EDF 3210 Educational Psychology ch. 2
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Created by:
Maiamily on September 10, 2010
Subjects:
edf 3210, educational psychology, sternberg and williams, chapter 2
Description:
EDF 3210
Educational Psychology, ch. 2
Sternberg and Williams
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48 terms
Terms | Definitions |
|---|---|
 accomodation | In Piagetian theory, creating new schemas to incorporate new information that cannot be assimilated into existing schemas. |
| additive bilingualism | Students continue developing proficiency in their first language while adding English to their program. This is very effective and leads to proficient bilinguals because skills learned in their primary language will transfer to their second language. Eventually they will be proficient both in primary language as well as English. |
| antithesis | Proposed solution to a problem that is the exact opposite of an existing thesis. |
| assimilation | In Piagetian theory, the process of assimilating new ideas into an existing cognitive structure (schema). |
| bilingual education | A strategy in which school subjects are taught in both the learner's original language and the second language(majority). |
| canalization | some characteristics are relatively resistant to environmental forces, develop regardless to environment; narrow developmental path these characteristics take |
| cognitive development | Changes in mental skills that occur through increasing maturity and experience. |
| Concrete operational stage | Piaget's third stage of development: 7-12 yrs old; children become able to mentally manipulate internal representations of concrete objects. |
| conservation | recognition that even when the physical appearance of something changes, the underlying quantity doesn't change |
| critical periods | certain points during development when individuals are particularly tuned to various aspects of development |
| dialectical thinking | recognition that most real life problems do not have one right answer with everything else being absolutely wrong; progressing from thesis & antithesis to synthesis |
| disequilibrium | in Piaget's theory, the "out-of-balance" state that occurs when a person realizes that his or her current ways of thinking are not working to solve a problem or understand a situation |
| domain-general development | development that occurs more or less simultaneously in multiple areas (domains) |
| domain-specific development | development that is isolated to one domain at a time, and is not transferred naturally |
| dynamic assessment environment | testing situation designed to assess zone of proximal development in which tester gives children problems to solve and graded hints if they can't solve it right away |
| egocentric | The thinking in the preoperational stage of cognitive development where children believe everyone sees the world fro the same perspective as he or she does. |
| equilibration | In Piagetian theory, the process of restoring balance between present understanding and new experiences. |
| formal operational stage | in Piaget's theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts |
| horizontal decalage | Piaget's term for a child's uneven cognitive performance; an inability to solve certain problems requiring the same mental operations |
| hypothesis testing | The process of learning language in which children form hypotheses about linguistic forms, and test them in their environment. |
| internalization | process through which a learner gradually incorporates socially based activities into his or her internal cognitive processes |
| intervention | action to improve a child's cognitive, sociocultural or behavioral development |
| language acquisition device | Chomsky's concept of an innate, prewired mechanism in the brain that allows children to acquire language naturally |
| linguistic determinism | language determines the way we think |
| linguistic relativity | A theory that states that language influences our thinking but doesn't determine it. Thus, if we don't have a word for something in our language, this theory predicts it will be difficult, but not impossible, to think about it or notice it. |
| maturation | biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience |
| mediated learning experience | discussion between an adult and a child in which the adult helps the child make sense of an event they have mutually experienced by explaining events without directly instructing |
| object permanence | The realization that objects continue to exist even when they are out of sight |
| overextension errors | application of a word too widely beyond its legitimate use |
| overregularize | using word forms that follow a rule but are incorrect because of failure to recognize an exception |
| postformal thinking | TYPE OF THINKING BEYOND FORMAL OPERATIONS, INVOLVING GREATER AWARNESS OF THE COMPLEXITY OF REAL-LIFE SITUATIONS |
| preoperational stage | the second stage in Piaget's theory (ages 2-7), marked by well developed mental representation and the use of language |
| problem finding | Arlin's stage after formal operational, finding and asking questions that need to be solved |
| rehearsal | The conscious repetition of information, either to maintain it in consciousness or to encode it for storage. |
| representational thought | mental representations of external stimuli |
| reversible thinking | the understanding that actions can be undone or reversed (concrete operational stage of Piagetian theory) |
| scaffolding | process in which a more skilled learner gives help to a less skilled learner, reducing the amount of help as the less skilled learner becomes more capable |
| schema | The cognitive structure utilized to make sense of the world. |
| second-order relations | relations between relations in analogical reasoning (ex: poodle is to dogs as siamese is to cats) |
| sensorimotor stage | the first stage in Piaget's theory (0-2 yrs) of cognitive development, during which infants acquire information about the world through their senses and respond reflexively |
| sociocultural theory | a theory that emphasizes the role of social interaction and specific culteral practices in development of cognitive skills (Vygotsky) |
| static assessment environment | testing situation in which children solve problems without help or feedback |
| subtractive bilingualism | Partially or completely losing the first language as a second language is acquired. |
| syntax | the rules for combining words into grammatically sensible sentences in a given language |
| synthesis | the combination of opposing ideas into a complex whole |
| telegraphic speech | speech that uses simple syntax in two or three word utterances to communicate simple meaning - develops about age 3 |
| underextension error | limiting application of a word to have a more narrow meaning than it really does (ex: only poodles are called 'dog') |
| zone of proximal development | in Vygotsky's theory, the range between children's present level of knowledge and their potential knowledge state if they receive proper guidance and instruction |
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