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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. Humanistic; Transformational Learning






2. Dividing mental age by chronological age and multiplying by 100.






3. 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.






4. Gestalt Learning Theory






5. (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






6. Insight Learning






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






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






9. Humanistic; Experiential Learning






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


11. Field Theoretical Approach






12. (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.






13. 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.






14. 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.






15. Operant Conditioning






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






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


18. Drive Reduction Theory






19. (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.






20. 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






21. Constructivist; Genetic Epistemology; Stages of Cognitive Development






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






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






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






25. 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.






26. 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.






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






28. 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






29. (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.






30. Sign Theory & Latent Learning






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






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






33. 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






34. Development; Concepts: stages of moral development; Study Basics: Studied boys responses to and processes of reasoning in making moral decisions. Most famous moral dilemma is 'Heinz' who has an ill wife and cannot afford the medication. Should he ste






35. Theory of Classical Conditioning






36. (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






37. Four stage theory of cognitive development: 1. sensorimotor - 2. preoperational - 3. concrete operational - and 4. formal operational. He said that the two basic processes work in tandem to achieve cognitive growth-assimilation and accomodation






38. Albert Bandura - 1. Attention - the learner must have his/her senses directed at the model 2. Retention - coding - and storing the patterns so they can be retrieved. This may include vivid imagery an verbal descriptions. 3. Motor reproduction - kines






39. 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






40. 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






41. (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.






42. 1925 - Observational Learning






43. 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.






44. Stimulus Sampling Theory (SST)






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






46. 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?'






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






48. 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






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






50. 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






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