Learners and Learning Science D664
WGU with Complete Solutions
Behaviorism - ANSWER-Sheds light on how external stimuli shape behavior,
emphasizing the focus on observable behaviors rather than internal mental processes
Bloom's revised taxonomy - ANSWER-A framework that categorizes educational
objectives into six levels of cognitive complexity: remembering, understanding, applying,
analyzing, evaluating, and creating
Brain Stem - ANSWER-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 - ANSWER-The front part of the brain responsible for controlling movement,
body temperature, and thinking skills like speaking, problem-solving, and decision-
making; also handles sensory tasks such as seeing, hearing, and feeling
Classical Conditioning - ANSWER-Illustrates how associations between stimuli can lead
to be learned responses
Classification - ANSWER-To categorize objects, events, or concepts based on common
attributes or characteristics, enabling children to organize and make sense of their
environment
Cognition - ANSWER-Thinking activities such as remembering, understanding,
problem-solving, and decision-making, including how people get, use, and store
information in their minds
Cognitive Rigidity - ANSWER-Cognitive abilities become rigid and fixed as people age
Cognitive Style - ANSWER-An individual's typical or habitual way of problem-solving,
thinking, perceiving, and remembering
Cognitivism - ANSWER-Seeks to understand the internal processes involved in
learning, such as perception, memory, problem-solving, and decision-making
Concrete Operational Stage - ANSWER-In children between ages 7 and 11, thinking
becomes more logical, organizes, and systematic
Conservation - ANSWER-Understanding that certain physical attributes of objects- such
as quantity, mass, volume, and number- remain constant even when their appearance
or arrangement changes
, Constructivism - ANSWER-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
Cramming - ANSWER-The practice of studying intensively in a short period before an
exam
Desirable Difficulty - ANSWER-Introducing challenges or obstacles during learning to
cultivate resilience and enhance overall
Differentiated Instruction - ANSWER-Recognizes every student is unique and tailor
teaching to individual needs, interests, and readiness levels
Direct Instruction - ANSWER-A teacher-led traditional behaviorist teaching strategy
Discovery Learning - ANSWER-Learning by exploring and independently resolving
challenges, using curiosity and problem-solving skills to discover new ideas and
concepts
Distributed Practice - ANSWER-Explores how the brain retains information when
learning is spread out over time rather than condensed
Egocentric - ANSWER-Demonstrating a cognitive inclination where individuals find it
challenging to acknowledge perspectives beyond their own
Elaboration - ANSWER-the addition of details
Embodied mind perspective - ANSWER-Connection between the body, mind, and
environment
Encoding - ANSWER-The initial processing of information, converting sensory input into
a form that the brain can store and use
Evidence-based Practices - ANSWER-Practices informed by evidence from studies
conducted in educational research and learning science
Executive Function - ANSWER-The set of mental skills that help individuals plan, focus
their attention, and remember instructions successfully
Feedback - ANSWER-Provides information about performance, guiding future actions to
refine learning strategies
Feedback-driven Metacognition - ANSWER-Monitor and regulate learning processes to
foster greater self-awareness and learning autonomy
WGU with Complete Solutions
Behaviorism - ANSWER-Sheds light on how external stimuli shape behavior,
emphasizing the focus on observable behaviors rather than internal mental processes
Bloom's revised taxonomy - ANSWER-A framework that categorizes educational
objectives into six levels of cognitive complexity: remembering, understanding, applying,
analyzing, evaluating, and creating
Brain Stem - ANSWER-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 - ANSWER-The front part of the brain responsible for controlling movement,
body temperature, and thinking skills like speaking, problem-solving, and decision-
making; also handles sensory tasks such as seeing, hearing, and feeling
Classical Conditioning - ANSWER-Illustrates how associations between stimuli can lead
to be learned responses
Classification - ANSWER-To categorize objects, events, or concepts based on common
attributes or characteristics, enabling children to organize and make sense of their
environment
Cognition - ANSWER-Thinking activities such as remembering, understanding,
problem-solving, and decision-making, including how people get, use, and store
information in their minds
Cognitive Rigidity - ANSWER-Cognitive abilities become rigid and fixed as people age
Cognitive Style - ANSWER-An individual's typical or habitual way of problem-solving,
thinking, perceiving, and remembering
Cognitivism - ANSWER-Seeks to understand the internal processes involved in
learning, such as perception, memory, problem-solving, and decision-making
Concrete Operational Stage - ANSWER-In children between ages 7 and 11, thinking
becomes more logical, organizes, and systematic
Conservation - ANSWER-Understanding that certain physical attributes of objects- such
as quantity, mass, volume, and number- remain constant even when their appearance
or arrangement changes
, Constructivism - ANSWER-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
Cramming - ANSWER-The practice of studying intensively in a short period before an
exam
Desirable Difficulty - ANSWER-Introducing challenges or obstacles during learning to
cultivate resilience and enhance overall
Differentiated Instruction - ANSWER-Recognizes every student is unique and tailor
teaching to individual needs, interests, and readiness levels
Direct Instruction - ANSWER-A teacher-led traditional behaviorist teaching strategy
Discovery Learning - ANSWER-Learning by exploring and independently resolving
challenges, using curiosity and problem-solving skills to discover new ideas and
concepts
Distributed Practice - ANSWER-Explores how the brain retains information when
learning is spread out over time rather than condensed
Egocentric - ANSWER-Demonstrating a cognitive inclination where individuals find it
challenging to acknowledge perspectives beyond their own
Elaboration - ANSWER-the addition of details
Embodied mind perspective - ANSWER-Connection between the body, mind, and
environment
Encoding - ANSWER-The initial processing of information, converting sensory input into
a form that the brain can store and use
Evidence-based Practices - ANSWER-Practices informed by evidence from studies
conducted in educational research and learning science
Executive Function - ANSWER-The set of mental skills that help individuals plan, focus
their attention, and remember instructions successfully
Feedback - ANSWER-Provides information about performance, guiding future actions to
refine learning strategies
Feedback-driven Metacognition - ANSWER-Monitor and regulate learning processes to
foster greater self-awareness and learning autonomy
