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CLEP Educational Psychology Theorists And Theories

Subjects : clep, teaching
Instructions:
  • Answer 50 questions in 15 minutes.
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  • Match each statement with the correct term.
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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. 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.






2. Contiguity Theory; 'One-Trial Learning' (Behaviorism)






3. Field Theoretical Approach






4. Gestalt Learning Theory






5. 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






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






7. In the study of motivation - an explanation of behavior that asserts that people actively and regularly determine their own goals and the means of achieving them through thought.






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






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






10. (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






11. Insight Learning






12. Discrimination Learning






13. 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






14. Learning as a group process; Lev Vygotsky 1896 - 1935 Social Constructivism






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






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






17. 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






18. Sign Theory & Latent Learning






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


20. 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






21. Stimulus Sampling Theory (SST)






22. Operant Conditioning






23. (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.






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


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






26. 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.






27. 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






28. 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?'






29. 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.






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






31. 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






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






33. (Spence)- reinforcement combined with frustration or inhibitors facilitated finding a correct stimulus among a cluster which included incorrect ones. This was a 'carrot and stick' model.






34. 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.






35. (Behaviorism)- One explanation for learning in behaviorism; an association is built between two events simply because they occured simultaneously or overlapping in time.For example - if food is presented while some auditory signal is given - a dog wi






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






37. Occurs when the presence of previously learned material interferes with the learning of new material.






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






39. 1925 - Observational Learning






40. Emotions and Affect Play a Role in Learning






41. Learning as a Mental Process






42. (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






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. (Thorndike) - Responses which occur just prior to a satisfying state of affairs are more likely to be repeated - and responses just prior to an annoying state of affairs are more likely NOT to be repeated.






45. 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






46. Knowledge is Constructed; the Learner is an Active Creator






47. 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.






48. Humanistic; Experiential Learning






49. Humanistic; Transformational Learning






50. Constructivist; Genetic Epistemology; Stages of Cognitive Development