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CLEP Educational Psychology Theorists And Theories

Subjects : clep, teaching
Instructions:
  • Answer 50 questions in 15 minutes.
  • If you are not ready to take this test, you can study here.
  • Match each statement with the correct term.
  • Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. Dividing mental age by chronological age and multiplying by 100.






2. Gestalt Theory






3. (Thorndike)- the idea that bonds between stimulus and response are strengthened by recency - frequency - and contiguity.






4. Constructive Knowledge.Construct with ideas and concepts of what they know.






5. Gestalt Learning Theory






6. While earlier theories often focused on abnormal behavior and psychological problems - humanist theories instead emphasized the basic goodness of human beings. Some of these theorists include Carl Rogers and Abraham Maslow.






7. (Estes) - A theory developed by Estes that attempts to show how stimuli are sampled and attached to responses. A statistical learning theory.






8. Social Constructivism; The Zone of Proximal Development is a concept for which he is well known.






9. Emphasizes how culture and social interaction guide cognitive development - Developed the idea of the 'Zone of Proximal Development -' mainly focused on cognitive development of children.






10. A theory that psychology is essentially a study of external human behavior rather than internal consciousness and desires.






11. (Brown - Cognitive apprenticeship)- knowledge which lacks application or cross contextual understanding.






12. Constructivist; published The Process of Education; theories emphasize the significance of categorization in learning






13. (Tolman)- the theory that animals (and humans) develop expectancy or anticipation of rewards for completing behaviors they have learned - and this expectancy functions as an internal incentive or motivation.






14. Vygotsky - ZPD refers to the observation that children - when learning a particular task or body of information - are unable initiallly to do the task. Later they can do it with the assistance of an adult or older child mentor - and finally they can






15. (Tolman) - these are hypothetical constructs rather than physical parameters. They are definable and measurable but not observable. They have functional relationships with both independent and dependent variables. They are internal cognitive processe






16. Multiple intelligence theory specifies seven different intelligences that presume a broadened definition of intelligence.






17. Humanistic; Transformational Learning






18. Learning as a Mental Process






19. Refers to one's belief about one's ability to perform behaviors that should lead to expected outcomes. Those with high levels for a particular task are more likely to succeed than those with low levels






20. Discrimination Learning






21. A transitional group - bridging the gap between behaviorism and cognitive theories of learning. timulus-Response; Intervening Internal Variables; Purposive Behavior; E.C.Tolman - Clark Hull - Kenneth W. Spence






22. 1925 - Observational Learning






23. (G. A. Miller)- (Test - Operate - Test - Exit). These are operational feedback units that function within a self-regulated system.


24. Structure of intellect stipulated that intelligence depends on our mental operations (or process of thinking) - our thoughts (i.e. - content) - and the products or end results of these operations.






25. Psychoanalytic Theory of Learning; The role of the Unconscious Mind in Learning






26. Neo-Freudian - humanistic; 8 psychosocial stages of development: theory shows how people evolve through the life span. Each stage is marked by a psychological crisis that involves confronting 'Who am I?'






27. Connectionism; Wrote the thesis - 'Animal Intelligence: An Experimental Study of the Associative Processes in Animals' - in which he concluded that an experimental approach is the only way to understand learning and established his famous 'Law of Eff






28. Cognitive Apprenticeship






29. Presented a theory of self-efficacy - or the importance of one's personal belief regarding self-ability and chances of success - as key to motivation.






30. A learning theory in which the probablity of a response is the dependent variable. Independent variables are usually stimuli controlled by the researcher. These are attempts to quantify and objectify learning research.






31. The theory that we learn social behavior by observing and imitating and by being rewarded or punished






32. Operant Conditioning






33. Drive Reduction Theory






34. Insight Learning






35. Field Theoretical Approach






36. According to Maslow - the ultimate psychological need that arises after basic physical and psychological needs are met and self-esteem is achieved; the motivation to fulfill one's potential






37. Cognitive Dissonance






38. Humanistic Theory of Learning






39. Freud's theory which emphasized that how parents manage their child's sexual and aggressive drives in he first few years is crucial for healthy personality development






40. Follower of Jean Piaget. Developed and researched advanced organizers. Developed subsumation theorty - that the primary process in learning is subsumation where new material is relation to relevant ideas in the existing cognitive structure in a subst






41. Humanistic; Experiential Learning






42. Perception - Decision making - Attention - Memory - & Problem Solving






43. (Thorndike)- the idea that bonds between stimulus and response take the form of neural connections. Learning involves the 'stamping in' of connections - forgetting involves 'stamping out' connections.






44. (Piaget) - an element of a cognitive structure. Schema refers to a general potential to perform a class of behaviors - and content describes the conditions that prevail during any particular example of that potential being activated. (Schemata = plul






45. Variables being observed and measured in response to the independent variables - such as amount of time taken to learn a task or respond after a stimulus is given - number of responses - etc.






46. (Hull)- the notion that behavior occurs in reponse to 'drives' such as hunger - thirst - sexual interest - feeling cold - etc. When the goal of the drive is attained (food - water - mating - warmth) the drive is reduced - and this constitutes reinfor






47. Development; Concepts: gender in moral development; Study Basics: Did moral development studies to follow up Kohlberg. She studied girls and women and found that they did not score as high on his six stage scale because they focused more on relations






48. Physiological- water - sleep food. Safety- security - shelter - protection Belongingness- love - friendship - acceptance. Ego Needs- prestige - status. Self Actualization- self fulfillment - enriching experiances


49. Explanation of development that focuses on the quality of the early emotional relationships developed between children and their caregivers






50. Theory of Classical Conditioning