WGU D665 Learner Development and the
Science of Learning Section 1:
Neuroscience
Autonomy vs. shame/doubt stage - ----ANS:the shame and doubt stage
involves a child's journey toward independence and decision-making
Behaviorism - ----ANS:sheds light on how external stimuli shape behavior,
emphasizing focus on observable behaviors rather than internal mental
processes
Brain stem - ----ANS: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
Cerebellum - ----ANS:located at the back of the head, the "little brain" helps
control voluntary muscle movements, posture, and balance
Cerebrum - ----ANS: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
Classical conditioning - ----ANS:illustrates how associations between stimuli
can lead to learned responses
Classification - ----ANS:to categorize objects, events, or concepts based on
common attributes or characteristics, enabling children to organize and make
sense of their environment
Cognition - ----ANS:the mental activities associated with thinking, knowing,
remembering, and communicating
Cognitive rigidity - ----ANS:cognitive abilities become rigid and fixed as people
age
, Cognitive style - ----ANS:an individual's typical or habitual way of
problem-solving, thinking, perceiving, and remembering
Concrete operational stage - ----ANS:children 7-11 thinking becomes more
logical, organized, and systematic
Conservation - ----ANS:understanding that certain physical attributes of
objects, such as mass, quantity, volume, and number, remain constant even
when their appearance or arrangement changes
Cramming - ----ANS:the practice of studying intensively in a short period of
time before an exam
Desirable difficulty - ----ANS:introducing challenges or obstacles during
learning to cultivate resilience and enhance overall
Differentiated instruction - ----ANS:recognizes that every student is unique and
tailors teaching to individual needs, interests, and readiness levels
Direct instruction - ----ANS:a teacher-led traditional behaviorist teaching
strategy
Distributed practice - ----ANS:explores how the brain retains information when
learning is spread out over time rather than condensed
Egocentric - ----ANS:demonstrating a cognitive inclination where individuals
find it challenging to acknowledge perspectives beyond their own
Embodied mind perspective - ----ANS:connection between the body, mind,
and environment
Encoding - ----ANS:the initial processing of information, converting sensory
input into a form that the brain can store and use
Evidence-based practices - ----ANS:practices informed by evidence from
studies conducted in educational research and learning science
Executive function - ----ANS:the set of mental skills that help individuals plan,
focus their attention, and remember instructions successfully
Science of Learning Section 1:
Neuroscience
Autonomy vs. shame/doubt stage - ----ANS:the shame and doubt stage
involves a child's journey toward independence and decision-making
Behaviorism - ----ANS:sheds light on how external stimuli shape behavior,
emphasizing focus on observable behaviors rather than internal mental
processes
Brain stem - ----ANS: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
Cerebellum - ----ANS:located at the back of the head, the "little brain" helps
control voluntary muscle movements, posture, and balance
Cerebrum - ----ANS: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
Classical conditioning - ----ANS:illustrates how associations between stimuli
can lead to learned responses
Classification - ----ANS:to categorize objects, events, or concepts based on
common attributes or characteristics, enabling children to organize and make
sense of their environment
Cognition - ----ANS:the mental activities associated with thinking, knowing,
remembering, and communicating
Cognitive rigidity - ----ANS:cognitive abilities become rigid and fixed as people
age
, Cognitive style - ----ANS:an individual's typical or habitual way of
problem-solving, thinking, perceiving, and remembering
Concrete operational stage - ----ANS:children 7-11 thinking becomes more
logical, organized, and systematic
Conservation - ----ANS:understanding that certain physical attributes of
objects, such as mass, quantity, volume, and number, remain constant even
when their appearance or arrangement changes
Cramming - ----ANS:the practice of studying intensively in a short period of
time before an exam
Desirable difficulty - ----ANS:introducing challenges or obstacles during
learning to cultivate resilience and enhance overall
Differentiated instruction - ----ANS:recognizes that every student is unique and
tailors teaching to individual needs, interests, and readiness levels
Direct instruction - ----ANS:a teacher-led traditional behaviorist teaching
strategy
Distributed practice - ----ANS:explores how the brain retains information when
learning is spread out over time rather than condensed
Egocentric - ----ANS:demonstrating a cognitive inclination where individuals
find it challenging to acknowledge perspectives beyond their own
Embodied mind perspective - ----ANS:connection between the body, mind,
and environment
Encoding - ----ANS:the initial processing of information, converting sensory
input into a form that the brain can store and use
Evidence-based practices - ----ANS:practices informed by evidence from
studies conducted in educational research and learning science
Executive function - ----ANS:the set of mental skills that help individuals plan,
focus their attention, and remember instructions successfully
