1
Q
neuroscience
A
the study of the brain and nervous system
2
Q
cognition
A
thinking activities such as remembering, understanding, problem-solving, and decision-making, including how people get, use, and store information in their minds
3
Q
neurons
A
tiny cells in the brain that work together like an extensive communication network
4
Q
neurodevelopment
A
plays a crucial role in acquiring new knowledge, honing cognitive skills, and adapting to the challenges of formal education
5
Q
What does this do for your brain?
brain stem
A
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
6
Q
What does this do for your brain?
limbic system
A
deep in the brain, it is like an emotional control center helping handle feelings like happiness, fear, and sadness
7
Q
What does this do for your brain?
cerebellum
A
located at the back of the head, the “little brain” helps control voluntary muscle movements, posture, and balance
8
Q
What does this do for your brain?
cerebrum
A
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
9
Q
What does this do for your brain?
prefrontal cortex
A
plays a crucial role in decision-making, impulse control, and emotional regulation
10
Q
encoding
A
the initial processing of information, converting sensory input into a form that the brain can store and use
11
Q
storage
A
involves retaining encoded information over time
12
Q
retrieval
A
the process of accessing stored information when needed
13
Q
metacognition
A
the awareness and understanding of one’s thinking processes to monitor and regulate learning
14
Q
retrieval practice
A
enhances long-term retention by actively recalling information from memory
15
Q
feedback-driven metacognition
A
monitor and regulate learning processes to foster greater self-awareness and learning autonomy
16
Q
desirable difficulty
A
introducing challenges or obstacles during learning to cultivate resilience and enhance overall
17
Q
executive function
A
the set of mental skills that help individuals plan, focus their attention, and remember instructions successfully
18
Q
hippocampus
A
a part of the limbic system involved in memory, learning, and emotion
19
Q
distributed practice
A
explores how the brain retains information when learning is spread out over time rather than condensed
20
Q
neurodiversity
A
recognizes and celebrates diversity in neural functioning and cognitive styles
21
Q
neuroplasticity
A
the brain’s ability to reorganize and adapt in response to experiences
22
Q
cognitive style
A
an individual’s typical or habitual way of problem-solving, thinking, perceiving, and remembering
23
Q
cognitive rigidity
A
cognitive abilities become rigid and fixed as people age
24
Q
Tabula Rasa
A
the human mind is essentially empty at birth
25
growth mindset
when a person believes in the power of effort and resilience
26
fixed mindset
when a person sees abilities as unchangeable
27
differentiated instruction
recognizes that every student is unique and tailors teaching to individual needs, interests, and readiness levels
28
multisensory learning
engages different senses to deepen students' learning experiences
29
social and emotional learning (SEL)
equips students with the skills and competencies to navigate the complexities of life
30
information processing theory
fundamental concepts for understanding brain function, such as sensory input, working memory, and long-term memory
31
embodied mind perspective
connection between the body, mind, and environment
32
humanism
nurturing students' overall well-being, self-esteem, and sense of belonging
33
sensorimotor stage
Infants (0–2 years old) explore through senses and actions, developing an understanding of object permanence and laying cognitive foundations
34
object permanence
the understanding that something still exists even though it cannot be seen or heard
35
trust vs. 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.
36
autonomy vs. shame and doubt stage
The shame and doubt stage involves a child's journey toward independence and decision-making
37
sensory exploration
involves activities that engage the senses—touch, sight, hearing, smell, and taste—helping children explore and understand the world around them
38
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
39
initiative vs. guilt stage
Children between ages three and six display increased assertiveness by taking the lead in play and engaging in social interactions more actively
40
preoperational stage
children between the ages of two and seven years old think symbolically, using symbols to represent words, objects, images, individuals, and concepts, enabling the capacity to mimic behavior through imitation
41
egocentric
demonstrating a cognitive inclination where individuals find it challenging to acknowledge perspectives beyond their own
42
scaffolding
when the teacher breaks down complex concepts into small, more manageable steps helping children along the way
43
conservation
understanding that certain physical attributes of objects—such as quantity, mass, volume, and number—remain constant even when their appearance or arrangement changes
44
industry vs. 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
45
concrete operational stage
In children between ages 7 and 11, thinking becomes more logical, organized, and systematic
46
identity vs. role confusion stage
Adolescents between the ages of 12-17 engage in the exploration and formation of personal identity, including values, beliefs, and aspirations
47
formal operational stage
In adolescents between ages 12 and 17, thinking becomes more abstract, complex, and systematic
48
learning theories
conceptual frameworks that explain how individuals acquire knowledge, develop skills, and change behaviors over time
49
behaviorism
sheds light on how external stimuli shape behavior, emphasizing the focus on observable behaviors rather than internal mental processes
50
classical conditioning
illustrates how associations between stimuli can lead to learned responses
51
operant conditioning
demonstrates how behaviors are strengthened or weakened
52
direct instruction
a teacher-led traditional behaviorist teaching strategy
53
cognitivism
seeks to understand the internal processes involved in learning, such as perception, memory, problem-solving, and decision-making
54
mental schemas
cognitive frameworks that help people organize and interpret information
55
What are the 6 levels of Bloom’s revised taxonomy?
