ACCOMODATION creating a new schema.

ERIK ERICKSON psychologist of psycho-social

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.
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.

CENTRATION only focus on one aspect of a IMPULSIVENESS jump into things without
thing or event & exclude other aspects. proper consideration of your abilities.

COGNITIVE DISEQUILIBRIUM discrepancy INERTIA includes all of us suffer from the

between what is perceived & what is understood. inferiority complexes.

CONCRETE-OPERATIONAL STAGE ability of the INHIBITION will not try things because nothing
child to think logically but only in terms of ventured, nothing lost & nothing to feel guilty
concrete objects. about.

CONSERVATION ability to know that certain INTIMACY ability to be close to others.

properties of objects like number, mass, volume, or
JEAN PIAGET psychologist of cognitive theory of
area do not change even if there is a change in
development.
appearance.
KNOWLEDGE BASE ones existing knowledge
CONSTRUCTIVISM linking of new info or to form
serve as the foundation of all future learning.
new learning
LAW OF READINESS the more readiness the
CONTRARY DISPOSITIONS another term of
learner has to respond to the stimulus.
psychosocial crisis.
MALADAPTATION not quite as bad & involves
CONVENTIONAL LEVEL moral reasoning is based
too much of the positive & too little of the
on the conventions or norms of society. Include
negative.
approval of others, law & order.
MALIGNANCY worse of the two & involves too
DECENTERING ability of the child to perceive the
little of the positive & too much of the negative
different features of objects & situations.
aspect of the task.
DEDUCTIVE REASONING ability to think
META-ATTENTION awareness of specific
logically by applying a general rule to a particular
strategies so that you can keep your attention
instance or situation.
focused on the topic or task at hand.
EGOCENTRISM the tendency of the child to only
METACOGNITION thinking about thinking or
see his point of view & to assume that everyone
learning how to learn.
also has his same point of view.
METAMEMORY awareness of memory strategies
EGO INTEGRITY coming to terms with your life
that work best for you.
& thereby coming to terms w/ the end of life.
MOTIVATION & AFFECT reasons for wanting to
EPIGENETIC PRICIPLE this principle says that we
learn, personal goals & enjoyment of learning task.
develop through a predetermined unfolding of
our personalities in eight stages. NARROW VIRTUOSITY we see this in children
who arent allowed to be children.
EQUILIBRATION achieving proper balance
between assimilation & accommodation.
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.
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.

POST-CONVENTIONAL moral reasoning is based TRANSDUCTIVE REASONING pre-operational

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.
childs type of reasoning that is neither inductive
nor deductive.
ZONE OF ACTUAL DEVELOPMENT - perform a
skill alone or without assistance or guidance.

PRE-OPERATIONAL STAGE make mental ZONE OF PROXIMAL DEVELOPMENT child can

representations and is able to pretend. accomplish alone & what she can accomplish with
the guidance of another.
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.