Key Terms, Chapters #1-7 Flashcards
The discipline concerned with teaching and learning processes; it applies the methods and theories of psychology and has its own as well.
Educational psychology
Statistical description of how closely two variables are related.
Correlation
Research method in which variables are manipulated and the effects recorded.
Experimental study
Studies that fit most of the criteria for true experiments, with the important exception that the participants are not assigned to groups at random. Instead, existing groups such as classes or schools participate in the experiments.
Quasi- experimental study -
Systematic interventions to study effects with one person, often by applying and then
Single-subject experimental -
open-ended questioning to probe responses and to follow up on answers. Questions go wherever the child’s responses lead.
Clinical Interviews -
investigates one person or situation in depth.
Case Study -
A descriptive approach to research that focuses on life within a group and tries to understand the meaning of events to the people involved
Ethnography -
Studies that document changes that occur in subjects over time, often many years.
Longitudinal -
Studies that focus on groups of subjects at different ages rather than following the same group for many years.
Cross-sectional -
Detailed observation and analysis of changes in a cognitive process as the process unfolds over several days or weeks.
Microgenetic -
Research that studies many participants in a more formal and controlled way using objective measures such as experimentation, statistical analyses, tests, and structured observations.
Quantitative-
Exploratory research that attempts to understand the meaning of events to the participants involved using such methods as case studies, interviews, ethnography, participant observation, and other approaches that focus on a few people in depth.
Qualitative -
Genetically programmed, naturally occurring changes over time.
Maturation -
Joint actions of individual biology and environment—each shapes and influences the other.
Coactions -
Times when a person is especially ready for or responsive to certain experiences.
Sensitive periods -
The brain’s tendency to remain somewhat adaptable or flexible.
Plasticity -
Ongoing process of arranging information and experience into mental systems or categories.
Organization -
Mental systems or categories of perception and experience.
Schemes -
Fitting new information into existing schemes.
Assimilation -
Altering existing schemes or creating new ones in response to new information.
Accommodation -
Search for mental balance between cognitive schemes and information from the environment.
Equilibration -
In Piaget’s theory, the “out-of-balance” state occurs when a person realizes that his or her current ways of thinking are not working to solve a problem or understand a situation.
Disequilibrium -
The processes used to organize, coordinate, and perform goal-directed, intentional actions, including focusing attention, inhibiting impulsive responses, making and changing plans, and using memory to hold and manipulate information.
Executive functioning -
More recent theories that integrate findings about attention, memory, and strategy use with Piaget’s insights about children’s thinking and the construction of knowledge.
Neo-Piagetian theories -
Lev Vygotsky elaborated a Theory that emphasizes the role in development of cooperative dialogues between children and more knowledgeable members of society; children learn the culture of their community (ways of thinking and behaving) through these interactions. what is this theory called?
Sociocultural theory -
Constructed through a social process in which people interact and negotiate (usually verbally) to create an understanding or to solve a problem; the final product is shaped by all participants.
Co-constructed -
The real tools (computers, scales, etc.) and symbol systems (numbers, language, graphs, etc.) that allow people in a society to communicate, think, solve problems, and create knowledge.
Cultural tools -
Form of speech in which children in a group talk but do not really interact or communicate.
Collective monologue
Children’s self-talk, which guides their thinking and action; eventually, these verbalizations are internalized as silent inner speech.
Private speech -
Phase at which a child can master a task if given appropriate help and support.
Zone of Proximal Development
Support for learning and problem solving; the support could be clues, reminders, encouragement, breaking the problem down into steps, providing an example, or anything else that allows the student to grow in independence as a learner.
Scaffolding -
Learning by having strategic help provided in the initial stages; the help gradually diminishes as students gain independence.
Assisted learning -
Bronfenbrenner’s theory describing the nested social and cultural contexts that shape development. Every person develops within a microsystem, inside a mesosystem, embedded in an exosystem, all of which are a part of the macrosystem of the culture.
Bioecological Model -
Parents, children, and stepchildren merged into families through remarriages.
Blended families -
Parents, children, grandparents, aunts, uncles, and cousins living in the same household or in close proximity so they can have regular contact with one another.