- remembering
- understanding
- applying
- analyzing
- evaluating
- creating
56
information processing theory
a key component of cognitivism that focuses on understanding the mental processes involved in learning and cognition
57
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
58
self-directed learning
taking self-directed control of learning, setting goals, finding resources, and solving problems independently
59
discovery learning
learning by exploring and independently resolving challenges, using curiosity and problem-solving skills to discover new ideas and concepts
60
zone of proximal development (ZPD)
the gap between what a learner can accomplish independently and what they can achieve with guidance and support
61
more knowledgeable other (MKO)
the teacher or a peer; a person who possesses more knowledge or expertise than the learner and provides assistance and guidance within the ZPD
62
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
63
acquisition of information
learning new information by actively paying attention and engaging with the material
64
consolidation of information
organizing and reinforcing new information by connect it to what you already know and practicing it to better remember it
65
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
66
long-term memory (LTM)
the storage of information for a long time, including knowledge, skills, and experiences
67
Name the 4 stages of Vygotsky's Cognitive Development Theory and describe each stage.
- No Specific Stages
- Support learning from lower to higher levels and simple to more complex knowledge and skills at all ages
- Zone of Proximal Development (ZPD)
- Tasks that the learner cannot do even with assistance
- Tasks that the learner can do with assistance
- Tasks that the learner can do without assistance
- More Knowledgable Other (MKO)
- An individual can learn from someone who has a better understanding or a higher ability level. This person does not have to be a teacher or an adult.
- Scaffolding
- Explaining
- Providing examples and clarifications
- Asking leading questions
68
What are the focuses of the learning theory of Behaviorism?
- Teacher directed
- Basic skills and mastery
- Conditioned behavior
69
What are the focuses of the learning theory of Cognitivism?
- Memory
- Comprehension
- Thinking processes
70
What are the focuses of the learning theory of Constructivism?
- Student-centered
- Interactive learning
- Building from personal experiences
71
Name the 4 stages of Piaget's Cognitive Development Theory, with both the age range and the stage name.
- Ages Birth to 2: Sensorimotor (learn through movement and senses)
- Ages 2 to 7: Preoperational (prelogical thought)
- Ages 7 to 11: Concrete Operational (factual and logical thought)
- Ages 12+: Formal Operational (higher order thinking and reasoning)
72
Name the 5 stages of Erikson's Psychological Development Theory, with both the age range and the stage name.
- Birth to 12 Months, Trust vs. Mistrust
- Ages 1-3, Autonomy vs Shame & Doubt
- Ages 3-6, Initiative vs Guilt
- Ages 6-12, Industry vs Inferiority
- Ages 12-19, Identity vs Role Confusion
73
Name the 5 stages of Maslow's Hierarchy of Needs in order.
1. Physiological (things your body needs)
2. Safety
3. Love and Belonging
4. Esteem
5. Self-Actualization
74
What are the 3 arguments against Myth #1: Multitasking and Cramming Make People More Efficient?
1. Multitasking impairs cognitive function and memory retention, reducing attention span
2. Cramming leads to shallow memorization and poor long-term retention
3. Spacing strengthens neural connections and enhances memory retention
75
What are the 3 arguments against Myth #2: The Myth of Normal?
1. Learning styles and cognitive styles are distinct concepts in education
2. Cognitive styles influence problem-solving, thinking, perceiving, and remembering
3. Educators should use evidence-based practices and diverse instructional methods
76
What are the 3 arguments against Myth #3: A Leopard Cannot Change Its Spots?
1. Neuroplasticity shows us the brain's adaptability
2. Educators should use the concept of neuroplasticity to tailor instructional methods and support student growth
3. Embracing neuroplasticity helps create learning environments that promote resilience and lifelong learning
77
What are the 3 arguments against Myth #4: The Brain is a Computer?
1. It oversimplifies the brain’s complexity
2. Physical and sensory activity make for better learning
3. Physical and emotional factors being addressed makes for more holistic students
78
Name the 5 ways that executive function can support student learning.
Planning
Working memory
Self-regulation
Organization
Flexibility
79
As a learning strategy, how does retrieval practice work and what is an example of it?
How It Works: Actively recalling information from memory, such as answering questions or completing quizzes, which strengthens long-term retention.
Example: Instead of just re-reading notes, students practice recalling information without looking at their materials.
80
As a learning strategy, how does spacing work and what is an example of it?
How It Works: Spacing out study sessions over time rather than cramming all at once, which promotes better retention and understanding.
Example: Rather than studying for six hours the night before a test, students might study for one hour each day over six days.
81
As a learning strategy, how does interleaving work and what is an example of it?
How It Works: Mixing up different types of problems or topics during study sessions, which enhances learning by promoting deeper understanding and transfer of knowledge.
Example: Instead of practicing one type of math problem at a time, students might practice a mix of addition, subtraction, multiplication, and division problems.
82
As a learning strategy, how does feedback driven metacognition work and what is an example of it?
How It Works: Using feedback from assessments and evaluations to reflect on and regulate one’s own learning strategies and understanding.
Example: After receiving feedback on an essay, a student reflects on areas for improvement and adjusts their writing strategies accordingly.
83
Describe where the brain stem is located in a side view of the brain.
At the base, connected to the rest of the body.
84
Describe where the limbic system is located in a side view of the brain.
Near the center of the brain, under the cerebrum.
85
Describe where the cerebellum is located in a side view of the brain.
In the lower back of your brain, behind the brain stem.
86
Describe where the cerebrum is located in a side view of the brain.
On top of the head, above your prefrontal cortex.
87
Describe where the prefrontal cortex is located in a side view of the brain.
In the front, near the forehead.
WGU MAT, Elementary Education
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