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Stack #120108
Human Development & Learning definitions # 1 (WGU)
| Question | Answer |
|---|---|
| cognitive development | gradual, orderly changes by which mental processes become more complex and sophisticated |
| schemes | mental patterns that guide behavior |
| adaptation | the process of adjusting schemes in response to the environment by means of assimilation and accommodation |
| assimilation | understanding new experiences in terms of existing schemes. |
| accommodation | modifying existing schemes to fit new situations |
| equilibration | the process of restoring balance between present understanding and new experiences. |
| constructivism | view of cognitive development that emphasizes the active role of learners in building their own understanding of reality. |
| motivation | the influence of needs and desires on the intensity and direction of behavior. |
| sensorimotor stage | stage during which infants learn about their surroundings by using their senses and motor skills |
| reflexes | inborn, automatic responses to stimuli (eye blinking in response to bright light) |
| object permanence | The fact that an object exists even if it is out of sight. |
| preoperational stage | Stage when children learn to represent things in their mind. |
| conservation | Concept that properties of an object (like weight) stay the same when other properties change. (like length) |
| centration | Paying attention to only one aspect of an object or situation. |
| reversibility | Ability to perform a mental operation and then reverse your thinking to return to starting point. |
| egocentric | Believing that everyone sees the world the way you do. |
| concrete operational stage | Stage where children develop capacity for logical reasoning & understanding of conservation but can only use these skills to deal with familiar situations. |
| inferred reality | meaning of stimuli in the context of relevant information. |
| seriation | Arranging objects in sequential order according to one thing. (like size, weight, or volume) |
| transitivity | A skill learned during the concrete operational stage of cognitive development where individuals can mentally arrange & compare objects. |
| class inclusion | A skill learned during concrete operational stage of cognitive operational stage of cognitive development where individuals can think simultaneously about a whole class of objects and about relationships among its subordinate classes. |
| formal operational stage | Stage where one can deal abstractly with hypothetical situations and can reason logically. |
| developmentally appropriate education | instruction felt to be adapted to the current developmental status of children (rather than their age alone) |
| sign systems | Symbols cultures create to help people think, communicate, and solve problems. |
| Self-regulation | The ability to think and solve problems without help from others. |
| private speech | Children's self-talk, that guides their thinking and actions. |
| zone of proximal development | Level of development immediately above a person's present level.(used to build upon) |
| scaffolding | Support for learning and problem solving (clues, reminders, encouragement, breaking problem into steps, providing an example, etc. |
Created by:
lnino
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