge community

A

social constructivism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

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

A

social constructivism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

active adaption of schemas based on previous experience/cognitive structures and through collaborative adaption of schema through social interaction

A

social constructivism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

theory of mind

A

the recognition of mental states in oneself and others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

decentration

A

the process of moving from one-dimensional descriptions of entities and events to coordinated multi-attributional ones

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

decontextualized language

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

symbolic ability

A

allowing one thing to represent another

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

guided participation

A

the mutual engagement and mutual structuring of socio-cultural activities that facilitate a child’s learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

social referencing

A

when individuals seek information about how to interpret ambiguous situations from the expression of another

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

responsive assistance

A

being poised to help assist a child that leaves the pace and direction of efforts up to them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

apprenticeship

A

learning by “osmosis”, picking up values, skills, and mannerisms in an incidental fashion through close involvement with a socializing agent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

event narrative

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

life narrative

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

executive function

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

self regulation

A

the independent use of emotional regulatory capacities and skills to remain organized and well regulated in the face of potentially stressful circumstances

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

individualistic cultural aspects of reminiscing

A

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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

collective cultural aspects of reminiscing

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

literate language style

A

the style used in written communication and is typically more complex and less related to physical context

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

oral language style

A

a style of language sue that is informal and characterized by concrete, familiar terms and accented by prosodic and non-linguistic information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

expository discourse

A

a type of discourse aimed at describing, explaining, o or informing, typically found in textbooks, classroom lectures, and technical papers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

narrative discourse

A

a type of discourse aimed at relating and organizing experiences and events, whether personal or fictional

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

uses one object to represent another, for example a spoon could be a car

A

decontextualized and object substitution

27
Q

can use language to set the scene

A

decontextualized and object substitution

28
Q

pretends using life like props

A

decontextualized and object substitution

29
Q

child plays out less frequently occurring events based on personal, memorable experiences

A

thematic content

30
Q

child plays out familiar, every day activities or familiar others

A

thematic content

31
Q

child plays out imaginative events that include variation and improvisation

A

thematic content

32
Q

child plays out familiar, every day activities in which they have participated

A

thematic content

33
Q

child plays out the combining of two actions in sequence

A

organization of themes

34
Q

child plays out evolving episode sequences

A

organization of themes

35
Q

child plays out short-isolated schemas, single pretend actions

A

organization of themes

36
Q

engages in collaborative play, roles are coordinated, and themes are goal directed

A

self-other relationships or decentration

37
Q

auto symbolic or representational play

A

self-other relationships or decentration

38
Q

guided participation basic processes

A

mutual structuring of participation
mutual bridging of meaning

39
Q

child performs pretend actions on more than one object or person

A

self-other relationships or decentration

40
Q

engages in associative play, children share roles but not goals

A

self-other relationships or decentration

41
Q

guided participation distinctive processes

A

academic lessons in the family
respect for silence and restraint
intended participation
adults as peers in play

42
Q

is guided participation the same as ZPD?

A

NO FALSE

43
Q

is symbolic/pretend play a childhood activity that is essential to practicing advanced language?

A

NO FALSE

44
Q

was high point analysis developed to describe fictional retellings?

A

NO FALSE

45
Q

grapheme

A

the actual graphic forms or elements of the writing system; the letters of the alphabet, for example

45
Q

grapheme-phoneme correspondence

A

rules that define the relationship between a letter or group of letters and the sound they represent

46
Q

alphabetic principle

A

the basic principle that underlies our orthographic system: letters of the alphabet represent the sounds of our spoken language

47
Q

phonemic awareness

A

a subset of phonological awareness that allows children to hear, identify, and manipulate phonemes

47
Q

phonological awareness

A

a form of metalinguistic knowledge that includes the ability to recognize the sounds of language and to talk about them; one of the basic skills that underlies literacy

48
Q

phonics

A

teaching correspondence between letters and the sounds they represent

49
Q

miscue

A

a reader’s variant from print

50
Q

high quality miscue

A

miscues that DO NOT change the meaning of the text

51
Q

low quality miscue

A

miscues that DO change the meaning of the text

52
Q

the process of word decoding must be mastered before someone is able to comprehend high-level language

A

bottom-up approach

53
Q

reading is developed through both instruction and the practice of skills at the word level

A

bottom-up approach

54
Q

a reader should be able to automatically decode and have relative fluency before comprehension can be addressed

A

bottom-up approach

55
Q

reading can be viewed as effective coordination within language systems, including semantic, syntactic, and background knowledge to support a child

A

top down approach

56
Q

reading is an active process in which the reader must interact with the text, make predictions and integrate together

A

top-down approach

57
Q

through comprehension of the text, the reader makes decisions

A

top-down approach

58
Q

silent period

A

a process some second language learners experience during which is much listening/comprehension and little output, lasting 3-6 months

59
Q

interlanguage

A

second language development that extends from the time when the learner starts to use language productively until the time when that individual reaches a competence level similar to that of a native speaker

60
Q

fossilization

A

a process that occurs when second language “errors” remain firmly entrenched despite strong proficiency in the second language

60
Q

cross-linguistic transfer

A

process in which a communicative behavior from the first language is carried over into the second language

61
Q

language loss

A

a process that occurs over time when the speech and language features of the first language are no longer utilized by the speaker, possibly due to less exposure or use of the speaker’s first language

62
Q

code switching

A

involves changing languages over phrases or sentences and is a normal phenomenon engaged in by many fluent bilingual speakers

63
Q

translanguaging

A

act performed by bilinguals of accessing different linguistic features or various modes of what are described as autonomous languages, in order to maximize communicative potential

64
Q

mlu reminders

A

pay attention to the intention of contractions
don’t count ah um uh
prefixes: re count on a word (redo would be 2)

norm comm (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions