ACCOMODATION creating a new EGO INTEGRITY coming to terms with

schema. your life & thereby coming to terms w/

the end of life.
ANIMISM attribute human like traits or
characteristics to inanimate objects. EPIGENETIC PRICIPLE this principle says
that we develop through a
ANALOGICAL REASONING perceive the
predetermined unfolding of our
relationship in one instance & then use that
personalities in eight stages.
relationship to narrow down possible
answers in another similar situation or EQUILIBRATION achieving proper
problem. balance between assimilation &
accommodation.
ASSIMILATION fitting a new
experience into an existing or previously ERIK ERICKSON psychologist of psycho-
created cognitive structure or schema. social theory of development; Identity
crisis
CENTRATION only focus on one
aspect of a thing or event & exclude GENERATIVITY an extension of love
other aspects. into the future.

COGNITIVE DISEQUILIBRIUM HOPE strong belief that even when

discrepancy between what is perceived things are not going well they will work out
& what is understood. well in the end.

CONCRETE-OPERATIONAL STAGE HYPOTHETICAL REASONING ability to

ability of the child to think logically but come up with different hypothesis
only in terms of concrete objects. about a problem & to gather & weight data
in order to make final decision or judgment.
CONSERVATION ability to know that
certain properties of objects like number, IMPULSIVENESS jump into things
mass, volume, or area do not change without proper consideration of your
even if there is a change in abilities.
appearance.
INERTIA includes all of us suffer from
CONSTRUCTIVISM linking of new info or the inferiority complexes.
to form new learning
INHIBITION will not try things because
CONTRARY DISPOSITIONS another nothing ventured, nothing lost & nothing
term of psychosocial crisis. to feel guilty about.

CONVENTIONAL LEVEL moral reasoning INTIMACY ability to be close to

is based on the conventions or norms others.
of society. Include approval of others,
JEAN PIAGET psychologist of cognitive
law & order.
theory of development.
DECENTERING ability of the child to
KNOWLEDGE BASE ones existing
perceive the different features of
knowledge serve as the foundation of all
objects & situations.
future learning.
DEDUCTIVE REASONING ability to
LAW OF READINESS the more
think logically by applying a general rule
readiness the learner has to respond
to a particular instance or situation.
to the stimulus.
EGOCENTRISM the tendency of the child
MALADAPTATION not quite as bad &
to only see his point of view & to
involves too much of the positive & too
assume that everyone also has his same
little of the negative.
point of view.
MALIGNANCY worse of the two & RUTHLESSNESS too much initiative &
involves too little of the positive & too too little guilt; without mercy
much of the negative aspect of the task.
SCAFFOLDING Vygotskys term for the
META-ATTENTION awareness of specific appropriate assistance given by the teacher
strategies so that you can keep your to assist the learner accomplish a task.
attention focused on the topic or task
SCHEMA individuals intellectually
at hand.
adapt to & organize their environment.
METACOGNITION thinking about
SENSORI-MOTOR STAGE focuses on the
thinking or learning how to learn.
prominence of the senses & muscle
METAMEMORY awareness of memory movement through which the infant comes
strategies that work best for you. to learn about himself & the world.

MOTIVATION & AFFECT reasons for SERIATION ability to order or arrange

wanting to learn, personal goals & things in a series based on one
enjoyment of learning task. dimension such as weight, volume or size.

NARROW VIRTUOSITY we see this in SITUATION OR CONTEXT learning

children who arent allowed to be happens in the context of a society as
children. well as within an individual.

OBJECT PERMANENCE ability of the SOCRATIC METHOD method of teaching;

child to know that an object still exist question and answer
even when out of sight.
STRATEGIC PROCESSING & CONTROL
PERSON VARIABLES one views himself develop skills to reflect & regulate their
as a learner & thinker. thoughts & behaviors in order to learn
more effectively.
POST-CONVENTIONAL moral reasoning
is based on enduring or consistent STRATEGY VARIABLES involves
principles. awareness of the strategy you are using to
learn a topic & evaluating whether this
PRECONVENTIONAL LEVEL moral
strategy is effective.
reasoning is based on the
consequence/result of the act, not on SYMBOLIC FUNCTION ability to
the whether the act itself is good or represent objects and events.
bad.
TASK VARIABLES nature of the task as
PRE-OPERATIONAL STAGE make well as the type of processing demands that
mental representations and is able to it will place upon the individual.
pretend.
TRANSDUCTIVE REASONING pre-
PRIVATE SPEECH form of self-talk that operational childs type of reasoning that
guides the childs thinking and action is neither inductive nor deductive.

PROMISCUITY tendency to become ZONE OF ACTUAL DEVELOPMENT -

intimate too freely, too easily & without perform a skill alone or without
any depth to your intimacy. assistance or guidance.

REVERSIBILITY inability to reverse ZONE OF PROXIMAL DEVELOPMENT

their thinking. child can accomplish alone & what she can
accomplish with the guidance of
another.