Terms and Definitions
Developed by: W. Huitt
Last Revised: April 2012
| Academic Learning Time | The amount of time students are academically engaged and successfully covering content that will be tested. |
| Adaptive System | A system capable of receiving, interpreting, and acting upon internal or external data that allows the system to increase its capacity to thrive and/or flourish. |
| A feeling or emotion as distinguished from cognition, thought, or action. | |
| Affective Domain | A hierarchical taxonomy of levels of interest, commitment, and valuing. |
| Ages & Eras of Humanity | Refers to major changes in the context and living of human beings over the last several hundred thousand years of human history: paleolithic (stone age; hunter/gatherer). agricultural (early and late), industrial (modern), information and conceptual (post-modern). |
| Achievement | The development of a capacity or potential; the development of a competence. |
| The scientific study of human origins and behavior. | |
| Aptitude | The potential one has to learn and/or develop. |
| Arts | Products, entities, or artifacts developed with the explicit intention of demonstrating aesthetic qualities and/or personal, social, or cultural values. |
| Assessment | 1. The collection of data to describe or better
understand a topic or an issue. 2. The ongoing process of making an appraisall or determining the state of some phenomena. |
|
Attitude |
A state of mind or a disposition to think in a certain way. |
| Behaviorism | The philosophical position that overt behavior and its direct connection to environmental events is the proper approach to the study of animals including human beings. |
|
Belief |
A conclusion and/or position regarding the reality of a particular phenomena. |
|
Brain |
|
|
Brilliant Star |
|
|
Citizenship |
|
| Classroom Characteristics | |
| Classroom Management | |
| Classroom Processes | |
| The structure and function of the mental processes related to thinking and knowing. | |
| Cognitive Constructivism | |
| Cognitive Development | |
| Cognitive Domain | |
| Cognitivism | |
| Community | |
| Complexity | |
|
Conation |
|
| Constructivism | Learning occurs by the individual creating new knowledge and connecting it prior knowledge (i.e., information exists within constructs built by the individual.) |
| Connectivism | |
| Criterion-referenced Evaluation | |
|
Development |
An increase in the differentiation and integration of capacities. |
|
Education |
The influence of the environment on learning and
development: 1. Formal education -- schooling. 2. Informal education -- involves somewhat structured guidance of learning, but is done without a lot of formal structure, such as a workshop or Sunday School. 3. Non-formal education -- teaching and learning occurring in "teachable moments;" begins at birth and ends at death. |
| Direct Instruction | |
| A subdiscipline of the fields of both education and psychology that studies the patterns of effective teaching and learning taking place in formal educational environments and the influences thereon. | |
| Effective Classrooms | Classrooms where students meet the expected standards. |
| Effective Schools | Schools where students meet the expected standards. |
| 1. An intense feeling; a complex and usually strong
subjective response, as love or fear; a state of agitation or
disturbance. 2. The application of mental processes to the world of feelings, interpersonal relationships, and inanimate objects to which the person is attached. 3. Complex, subjective experience that has many components (i.e., physical, cognitive, organizing, and expressive), as well as highly personal, subjective meanings. |
|
| Emotional Development | |
| Emotional Intelligence | |
| Empathetic Listening | |
| Engaged Time | |
| Evaluation | |
| Family/Home Environment | |
| Feeling | Sensation perceived by the sense of touch; an indefinite state of mind; an affective state of consciousness, such as that resulting from emotions, sentiments, or desires; an emotional state or disposition; nonintellectual or subjective human response. |
| Flourish | |
| Formative Evaluation | |
| Friends | |
| Global Context | |
| Goals | |
| Grades | |
| Grouping Methods | |
| Happiness | |
| History | |
| Humanism | |
| Humanistic Learning Theories | |
| Human Nature | |
| Individual Differences | |
| Information Processing | |
| Instruction | |
| Instructional Methods | |
| Instructional Planning | |
| Instructional Strategies | |
| Instructional Techniques | |
| Intelligence | |
|
Interpersonal |
|
|
Intrapersonal |
|
| Interpretivism | |
|
Knowledge |
|
| Languish | |
|
Learning |
|
| Learning Objectives | |
|
Learning Style |
|
| Mastery Learning | |
| Measurement | |
|
Metacognition |
|
| Mind | |
| Model | |
|
Moral Character |
|
| Motivation | |
| Multi-cultural Education | |
|
Neurology |
|
| Norm-referenced Evaluation | |
| Objective | |
| Optimism | |
| Outcomes-based Education | |
| Paradigm | |
| Parent Involvement | |
|
Perception |
|
|
Personality |
|
|
Philosophy |
|
|
Physical |
|
| Positive Emotion | |
| Positivism | |
| Pragmatism | |
| The scientific study of the mind and behavior (or behavior and mental processes), especially as it relates to individual human beings. | |
| Psychomotor Domain | |
| Reductionism | |
| Reliability | |
|
Religion |
|
| Teaching and learning that takes place in formal environments; formal education. | |
| School Characteristics | |
| School Processes | |
| Science | |
| Scientific Method | |
| Scientism | The philosophy or worldview that science, using empirical methods, is the final arbiter in all discussions regarding reality, including the nature and behavior of human beings. |
|
Self |
|
|
Self-concept |
|
|
Self-efficacy |
|
|
Self-esteem |
|
|
Self-regulation |
|
|
Sensation |
|
| Situated Cognition | |
| Student Processes | |
|
Skill |
|
|
Social |
|
| Social Cognition | |
| Social Learning | |
| Social Constructivism | |
| The scientific study of the structure, function, process, and development of human groups and society. | |
|
Spiritual |
|
| Student Characteristics | |
| Student Processes | |
| Student Success | |
| Study Methods | |
| Subjective | |
| Subjective Well-being | |
| Summative Evaluation | |
| System | |
| Systems Philosophy | |
| Systems Theory | |
| Teacher Characteristics | |
| Teacher Processes | |
|
Teacher Efficacy |
|
|
Teaching |
|
|
Temperament |
|
| Thrive | |
|
Transpersonal |
|
| Validity | |
| Values | |
|
Volition |
|
|
Well-being |
Return: | Mobile Index | Ed Psyc Home |