WGU FHT5 FOT: Human Development and Learning
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| Cognitive Development | show 🗑
|
||||
| Piaget's cognitive development theory | show 🗑
|
||||
| Schemes | show 🗑
|
||||
| Adaptation | show 🗑
|
||||
| Assimilation | show 🗑
|
||||
| Accommodation | show 🗑
|
||||
| Constructivism | show 🗑
|
||||
| show | stage during which infants learn about their surroundings by using their senses and motor skills. "Object Permanence" and gradual progression from reflexive to goal-directed behavior.
🗑
|
||||
| Preoperational stage (ages 2-7) | show 🗑
|
||||
| Concrete operational stage (ages 7-11) | show 🗑
|
||||
| show | Stage in which one can deal abstractly with hypothetical situations and can reason logically. Problems can be solved by use of systematic experimentation. Can monitor their own thinking.
🗑
|
||||
| show | The concept that certain properties of an object remain the same regardless of changes in other properties. Pre-operational stage children don't understand that ten blocks scrunched together is the same as ten blocks spread apart.
🗑
|
||||
| show | Paying attention to only one aspect of an object or situation. ie. children centered on the height of the glass of milk assuming that a tall skinny glass has more milk than a short wide glass...centered on the height.
🗑
|
||||
| show | Believing that everyone views the world the way exactly as you do.
🗑
|
||||
| Inferred reality | show 🗑
|
||||
| Seriation | show 🗑
|
||||
| Transitivity | show 🗑
|
||||
| show | Developed during the concrete operational stage. Children can think simultaneously about a whole class of objects and relationships among its subordinates. ie. are there more boys or children in the class?
🗑
|
||||
| Developmentally appropriate education | show 🗑
|
||||
| Piaget's theory -vs- Vygotsky's theory of development | show 🗑
|
||||
| Self-regulation | show 🗑
|
||||
| show | Childrens' self talk, which guides their thinking and action; eventually internalized as silent inner speech.
🗑
|
||||
| Zone of proximal development | show 🗑
|
||||
| show | Support for learning and problem solving; might include hints, reminders, encouragement or anything else that allows the student to grow in independence as a learner.
🗑
|
||||
| show | 1. Structure 2. Readiness 3. Intuition 4.Motivation
🗑
|
||||
| show | the teaching and learning of structure rather that simply the mastery of facts and techniques.
🗑
|
||||
| show | the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development. Underpins the idea of spiral curriculum.
🗑
|
||||
| show | a much neglected but essential feature of productive thinking.looked to how teachers and schools might create the conditions for intuition to flourish. Encourage students to use intuition to solve problems
🗑
|
||||
| Motives for learning (Bruner) | show 🗑
|
||||
| show | emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding (ie learning Hamlet thru group puppet shows)
🗑
|
||||
| show | the process of awareness or thought, act of knowing, obtaining knowledge
🗑
|
||||
| Vygotsky's theory of cognitive development | show 🗑
|
||||
| show | the overseeing and regulation of cognitive processes, awareness of thinking, monitoring what you are learning
🗑
|
||||
| show | "Tell us how you solved that problem", "What was going on in your head when coming up with that answer?" "What was your strategy?", "How else could you have done that?"
🗑
|
||||
| show | active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends
🗑
|
||||
| show | skill of asking self-evaluative questions
🗑
|
||||
| show | Suggestions(possible solution), assessment of difficulty, use of one suggestion after another, mental elaboration of the idea,testing the hypothesis (imaginative action)
🗑
|
||||
| Boud, Keogh and Walker's stages of reflection (three) | show 🗑
|
||||
| Example of using self-evaluation or reflection to help students in a classroom | show 🗑
|
||||
| show | 1. Noticing 2. Making sense and making meaning 3. Working with meaning 4. Transformative learning
🗑
|
||||
| Stages of reflective learning - student task - Noticing | show 🗑
|
||||
| show | 1. Able to demonstrate the meaning of taught material. 2. Able to use taught material in new and concrete situations
🗑
|
||||
| show | Able to break down taught material into its component parts
🗑
|
||||
| show | 1. Able to join taught material to form a whole 2. Able to judge and value material, for its own worth and its greater relevance
🗑
|
||||
| show | chromosomal disorder that includes a combination of birth defects: mental retardation, characteristic facial features, heart defects. caused by extra genetic material from chromosome 21, cell may divide incorrectly, poor folic acid, mother's age
🗑
|
||||
| Cerebral Palsy -Description -Genetic Influences -Environmental Influences | show 🗑
|
||||
| show | mental retardation; learning, emotional and behavioral problems; and defects involving the heart, face and other organs. Caused my mother's consumption of alcohol during preg.
