Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Science of Learning
| Term | Definition |
|---|---|
| neuroscience | the study of the brain and nervous system |
| cognition | thinking activities such as remembering, understanding, problem-solving, and decision-making, including how people get, use, and store information in their minds |
| neurons | tiny cells in the brain that work together like an extensive communication network |
| neurodevelopment | plays a crucial role in acquiring new knowledge, honing cognitive skills, and adapting to the challenges of formal education |
| brain stem | part of the brain that connects to the spinal cord; oversees important jobs like keeping the heart beating regularly, controlling breathing, managing blood flow, and controlling automatic actions like sneezing and swallowing |
| limbic system | deep in the brain, it is like an emotional control center helping handle feelings like happiness, fear, and sadness |
| cerebellum | located at the back of the head, the "little brain" helps control voluntary muscle movements, posture, and balance |
| cerebrum | the front part of the brain responsible for controlling movement, body temperature, and thinking skills like speaking, problem-solving, and decision-making; it also handles sensory tasks like seeing, hearing, and feeling touch |
| prefrontal cortex | plays a crucial role in decision-making, impulse control, and emotional regulation |
| encoding | the initial processing of information, converting sensory input into a form that the brain can store and use |
| storage | involves retaining encoded information over time |
| retrival | the process of accessing stored information when needed |
| feedback | provides information about performance, guiding future actions to refine learning strategies |
| metacognition | the awareness and understanding of one's thinking processes to monitor and regulate learning |
| retrieval practice | enhances long-term retention by actively recalling information from memory |
| spacing | strategically spacing out study sessions over time leads to more robust learning outcomes |
| interleaving | mixing different topics or skills within a single study session promotes deeper understanding and transfer of knowledge |
| feedback-driven metacognition | monitor and regulate learning processes to foster greater self-awareness and learning autonomy |
| desirable difficulty | introducing challenges or obstacles during learning to cultivate resilience and enhance overall |
| learning science | investigates how people learn, encompassing psychology, neuroscience, education, and computer science to understand the cognitive processes, behaviors, and environments that facilitate learning and knowledge acquisition |
| research-based practices | arise from solid empirical research or methods shown to positively affect classroom learning |
| evidence-based practices | practices informed by evidence from studies conducted in educational research and learning science |
| executive function | the set of mental skills that help individuals plan, focus their attention, and remember instructions successfully |
| cramming | the practice of studying intensively in a short period before an exam |
| multitasking | the ability to perform multiple tasks simultaneously |
| hippocampus | a part of the limbic system involved in memory, learning, and emotion |
| distributed practice | explores how the brain retains information when learning is spread out over time rather than condensed |
| neurodiversity | recognizes and celebrates diversity in neural functioning and cognitive styles |
| neuroplasticity | the brain's ability to reorganize and adapt in response to experiences |
| cognitive style | an individual's typical or habitual way of problem-solving, thinking, perceiving, and remembering |
| cognitive rigidity | cognitive abilities become rigid and fixed as people age |
| Tabula Rasa | the human mind is essentially empty at birth |
| growth mindset | when a person believes in the power of effort and resilience |
| fixed mindset | when a person sees abilities as unchangeable |
| differentiated instruction | recognizes that every student is unique and tailors teaching to individual needs, interests, and readiness levels |
| multisensory learning | engages different senses to deepen students' learning experiences |
| social and emotional learning (SEL) | equips students with the skills and competencies to navigate the complexities of life |
| information processing theory | fundamental concepts for understanding brain function, such as sensory input, working memory, and long-term memory |
| embodied mind perspective | connection between the body, mind, and environment |
| humanism | nurturing students' overall well-being, self-esteem, and sense of belonging |
Created by:
aduncan7