Extended families -
The ways of interacting with and disciplining children.
Parenting styles -
Forming an emotional bond with another person, initially a parent or family member.
Attachment
Individuals’ knowledge and beliefs about themselves—their ideas, feelings, attitudes, and expectations.
Self-concept
Groups of children or adolescents with their own rules and norms, particularly about such things as dress, appearance, music, language, social values, and behaviour.
Peer Cultures
The value each of us places on our own characteristics, abilities, and behaviours.
Self esteem
An understanding that other people are people, too, with their own minds, thoughts, feelings, beliefs, desires, and perceptions.
Theory of mind -
Understanding that others have different feelings and experiences.
Perspective-taking ability -
The thinking process involved in judgments about questions of right and wrong.
Moral reasoning -
Situations in which no choice is clearly and indisputably right.
Moral dilemmas -
Agreed-upon rules and ways of doing things in a particular situation.
Social conventions -
Beliefs about how to divide materials or privileges fairly among members of a group; follows a sequence of development from equality to merit to benevolence.
Distributive justice -
Stage of development wherein children see rules as absolute.
Moral realism -
Stage of development wherein children realize that people make rules and people can change them.
Morality of cooperation Internalize -
Strong actions aimed at claiming an object, place, or privilege—not intended to harm, but may lead to harm.
Instrumental aggression -
Bold, direct action that is intended to hurt someone else; unprovoked attack
Hostile aggression -
A form of hostile aggression that involves physical attack.
Overt aggression -
A form of hostile aggression that involves verbal attacks and other actions meant to harm social relationships.
Relational aggression -
A general factor in cognitive ability that is related in varying degrees to performance on all mental tests.
General intelligence -
Mental efficiency that is culture-free and nonverbal and is grounded in brain development.
Fluid intelligence -
Ability to apply culturally approved problem-solving methods.
Crystallized intelligence -
In Gardner’s theory of intelligence, a person’s eight separate abilities: linguistic, musical, spatial, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist.
Theory of multiple intelligences -
in intelligence testing, a score based on average abilities for that age group
Mental age -
Score comparing mental and chronological ages.
Intelligence quotient -
The gradual rise in measured intelligence throughout the 20th century. A steady rise in IQ test scores because of better health, smaller families, increased complexity in the environment, and more and better schooling.
Flynn effect -
Disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information and affect learning; distinct from global intellectual disorders.
Learning disability -
The expectation, based on previous experiences involving lack of control, that all of one’s efforts will lead to failure.
Learned helplessness -
A neuro-developmental disorder characterized by pervasive and frequent patterns of inattention and/or hyperactivity-impulsivity that get in the way of an individual’s daily life or typical development.
Attention- deficit/hyperactivity disorder -
Behaviours or emotions that deviate so much from the norm that they interfere with the child’s own growth and development and/or the lives of others—inappropriate behaviours, unhappiness or depression, fears and anxieties, and trouble with relationships.
Emotional and behavioral disorders -
Refers to the development of competencies for recognizing and managing emotions, developing care and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations effectively.
Social and emotional learning -
Significantly below-average intellectual and adaptive social behaviour evident before the age of 18.
Developmental disabilities -
Gradual preparation of exceptional students to move from high school into further education or training, employment, or community involvement.
Transition programming -
Developmental disability significantly affecting verbal and nonverbal communication, social interaction, and imaginative creativity, generally evident before age 3 and ranging from mild to major
Autism and autism spectrum disorders Inclusion -
Legislation that protects the rights of all Canadians and, in particular, Canadians who are members of minority groups, including Canadians with disabilities.
Canadian Charter of Rights and Freedoms -
Annually revised program for an exceptional student detailing present achievement level, goals, and strategies, drawn up by teachers, family members, specialists, and (if possible) the student.
Individualized education program -
The practice of placing exceptional students in the most regular educational settings possible while ensuring that they are successful and receive support appropriate to their special needs.
Least restrictive placement -
Considering the needs of all users in the design of new tools, learning programs, or websites
Universal designs for learning -