🗑
|
||||
| show | disorder that affects how a child functions in several areas, including speech, social skills and behavior. at least a dozen genes on different chromosomes may contribute. Certain infections that occur before birth such as rubella can contribute
🗑
|
||||
| show | A set of principles that relates social environment to psychological development
🗑
|
||||
| show | According to Erikson, the set of critical issues that individuals must address as they pass through each of the eight life stages.
🗑
|
||||
| Erikson's Stage 1 of personal & social development (birth - 18 months) | show 🗑
|
||||
| show | Autonomy vs. doubt. strive towards the ability to do things for themselves. Desire for power and independence. Have the dual desire to hold on and to let go.
🗑
|
||||
| Erikson's Stage 3 of personal & social development (3 years - 6 years) | show 🗑
|
||||
| Erikson's Stage 4 of personal & social development (6 years - 12 years) | show 🗑
|
||||
| show | Identity vs. Role Confusion. Who am I? Increasingly turn away from parents and toward peer groups. Rapidly changing physiology, coupled with pressures to make decisions about future education and career creates the need to redefine psychosocial identity.
🗑
|
||||
| show | Intimacy vs. Isolation. Sharing of your life with one another. Ready to form new relationships of trust and intimacy w/ another individual.
🗑
|
||||
| Erikson's Stage 7 of personal & social development (Middle adulthood) | show 🗑
|
||||
| Erikson's Stage 8 of personal & social development (Late adulthood) | show 🗑
|
||||
| show | Foreclosure, Identity diffusion, Moratorium, Identity achievement
🗑
|
||||
| show | An adolescent's premature establishment of an identity based on parental choices, not on his or her own.
🗑
|
||||
| Marcia's Identity Status: Identity Diffusion | show 🗑
|
||||
| Marcia's Identity Status: Moratorium | show 🗑
|
||||
| show | A state of consolidation reflecting conscious, clear cut decisions concerning occupation and ideology.
🗑
|
||||
| Heteronomous morality | show 🗑
|
||||
| show | In Piaget's theory of moral development, the stage at which a person understands that people make the rules and that punishments are not automatic.
🗑
|
||||
| show | Level I Preconventional: Stage 1-Punishment & Obedience Stage 2-Instrumental Relativist Level II Conventional: Stage 3-Good boy-Good girl Stage 4-Law & Order Level III Postconventional: level Stage 5- Social contract Stage 6-Universal Ethical Principle
🗑
|
||||
| Kohlberg's Preconventional Level of Morality | show 🗑
|
||||
| show | Stages 3 & 4 of moral reasoning in which individuals make moral judgments in consideration of others.
🗑
|
||||
| Kohlberg's Postconventional Level of Morality | show 🗑
|
||||
| show | Punishment & Obedience: Physical consequences of action determine its goodness or badness. ie. if I get a spanking my behavior was bad.
🗑
|
||||
| show | Instrumental Relativist: What is right is whatever satisfies one's own needs and occasionally the needs of others. ie. children's own desires become important, yet they are aware of the interests of others.
🗑
|
||||
| show | Good Boy - Good Girl: Good behavior is whatever pleases or helps others and is approved of by them. ie. One earns approval by being "nice".
🗑
|
||||
| Kohlberg's Stage 4 of Moral Reasoning | show 🗑
|
||||
| show | Social Contract: What is right is defined in terms of general individual rights and in terms of standards that have been agreed on by the whole society. ie. Laws are not frozen they can be changed for the good of society.
🗑
|
||||
| show | Universal Ethical Principle: What is right is defined by decision of conscience according to self-chosen ethical principles. These principles are abstract and ethical such as the Golden rule not specific like the 10 commandments.
🗑
|
||||
| Prosocial behavior | show 🗑
|
||||
| show | Play that occurs alone.
