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EDUC 255 pt.1
Final review
| Term | Definition |
|---|---|
| Means-end analysis | a problem-solving technique that encourages identifying the goal (ends) to be attained, the current situation, and what needs to be done (means) to reduce the difference between the two conditions. |
| Accomodation | modifying existing schemes to fit new situations |
| expectancy theory | theory of motivation based on the belief that people's efforts to achieve depend on their expectation of reward |
| generalization | carryover of behaviors, skills, or concepts from one setting or task to another. |
| free-recall learning | learning of a list of items in any order |
| feedback | information on the results of one's efforts |
| discrimination | perception of and response to differences in stimuli |
| cognitive development | Gradual orderly changes by which mental processes become more complex and sophisticated. |
| antecedent stimuli | events that precede behaviors |
| premack principle | rule stating that enjoyable activities can be used to reinforce participation in less enjoyable activities |
| peg word method | a strategy for memorization in which images are use to link lists of facts to a familiar set of words or numbers |
| peer tutoring | tutoring of one student by another |
| allocated/allotted time | time during which students have the opportunity to learn |
| race | visible genetic characteristics of individuals that cause them to be seen as members of the same broad group (African, Asian, Caucasian) |
| reinforcer | pleasurable consequence that maintains or increases a behavior |
| scaffollding | support for learning an problem solving; might include 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. |
| socioeconomic status (SES) | measure of prestige within a social group that is most often based on income and education |
| Zone of Proximal Development (ZPD) | level of development immediately above a person's present level. |
| prerequisites | Skills that a student must already have in his repertoire before a given task can be taught successfully. |
| new material | material that is new (seriously, you should get this one) |
| behavioral learning theories | forms of learning, such as classical conditioning and operant conditioning, that can be described in terms of stimuli and responses |
| assessment | measure of the degree to which instructional objectives have been attained |
| assimilation | understanding new experiences in terms of existing schemes |
| attribution theory | theory of motivation that focuses on how people explain the causes of their own successes and failures |
| cooperative learning | An instructional approach in which students work together in groups to achieve learning goals. |
| differentiated instruction | An approach to teaching that adapts the content, level, pace, and products of instruction to accommodate different needs of diverse students in regular classes. |
| engaged time | Time students spend actually learning; same as time on-task. |
| behavioral management theories | 1.positive and negative reinforcement 2. token economy 3. contingency contracts 4. time-out 5. extinction 6. punishment |
Created by:
thanzali
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