Vocabulary

-formative evaluation (ch. 14): a type of assessment that monitors a student's progress in order to faciliate learning rather than assign a grade.
-generalization (ch. 7): the learned ability to respond in simular ways to similar stimuli.
-gifted & talented student (ch. 6): a student who shows unusual ability in any of a variety of ways and who may require services not ordinarily provided by his/her school.
-growth need (ch. 12): a yearning for personal fulfillment that people constantly strive to satisfy.
-high-road transfer (ch. 10): a situation involving the conscious, controlled, somewhat effortful formulation of an "abstraction" that allows a connection to be made between two tasks
-humanistic approach (ch. 11): an approach to instruction that emphasizes the effect of student needs, values, motives, and self-perceptions on learning.
-identity (ch. 2): a relatively stable conception of where and how one fits into a society that is strongly influenced by the perception of one's physical appearance, the goals one established and achieves, and recognition from significant others in the environment.
-identity status (ch. 2): a style of approach that adolescents adopt to deal with various identity-related issues
-inert knowledge (ch. 10): information, typically memorized verabtim, that is unconnected, lacking in context, and not readily accessible for application to real-world tasks
-information-processing theory (ch. 8): an area of study that seeks to understand how people acquire, store, and recall information and how their current knowledge guides and determines what and how they will learn.
-interpersonal reasoning (ch. 3): the ability to understand the relationship between motives and behavior among a group of people.
-irreversibility (ch. 2): the inability of a young child to mentally reverse physical or mental processes.
-Joplin plan (ch. 6): an ability grouping techniques that combines students of different grade levels according to their standardized test scores.
-learner-centered education (ch. 11): an educational philosophy in which the teacher helps guide students to construct knowledge meaningfully and monitor their own knowledge by emphasizing student choice, responsibility, challenge, intrinsic motivation, and ownership of the learning process.
-learning disabilities (ch. 6): problems in otherwise mentally fit students who are unable to respond to certain aspects of the curriculum presented in regular classrooms because of disorders in one or more basic psychological processes
-learning strategy (ch. 9): a general plan that a learner formulates for achieving a somewhat distant academic goal
-learning tactic (ch. 9): a specific technique that a learner uses to accomplish an immediate learning objective
-least restrictive environment (ch. 6): a requirement that disabled children be provided with education in the least restrict setting possible, usually by including them in regular classrooms
-long-term meory (ch. 8): storehouse of permanently recorded information in an individual's memory
-low-road transfer (ch. 10): a situation in which a previously learned skill or idea is almost automatically retrieved from memory and applied to a highly similar current task
-mainstreaming (ch. 6): the policy of placing students with disabilities in regular classes
-measurement (ch. 14): the assignment of numbers to certain attributes of objects, events, or people according to a rule-governed system.
-metacognition (ch. 8): knowledge about the operations of cognition and how to use them to achieve a learning goal
-mnemonic device (ch. 8): a memory-directed tactic that helps a learner transform or organized information to enhance its retrievability
-morality of constraint (ch. 2): Piaget's term for the moral thinking of children up to age ten or so, in which they hold sacred rules that permit no exceptions and make no allowance for intentions
-morality of cooperation (ch. 2): Piaget's term for the moral thinking of children age eleven or older, based on flexible rules and considerations of intent
-multicultural education (ch. 5): an approach to learning and teaching that seeks to foster an understanding of and mutual respect for the values, beliefs, and practices of different cultural groups
-negative reinforcement (ch. 7): a way of strenghtening a target behavior by removing an aversive stimulus after a particular behavior is exhibited
-negative transfer (ch. 10): a situation in which one's prior learning interferes with subsequent learning
-organization (ch. 2): the tendency to systematize and combine processes into coherent general systems
-peer tutoring (ch. 5): an approach to learning that involves the teaching of one student by another, based on evidence that a child's cognitive growth benefits from exposure to alternative cognitive schemes
-percentile rank (ch. 15): a score that indicates the percentage of students who are at or below a given student's achievement level, providing specific information about his/her relative position.
-positive reinforcement (ch. 7): a way of strengthening a target behavior by supplying a positive stimulus immediately after a desired response
-positive transfer (ch. 10): a situation in which prior learning aids subsequent learning
-problem solving (ch. 10): the identification and application of knowledge and skills that result in goal attainment
-psychomotor domain (ch. 11): a classification of instructional outcomes that focuses on physical abilities and skills.
-psychosocial moratorium (ch. 2): a period of identity development marked by a delay of commitment
-punishment (ch. 7): a method of weakning a target behavior by presenting an aversive stimulus after the behavior occurs

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