🗑
|
||||
| Parallel Play | show 🗑
|
||||
| show | Play that is much like parallel play but with increased levels of interaction in the form of sharing, turn-taking and general interest in what others are doing.
🗑
|
||||
| show | Play in which children join together to achieve a common goal.
🗑
|
||||
| Self-concept | show 🗑
|
||||
| show | The value each of us place on our own characteristics, abilities and behaviors.
🗑
|
||||
| Social Comparison | show 🗑
|
||||
| Three steps to improve the social skills and levels of acceptance of unpopular and rejected children. (interventions) | show 🗑
|
||||
| Reflectivity | show 🗑
|
||||
| Strategies to improve self-esteem | show 🗑
|
||||
| show | The influence of needs and desires on the intensity and direction of behavior.
🗑
|
||||
| show | Identifies two types of needs: deficiency needs (physiological, safety, love, esteem) and growth needs (learning, aesthetic, self-actualization). People are motivated to satisfied needs at the bottom of the hierarchy before those at the top.
🗑
|
||||
| Maslow's deficiency needs | show 🗑
|
||||
| Maslow's growth needs | show 🗑
|
||||
| self-actualization | show 🗑
|
||||
| attribution theory | show 🗑
|
||||
| show | A personality trait that determines whether people attribute responsibility for their own failure or success to internal or external factors.
🗑
|
||||
| show | A theory of motivation based on the belief that people's efforts to achieve depend on their expectations of reward.
🗑
|
||||
| show | A theory that relates the probability and the incentive values of success to motivation. Motivation (M) = Perceived probability of success (Ps) x Incentive value of success (Is).
🗑
|
||||
| Achievement Motivation | show 🗑
|
||||
| Learning goals | show 🗑
|
||||
| show | The goals of students who are motivated primarily by a desire to gain recognition from others and to earn good grades.
🗑
|
||||
| Strategy for improving student motivation | show 🗑
|
||||
| Learned helplessness | show 🗑
|
||||
| Intrinsic incentive | show 🗑
|
||||
| show | A reward that is external to the activity, such as recognition or a good grade.
🗑
|
||||
| Is extrinsic or intrinsic more valuable to promoting life long growth and learning | show 🗑
|
||||
| Contingent praise | show 🗑
|
||||
| show | Students who are subject to school failure because of their own characteristics and/or because of inadequate responses to their needs by school, family or community.
🗑
|
||||
| Compensatory education | show 🗑
|
||||
| show | Parenting skills, School-Parent communication, Parent Volunteering, Learning at home, Involvement in School decision making, Collaborating with the community.
🗑
|
||||
| show | Education that teaches the value of cultural diversity
🗑
|
||||
| show | Teachers' use of examples, data and other information from a variety of cultures.
🗑
|
||||
| show | Helping students understand how the knowledge we take in is influenced by our origins and points of view.
🗑
|
||||
| Prejudice reduction | show 🗑
|
||||
| show | Teaching techniques that facilitate the academic success of students from different ethnic and social class groups.
🗑
|
||||
| Multiple intelligences | show 🗑
|
||||
| Classical Conditioning | show 🗑
|
||||
| show | A stimulus that naturally evokes a particular response. Meat makes dog salivate. The stimulus in this case would be the meat
🗑
|
||||
| Unconditioned Response | show 🗑
|
||||
| Neutral stimuli | show 🗑
|
||||
| show | A previously neutral stimulus that evokes a particular response after having been paired with an unconditioned stimulus. Dog salivates will bell is rung.
🗑
|
||||
| Operant Conditioning | show 🗑
|
||||
| show | An apparatus developed by B.F. Skinner for observing animal behavior in experiments in operant conditioning.
🗑
|
||||
| Consequences | show 🗑
|
||||
| show | A pleasurable consequence that maintains or increases a behavior.
🗑
|
||||
| show | Food, water, or other consequences that satisfies a basic need.
🗑
|
||||
| Secondary reinforcer | show 🗑
|
||||
| Positive reinforcer | show 🗑
|
||||
| Negative reinforcer | show 🗑
|
||||
| show | AKA. Grandma's Rule. Rule stating that enjoyable activities can be used to reinforce participation in less enjoyable activities. "Eat your vegetables and then you may play."
