ACCOMODATION creating a new
schema.
ANIMISM attribute human like traits or
characteristics to inanimate objects.
ANALOGICAL REASONING perceive the
relationship in one instance & then use that
relationship to narrow down possible
answers in another similar situation or
problem.
ASSIMILATION fitting a new
experience into an existing or previously
created cognitive structure or schema.
CENTRATION only focus on one
aspect of a thing or event & exclude
other aspects.
COGNITIVE DISEQUILIBRIUM
discrepancy between what is perceived
& what is understood.
CONCRETE-OPERATIONAL STAGE
ability of the child to think logically but
only in terms of concrete objects.
CONSERVATION ability to know that
certain properties of objects like number,
mass, volume, or area do not change
even if there is a change in
appearance.
CONSTRUCTIVISM linking of new info or
to form new learning
CONTRARY DISPOSITIONS another
term of psychosocial crisis.
CONVENTIONAL LEVEL moral reasoning
is based on the conventions or norms
of society. Include approval of others,
law & order.
DECENTERING ability of the child to
perceive the different features of
objects & situations.
DEDUCTIVE REASONING ability to
think logically by applying a general rule
to a particular instance or situation.
EGOCENTRISM the tendency of the child
to only see his point of view & to
assume that everyone also has his same
point of view.
EGO INTEGRITY coming to terms with
your life & thereby coming to terms w/
the end of life.
EPIGENETIC PRICIPLE this principle says
that we develop through a
predetermined unfolding of our
personalities in eight stages.
EQUILIBRATION achieving proper
balance between assimilation &
accommodation.
ERIK ERICKSON psychologist of psycho-
social theory of development; Identity
crisis
GENERATIVITY an extension of love
into the future.
HOPE strong belief that even when
things are not going well they will work out
well in the end.
HYPOTHETICAL REASONING ability to
come up with different hypothesis
about a problem & to gather & weight data
in order to make final decision or judgment.
IMPULSIVENESS jump into things
without proper consideration of your
abilities.
INERTIA includes all of us suffer from
the inferiority complexes.
INHIBITION will not try things because
nothing ventured, nothing lost & nothing
to feel guilty about.
INTIMACY ability to be close to
others.
JEAN PIAGET psychologist of cognitive
theory of development.
KNOWLEDGE BASE ones existing
knowledge serve as the foundation of all
future learning.
LAW OF READINESS the more
readiness the learner has to respond
to the stimulus.
MALADAPTATION not quite as bad &
involves too much of the positive & too
little of the negative.
MALIGNANCY worse of the two &
involves too little of the positive & too
much of the negative aspect of the task.
META-ATTENTION awareness of specific
strategies so that you can keep your
attention focused on the topic or task
at hand.
METACOGNITION thinking about
thinking or learning how to learn.
METAMEMORY awareness of memory
strategies that work best for you.
MOTIVATION & AFFECT reasons for
wanting to learn, personal goals &
enjoyment of learning task.
NARROW VIRTUOSITY we see this in
children who arent allowed to be
children.
OBJECT PERMANENCE ability of the
child to know that an object still exist
even when out of sight.
PERSON VARIABLES one views himself
as a learner & thinker.
POST-CONVENTIONAL moral reasoning
is based on enduring or consistent
principles.
PRECONVENTIONAL LEVEL moral
reasoning is based on the
consequence/result of the act, not on
the whether the act itself is good or
bad.
PRE-OPERATIONAL STAGE make
mental representations and is able to
pretend.
PRIVATE SPEECH form of self-talk that
guides the childs thinking and action
PROMISCUITY tendency to become
intimate too freely, too easily & without
any depth to your intimacy.
REVERSIBILITY inability to reverse
their thinking.
RUTHLESSNESS too much initiative &
too little guilt; without mercy
SCAFFOLDING Vygotskys term for the
appropriate assistance given by the teacher
to assist the learner accomplish a task.
SCHEMA individuals intellectually
adapt to & organize their environment.
SENSORI-MOTOR STAGE focuses on the
prominence of the senses & muscle
movement through which the infant comes
to learn about himself & the world.
SERIATION ability to order or arrange
things in a series based on one
dimension such as weight, volume or size.
SITUATION OR CONTEXT learning
happens in the context of a society as
well as within an individual.
SOCRATIC METHOD method of teaching;
question and answer
STRATEGIC PROCESSING & CONTROL
develop skills to reflect & regulate their
thoughts & behaviors in order to learn
more effectively.
STRATEGY VARIABLES involves
awareness of the strategy you are using to
learn a topic & evaluating whether this
strategy is effective.
SYMBOLIC FUNCTION ability to
represent objects and events.
TASK VARIABLES nature of the task as
well as the type of processing demands that
it will place upon the individual.
TRANSDUCTIVE REASONING pre-
operational childs type of reasoning that
is neither inductive nor deductive.
ZONE OF ACTUAL DEVELOPMENT -
perform a skill alone or without
assistance or guidance.
ZONE OF PROXIMAL DEVELOPMENT
child can accomplish alone & what she can
accomplish with the guidance of
another.