Educ101

• Language


  A collection of words or signs used in a systematic way that allows people to communicate with each other. This can include speech, sign language, and gestures. Thus, language is both verbal and nonverbal.
• Nonverbal language


  Communication that does not include words, such as posture, gesture, and facial expression. Gesture may be an innate language that forms the foundation of speech and thought.
• Verbal language


  Involves words and speech, it is typically divided into receptive and expressive.
• Receptive language


  Refers to how your child understands language.
• Expressive language


  Refers to how your child uses words to express himself/herself.
• Five key components of language


  • Phonemes
  • Phonological awareness
  • Morphemes
  • Semantics
  • Syntax
  • Pragmatics
• Phonemes


  Speech sound or the sound of the letters.
• Phonological awareness


  The ability to identify phonemes or the sounds of language.
• Morphemes


  Smallest language unit that contains meaning, it refers to units of meaning rather than units of sound.
• Semantics


  Refers to making meanings, or the way you use words and word combinations to express ideas.
• Syntax


  The way words are organized into phrases and sentences.
• Pragmatics


  Refers to using language appropriately according to sociocultural rules.
• Social cognition


  Children use their social cognition to learn language. In fact, some scientists think joint attention is critical for language learning.
• Verbal interaction


  Children need to have a good interaction with adults and not just with passive listening.
• Joint reading


  Another powerful predictor of verbal ability is joint reading. Children who are read to develop better vocabulary and cognitive ability than children who are not.
• Gestures and instruction


  Nonverbal language in the classroom
• Pygmalion in the classroom


  When teachers hold high expectations for their students, their students tend to learn more.
• Literacy


  Any sort of communication or narrowly as communication in printed language. It is the ability to read, write, speak, and listen in a way that lets us communicate effectively.
• Five components of reading skills


  • Phonological awareness
  • Vocabulary
  • Decoding
  • Fluency
  • Comprehension
• Phonological awareness


  The ability to work with sounds in spoken language. Example of this includes being able to identify words that rhyme and the repetition of consonant sounds at the beginning of words.
• Vocabulary


  The number of words that a child knows. These are the words in a language which are understood by them.
• Decoding


  Means the ability to identify words you gave never seen.
• Fluency


  The rapid, automatic decoding of novel words or recognition of memorized words.
• Comprehension


  The ultimate goal of reading. It refers as the ability to understand text.
• Dyslexia


  A learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding). Also called a reading disability, dyslexia is a result of individual differences in areas of the brain that process language. People with dyslexia have trouble reading at a good pace and without mistakes. They may also have a hard time with reading comprehension, spelling, and writing. Dyslexic children may have some information processing problems, particularly slow processing speed, poor executive functions, and limited working memory.
• Self-esteem


  Your general feelings of worth; it is a broad concept.
• Self-concept


  Both your global evaluation of yourself and evaluations of yourself in specific domains.
• Self-efficacy


  Your confidence that you can accomplish a specific behavior, and it is future-oriented, referring to what you are confident you can do in the future.
• Attachment


  Attachment figures are particularly powerful in shaping children's self-concepts.
• Competence


  Learners actual accomplishments also influence their self-concept. If experience suggests they are good at particular activities, they tend to have high self-concept for those activities.
• Gender identity


  Refers to the ability to accurately label your own sex are you a boy or a girl? Gender identity also includes more complex concepts-how typical of your gender you feel, how content you are with your gender, how much pressure you feel for gender conformity, and whether you feel that your gender is best.
• Sexism


  Judgments based on sex that the in-group is inherently superior to the out-group
• Racism


  Assuming that physical differences like skin color, hair texture, or facial features cause differences in behavior, personality, or intelligence
• Prejudice


  Negative beliefs or feelings about a group such as an ethnic group
• Stereotype threat


  Widely known stereotypes can cause members of stigmatized groups to worry that they will be judged according to stereotypes and that their performance will confirm a negative stereotype
• Motivation


  Internal states that affect the energy, direction, vigor, and persistence of behavior toward a goal
• Two types of motivation


  • Intrinsic motivation - the desire to pursue an activity for its own sake, not for external reasons
  • Extrinsic motivation - the desire to pursue an activity for reasons external to the activity such as getting a reward, avoiding punishment, or earning a grade
• Sources of self-efficacy


  • Previous experience
  • Vicarious experience of models
  • Verbal persuasion
  • Physiological reactions
• Ability


  Intelligence as well as other forms of aptitude such as artistic talent and athletic skill
• Mindsets about ability


  • Fixed mindset - a belief that ability is unchangeable
  • Growth mindset - a belief that ability is changeable and can be developed