🗑
|
||||
| show | Behaviors that a person enjoys engaging in for their own sake, without any other reward.
🗑
|
||||
| show | Praise or rewards given to motivate people to engage in behavior that they might not engage in without them.
🗑
|
||||
| show | Unpleasant consequences used to weaken behavior.
🗑
|
||||
| Presentation punishment | show 🗑
|
||||
| show | An unpleasant consequence that a person tries to avoid or escape. ie. spanking or reprimand
🗑
|
||||
| show | Withdrawal of a pleasant consequence that is reinforcing a behavior, designed to decrease the chances that the behavior will reoccur. ie. having to stay in during recess
🗑
|
||||
| Time out | show 🗑
|
||||
| show | the teaching of a new skill or behavior by means of reinforcement for small steps toward the desired goal.
🗑
|
||||
| show | The weakening and eventual elimination of a learned behavior as reinforcement is withdrawn.
🗑
|
||||
| show | The increase in levels of a behavior in the early stages of extinction.
🗑
|
||||
| show | The frequency and predictability of reinforcement.
🗑
|
||||
| show | Reinforcement schedule in which desired behavior is rewarded following a fixed number of behaviors.
🗑
|
||||
| Variable-ratio (VR) schedule | show 🗑
|
||||
| Fixed-interval (FI) schedule | show 🗑
|
||||
| show | Reinforcement schedule in which desired behavior is rewarded some times but not at others, and we have no idea when a behavior will be reinforced. ie. Random teacher spot checks.Most effective longest lasting effects.
🗑
|
||||
| show | Continuation of behavior.
🗑
|
||||
| show | Events that precede behavior. Holding up your hand to get students' attention is an example. The stimulus that informs students what behaviors will be reinforced.
🗑
|
||||
| Discrimination | show 🗑
|
||||
| show | Carryover of behaviors, skills, or concepts from one setting or task to another. Usually must be planned for. Classroom management program in math can be transferred to English. Students don't always learn this automatically.
🗑
|
||||
| show | Attentional, Retention, Reproduction, and Motivational Phase
🗑
|
||||
| Social Learning Theory | show 🗑
|
||||
| Behavior Learning Theory | show 🗑
|
||||
| show | Explanations of learning that focus on mental processes
🗑
|
||||
| show | Imitation of others' behavior
🗑
|
||||
| Observational learning | show 🗑
|
||||
| Vicarious Learning | show 🗑
|
||||
| Self-regulation | show 🗑
|
||||
| Cognitive Behavior Modification | show 🗑
|
||||
| Constructivist theories of learning | show 🗑
|
||||
| Cognitive Apprenticeship | show 🗑
|
||||
| Discovery Learning | show 🗑
|
||||
| Top-Down processing | show 🗑
|
||||
| show | Students who have knowledge of effective learning strategies and how and when to use them.
🗑
|
||||
| show | Assisted learning: An approach in which the teacher guides instruction by means of scaffolding to help students master and internalize the skills that permit higher cognitive functioning.
🗑
|
||||
| Reciprocal Teaching | show 🗑
|
||||
| Student Teams-Achievement Divisions (STAD) | show 🗑
|
||||
| Cooperative Integrated Reading and Composition (CIRC) | show 🗑
|
||||
| show | A cooperative learning model in which students are assigned to six member teams to work on academic material that has been broken down into sections for each member.
🗑
|
||||
| Learning Together | show 🗑
|
||||
| Group Investigation | show 🗑
|
||||
| show | A study method in which students work in pairs and take turns orally summarizing sections of material to be learned.
🗑
|
||||
| means-ends analysis | show 🗑
|
||||
| show | A thinking skills program in which students work through a series of paper-and-pencil exercises that are designed to develop various intellectual abilities.
🗑
|
||||
| Critical thinking | show 🗑
|
||||
| show | Incubation-avoid rushing to a solution. Suspension of Judgment- brainstorm. Appropriate Climates- relaxed and positive environment is best. Analysis- analyze specific elements of a problem. Engaging Problems- intriguing questions. Feedback- frequently.
🗑
|
||||
| show | State. Search. Evaluate. Elaborate.
