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general idea concerning how we think about ourselves
developed through actions, reflections, and interactions with others |
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how we feel about or value ourselves
measures components of self-concept |
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Atmosphere that fosters positive
self-esteem |
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Acceptance
help
time
trust
respect
love
praise and encouragement |
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| children from birth to age 2 base their thoughts primarily on their senses and motor abilities |
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| children from ages 2-7 think mainly in symbolic terms- manipulating symbols used in creative play in the absense of the actual objects involved |
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| Concrete operational stage |
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| children from 7-11 think in logical terms. They are not very abstract. At this stage, children need hands on, concrete experiences to manipulate symbols logically. They must perform these operations within the context of concrete situations. |
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| children from ages 11-15 years develop abstract and hypothetical thinking. They use logical operations in the abstract rather than the concrete |
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| students construct their own knowledge when they interact in social ways |
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expanded Piaget's stages
stages 5 and 6 hardly anyone reaches |
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Kohlberg's preconventional level
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involves an "egocentric point of view" and a "concrete individualistic perspective"
Children from ages 4-10 respond mainly to reward and punishment |
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| Students have difficulty acquiring new knowledge when it contradicts their prior knowledge. A teacher can help students overcome this obstacle to learning by providing opportunities for students to |
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| challenge preconceptions and replace them when appropriate |
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| According to cognitive theory, the most valid evidence that students have learned a body of information is that they can |
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| apply what the student has learned in a new environment |
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| connection between violent media images and agressive behavior |
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| children progress through the stages of moral development be envountering situations that challenge their present view |
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| purpose for taxonomy helps teachers classify educational goals |
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| soccer coach reminds players that they defeated their opponents easily in their last match. |
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| typical speech and language development for preschool |
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| using imagination to create stories |
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| kindergarten teacher observes lack of typical physical development |
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| 5th grader ignores playground rules of game- points to a lack of what |
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| ability tof the human mind to sort, match, combine, and arrange perceptions, experiences, and information is called what |
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| Component of memory that holds and actively thinks about and processes a limited amount of information |
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| Support mechanism that helps a learner successfully perform a task within his or her zone of proximal development |
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| came up with the idea of scaffolding |
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| The concept of a spiraling curriculum, where learners continually build knowledge on what they already know, has its basis in the theories of |
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| Which of the following learning experiences would John Dewey find most compatible with his philosophy of education? |
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Definition
Students spend three periods a week involved in renovating a homeless shelter as part of a service project carried out within their industrial arts class.
Dewey believed that learning was best situated in the community and that students should be involved in authentic activities. |
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| knowing and regulating one's mental processes |
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| Students can be taught to throw and catch any ball without being taught how to throw and catch every type of ball used in sports. This ability is known as |
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| Operant conditioning becomes useful for behavioral modification as children mature because |
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Definition
| the behavior and its consequence can be separated by time |
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| The theoretical basis supporting the zone of proximal development is that a student’s cognitive ability is most accurately measured by his or her capacity to |
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| solve problems independently or with the help of an adult |
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| rewards and punishments in the classroom |
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Definition
| not always effective with high schoolers |
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| Relating an action to a consequence |
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| A teacher might consider a fifth-grade student to be developing atypically if the student is unable to carry out which of the following cognitive processes? |
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| “People learn by watching and imitating what others do.” |
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| social learning theory. Social learning theorists focus on the ways in which people learn from observing one another. |
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| “Learning involves the development of integrated bodies of knowledge and beliefs that may or may not be accurate and useful understandings of the world.” |
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| This statement reflects a constructivist approach to learning. According to this theory, the individual learner takes an active role in creating, or constructing, a framework for information presented to the senses. |
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| “To understand learning, we must consider not only the learner but also the social, cultural, and historical contexts in which that learner lives.” |
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| This statement would likely be made by a theorist from the sociocultural perspective on learning. According to this theory, learners encounter culturally appropriate ways of thinking in social interactions within their communities. |
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| “Thought processes cannot be directly observed.” |
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| This statement is characteristic of the behaviorist theory of learning. Behaviorists argue that, because thoughts can’t be observed directly, researchers should focus on overt and visible behaviors to understand how particular stimuli lead to specific, learned responses. Contrast this approach with the information processing approach, which infers mental processes and postulates specific mechanisms (e.g., the memory model) to explain those processes. |
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| “Students won’t learn to follow rules unless they are punished for misbehavior.” |
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| This statement would most likely be made by a strict behaviorist who focuses on operant conditioning. Operant conditioning suggests that behaviors that are punished will decline or disappear. |
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| “Students who are good learners can quickly perceive, interpret, and mentally manipulate information.” |
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| This statement reflects information-processing theory; perception, memory, and other operations are the focus of this learning theory. |
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| Students who believe they can successfully accomplish a particular task or activity are more likely to be motivated and to achieve their goals.” |
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| An unconditioned stimulus |
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| evokes a reflexive, unlearned response |
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| Based on what we know about working memory, why is a textbook an important supplement to teacher lectures? |
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| Because working memory has a limited capacity, it is likely that students “miss” some of the presentation. In other words, the information may get into sensory memory but not be processed in the phonological loop because it’s already full. Some information is thus lost. A textbook is useful for students to fill in the gaps, providing additional knowledge to supplement their schemas. It’s also possible that pictures in a text will engage the visuospatial sketchpad component of working memory, whereas lectures may engage only the phonological loop. |
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| Students with good vocabularies have important advantages in listening to lectures over those whose vocabularies are limited. What is one of these advantages? |
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| First, many of the word meanings will be automatic for students with good vocabularies, which frees working memory space that can be focused on processing the information in the lecture. Second, language and concepts are linked, so more of the content of the lectures may be meaningful to students with large vocabularies—they will be able to attach the content of the lectures quickly to their already existing schemas. |
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| occurs when people deal with a new experience in a manner that is consistent with a present scheme |
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| modifying old information and combining it with new information |
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