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61 Cards in this Set
- Front
- Back
accommodation
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changing existing knowledge in order to learn
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assimilation
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adding new knowledge to prior knowledge
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auditory modality
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oral learners
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behaviorism
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learning from reinforcement or punishment
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chunking
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grouping information in units to make more meaningful
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classical conditioning
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learning by pairing stiumulus with emotion or physiological response
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cognitive learning theory
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theory focusing on change in mental stuctures
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community resources
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what communities provide to enhance learning (museums or speakers)
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community stress
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anxiety caused by the community someone lives in
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concept
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an idea and its defining attributes
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conditional knowledge
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knowing when and why to use procedural knowledge
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constructivism
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teaching approach where the students construct their knowledge
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contiguity
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pairing behaviors so much that they are continually paired
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convergent thinking
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one answer or one way to reach a solution
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declarative knowledge
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factually based knowledge
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defining attributes
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criteria that determines if an item fits into a particular category
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divergent thinking
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multiple andswers or ways to reach a solution
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emotional intelligence
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recognizing and managing emotions
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encoding
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moving information into long-term memory
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extinguishing
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making a particular behavior disappear using gradual shaping
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facilitating teaching style
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decisions are made jointly with students
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field dependent
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a preference to learn with others or as a whole
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field independent
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a preference to learn alone or in parts
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home stress
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difficulties present in the home (i.e., divorce)
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information processing
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views learning as a change in mental process; brain works as computer
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kinesthetic modality
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movement learner
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learning
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mental processing
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learning styles
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thinking in a certain way
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long-term memory
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information permanently stored in the brain
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metacognition
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monitors own thinking and learning
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modalities
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ways of recieving information (i.e., visual, oral, touch)
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modeling
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show students behaviors or processess
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multiple intelligences
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identified by Howard Gardner including, intrapersonal or visual-spacial intelligence)
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negative reinforcement
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increasing a behavior by taking something undesirable
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nonroutine problem solving
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problem solving where easy solution is not available (divergent thinking)
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operant conditioning
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result of reinforcement or punishment
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organizational skills
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meaningful categorization in learning
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parenting styles
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how childen are raised (4 definied styles)
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positive reinforcement
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increasing behavior through the use of rewards
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presentation punishment
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decreasing behavior through the use of something distasteful
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procedural knowledge
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knowing steps involved to complete a task
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punishment
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decreasing behavior by taking away something meaningful or valued
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rehearsal
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practicing or repetition to remember
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reinforcement
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somthing of value used to influence behavior
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removal punishment
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decreasing behavior by removing something of value or meaning
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routine problem solving
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problem solving where there is set solution or procedure
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satiation
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too much reward or punishment results in item becoming meaningless and can't influence behavior
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schema
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mindfram for organizing concepts and/or relationships
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sensory memory
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place in mind where sensory information is stored
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shaping
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gradually changing behavior with the use of influencers
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shorty-term memory
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place in mind where memory is temporarily stored
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social learning theory
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theory where we learn by observing behavior in environment
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stimulus-response learning
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pairing a response to particular stimulus (phone rings:answer it)
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stress factors
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situations that cause a learner to have anxiety
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student-centered teacher
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a teacher who focuses on the needs of the students
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tactile modality
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touching learners
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teaching styles
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the teachers choice of classroom mannerisms
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transfer
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applying learned information to new situation
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vicarious learning
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visual learning, learning by watching, no direct instruction or experience
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visual modality
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sight learner
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working memory
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place in mind where information temporarily held and used
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