🗑
|
||||
| show | 1. fact vs. claim 2. relevant vs. irrelevant 3. accuracy? 4. credibility of source? 5. ambiguous claims? 6. unstated assumptions? 7. bias? 8. logical fallacies? 9. logical inconsistencies? 10. strength of claim?
🗑
|
||||
| show | Top-Down processing, Drawing pictures, acting out situations, making diagrams, capture student interest w/ demonstrations and exploration, cooperative learning groups to solve complex problems, incentive for group work
🗑
|
||||
| show | Cognitive theory of learning that describes the processing, storage and retrieval of knowledge in the mind.
🗑
|
||||
| show | Component of the memory system in which information is received and held for very short periods of time. If you do not process the information it is rapidly lost. ie the song currently playing on the radio or the smell of dinner
🗑
|
||||
| show | A person's interpretation of stimuli. The sensory images of which we are conscious are not exactly the same as what we saw, heard or felt, but what we assume they really are.
🗑
|
||||
| Attention | show 🗑
|
||||
| short-term or working memory | show 🗑
|
||||
| show | Mental repetition of information, which can improve its retention.
🗑
|
||||
| Long-term memory | show 🗑
|
||||
| show | A part of long-term memory that stores images of our personal experience. "stores episodes"
🗑
|
||||
| show | A part of long-term memory that stores facts and general knowledge. Most of the things that are learned in class lessons are retained in this type of memory.
🗑
|
||||
| show | A part of long-term memory that stores information about how to do things.
🗑
|
||||
| Flashbulb memory | show 🗑
|
||||
| show | Mental networks of related concepts that influence understanding of new information.
🗑
|
||||
| Levels of processing theory | show 🗑
|
||||
| show | Theory suggesting that information coded both visually and verbally is remembered better that information coded in only one of those two ways.
🗑
|
||||
| Automaticity | show 🗑
|
||||
| interference | show 🗑
|
||||
| retroactive inhibition | show 🗑
|
||||
| show | decreased ability to learn new information caused by interference from existing knowledge.
🗑
|
||||
| show | increased ability to learn new information based on the presence of previously acquired information.
🗑
|
||||
| show | increased comprehension of previously learned information because of the acquisition of new information.
🗑
|
||||
| Primary effect | show 🗑
|
||||
| show | the tendency for items at the end of a list to be recalled more easily that other items.
🗑
|
||||
| show | technique in which facts or skills to be learned are repeated often over a concentrated period of time. ie. cramming for a test might help retain the info to get through the test but probably not for long term memory.
🗑
|
||||
| distributed practice | show 🗑
|
||||
| show | a learning process in which individuals physically carry out tasks. Hands on learning.
🗑
|
||||
| Verbal learning | show 🗑
|
||||
| show | learning of items in linked pairs so that when one member of a pair is presented the other can be recalled. ie. state's capitals, multiplication tables.
🗑
|
||||
| serial learning | show 🗑
|
||||
| show | learning a list of items in any order. ie. name all 50 states.
🗑
|
||||
| show | mental visualizations of images to improve memory
🗑
|
||||
| show | devices or strategies for aiding the memory.
🗑
|
||||
| show | a strategy for improving memory by using images to link pairs of items.
🗑
|
||||
| loci method | show 🗑
|
||||
| pegword method | show 🗑
|
||||
| show | strategies for learning in which initial letters of items to be memorized are made into a more easily remembered word or phrase
🗑
|
||||
| show | memorization of facts or associations that might be essentially arbitrary.
🗑
|
||||
| meaningful learning | show 🗑
|
||||
| show | learned information that could be applied to a wide range of situations but whose use is limited to artificial applications. usually consists of info we learned in school but failed to apply in life. ie able to pass a french test but not chat in Paris
🗑
|
||||
| self-questioning strategies | show 🗑
|
||||
| Study strategies requiring students to represent the material in skeletal form (3) | show 🗑
|
||||
| show | a study strategy that has students preview, question, read, reflect, recite, and review material.
🗑
|
||||
| show | activities and techniques that orient students to the material before reading or class presentation.
🗑
|
||||
| show | images, concepts or narratives that compare new information to information students already understand
🗑
|
||||
| elaboration | show 🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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
Created by:
kylee81
Popular Miscellaneous sets