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Objective Assessment Learners and Learning Science study guide acquisition - learning new information by actively paying attention and engaging with the material consolidation - organizing and reinforcing new information by connecting it to what you already know and practicing it to better remember it short-term memory (STM) - a mental space that temporarily holds a small amount of information for a short time, usually a few seconds to a minute long-term memory (LTM) - the storage of information for a long time, including knowledge, skills, and experiences sensorimotor stage - infants (0-2 years old) explore through senses and actions, developing an understanding of object permanence and laying cognitive foundations object permanence - the understanding that something still exists even though it cannot be seen or heard trust v. mistrust stage - infants learn to rely on caregivers for their basic needs, fostering trust while inconsistency in meeting these needs can lead to mistrust, suspicion, and anxiety about their environment autonomy v. shame/doubt stage - the shame and doubt stage involves a child's journey toward independence and decision-making sensory exploration - involves activities that engage the senses—touch, sight, hearing, smell, and taste—helping children explore and understand the world around them fine motor skills - fine motor skills involve tiny muscles working with the brain and nervous system to control movements in areas like the hands, fingers, lips, tongue, and eyes
initiative v. guilt stage - children between ages 3 and 6 display increased assertiveness by taking the lead in play and engaging in social interactions more actively preoperational stage - children between the ages of 2 and 7 years old think symbolically, using symbols to represent words, objects, images, individuals, and concepts, enabling the capacity to mimic behavior through imitation egocentric - demonstrating a cognitive inclination where individuals find it challenging to acknowledge perspectives beyond their own scaffolding - when the teacher breaks down complex concepts into small, more manageable steps helping children along the way conservation - understanding that certain physical attributes of objects—such as quantity, mass, volume, and number—remain constant even when their appearance or arrangement changes industry v. inferiority stage - children between the ages 5 and 12 develop a growing sense of competence and accomplishment as they develop a greater understanding of their capabilities and limitations concrete operational stage - in children between ages 7 and 11, thinking becomes more logical, organized, and systematic reversibility - to mentally undo actions or operations; allows individuals to understand that certain processes can be reversed to return to their original sta classification - to categorize objects, events, or concepts based on common attributes or characteristics, enabling children to organize and make sense of their environment
Bloom's revised taxonomy - a framework that categorizes educational objectives into six levels of cognitive complexity: remembering, understanding, applying, analyzing, evaluating, and creating information processing theory - a key component of cognitivism that focuses on understanding the mental processes involved in learning and cognition elaboration - the addition of details constructivism - a prominent theory in education combining cognitive and social elements emphasizing active learning, student-centered instruction, and the construction of knowledge through personal experiences and interactions self-directed learning - taking self-directed control of learning, setting goals, finding resources, and solving problems independently discovery learning - learning by exploring and independently resolving challenges, using curiosity and problem-solving skills to discover new ideas and concepts zone of proximal development (ZPD) - the gap between what a learner can accomplish independently and what they can achieve with guidance and support more knowledgeable other (MKO) - the teacher or a peer; a person who possesses more knowledge or expertise than the learner and provides assistanceand guidance within the ZPD social constructivism - underscores the interplay between individual cognition and social factors in shaping learning; complements the emphasis on social interaction by highlighting the role of observational learning and modeling in knowledge acquisition Neuroscience - the study of the brain and nervous system
cognition - thinking activities such as remembering, understanding, problem-solving, and decision-making, including how people get, use, and store information in their minds neurons - tiny cells in the brain that work together like an extensive communication network neurodevelopment - plays a crucial role in acquiring new knowledge, honing cognitive skills, and adapting to the challenges of formal education brain stem - part of the brain that connects to the spinal cord; oversees important jobs like keeping the heart beating regularly, controlling breathing, managing blood flow, and controlling automatic actions like sneezing and swallowing limbic system - deep in the brain, it is like an emotional control center helping handle feelings like happiness, fear, and sadness cerebellum - located at the back of the head, the "little brain" helps control voluntary muscle movements, posture, and balance cerebrum - the front part of the brain responsible for controlling movement, body temperature, and thinking skills like speaking, problem-solving, and decision-making; it also handles sensory tasks like seeing, hearing, and feeling touch prefrontal cortex - plays a crucial role in decision-making, impulse control, and emotional regulation encoding - the initial processing of information, converting sensory input into a form that the brain can store and use storage - involves retaining encoded information over time
executive function - the set of mental skills that help individuals plan, focus their attention, and remember instructions successfully cramming - the practice of studying intensively in a short period before an exam multitasking - the ability to perform multiple tasks simultaneously hippocampus - a part of the limbic system involved in memory, learning, and emotion distributed practice - explores how the brain retains information when learning is spread out over time rather than condensed neurodiversity - recognizes and celebrates diversity in neural functioning and cognitive styles neuroplasticity - the brain's ability to reorganize and adapt in response to experiences cognitive style - an individual's typical or habitual way of problem-solving, thinking, perceiving, and remembering tabula rasa - the human mind is essentially empty at birth growth mindset - when a person believes in the power of effort and resilience fixed mindset - when a person sees abilities as unchangeable differentiated instruction - recognizes that every student is unique and tailors teaching to individual needs, interests, and readiness levels
multisensory learning - engages different senses to deepen students' learning experiences social and emotional learning (SEL) - equips students with the skills and competencies to navigate the complexities of life information processing theory - fundamental concepts for understanding brain function, such as sensory input, working memory, and long-term memory embodied mind perspective - connection between the body, mind, and environment humanism - nurturing students' overall well-being, self-esteem, and sense of belonging
