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CLEP Intro To Educational Psychology

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. General short-cut strategies to problem solving one uses which may not always be correct.






2. Taxonomies dealing with the different cognitive abilities the student should develop.






3. Tests designed to measure a student's completion or a particular course or subject area.






4. The belief that one gender is better than the other.






5. The amount of time the student spends focused on his studies when he is successful at learning the material.






6. Transferring a general method of problem solving from one situation to the next.






7. The sensory register for visual information.






8. A form of behavioral modification designed for autistic children. This treatment targets key parts of an individual's development - such as motivation or social responsiveness - in the hope that the treatment will spread to other behavioral areas as






9. Learning objectives relating to abstract concepts such as understanding or being able to apply knowledge to different situations. Gronlund proposed a instructional theory focusing on this kind of learning objective.






10. Concepts - subdivisions of schemata that help one understand and interpret different parts of the world.






11. A kind of forgetting where previously learned information interferes with the retrieval of new information.






12. A level of identity status where one has no idea who he or she is - and has not made any significant effort to find out.






13. A person's self-perception - what one thinks of oneself.






14. Students who are in danger of failing to complete a basic education needed for operating successfully in society.






15. Bilingual education programs which instruct minority students in their native tongue until they become more competent in English.






16. An unlimited cognitive storage system for retaining permanent records of information deemed important. According to the Two-Store Model - this is the third level of processing and the second level of storage.






17. Tests used to determine a student's strengths and weaknesses - judging whether or not a student needs special education services.






18. Learning which results from observing the results of others' behaviors and judging whether to perform them oneself.






19. The ability to arrange objects in order based on some common quality - such as height - color - or size. According to Piaget - concrete operational children have mastered this skill.






20. The ability to infer a relationship between two objects and to compare and arrange them. According to Piaget - concrete operational children have this skill.






21. According to researcher Benjamin Bloom - students with individual tutors generally perform two standard deviations (two 'sigmas') above those in average classrooms.






22. A method of scaling scores using a mean of 50 and a standard deviation of 10.






23. A measure of how well scores from one half of a test correlate with those from the other half.






24. A group of children who are outstandingly intelligent (i.e. an IQ of 130 or greater) or are exceptionally skilled in a particular subject or area.






25. The process of transferring information from short-term to long-term memory by developing meaningful relationships and patterns in the data that relate to one's previous knowledge.






26. A level of moral reasoning guided by rewards and punishments - developed by Kohlberg. This level is further divided into two stages: stage 1 (adherence to rules to please authority figures) and stage 2 (follow rules that satisfy one's needs).






27. A disruptive disorder characterized by the underdevelopment of certain traits such as impulse control - leading to inattention - hyperactivity - and impulsiveness. The three types are predominantly hyperactive-impulsive - predominantly inattentive -






28. Abstract representations of different parts of reality. These groups usually contain general knowledge of the world and examples of its specific parts.






29. A learning strategy which involves grouping information into categories based on shared patterns - sequences - or characteristics.






30. The process a teacher uses in discovery learning by guiding the students.






31. Reading models which focus on analyzing words letter-by-letter to fully understand the meaning of a text.






32. One of the characteristics of ADHD. This term describes students who are easily distracted and cannot remain focused or remember information.






33. A form of behavioral modification for getting a subject to start performing a preferable behavior by reinforcing components of the desired behavior and gradually rewarding more discriminatively.






34. Difficulty pronouncing the correct sound or substituting with an incorrect sound.






35. Thinking of all the possible solutions to a problem.






36. The degree to which a test accurately measures the trait or skill it is designed to measure.






37. The way that previously learned information affects how one learns new concepts. This can be either positive (helping one understand new ideas) or negative (hindering one from taking in the new information).






38. A measure of how consistent scores are on the same test. Any differences are attributed to errors in the test.






39. One of the characteristics of ADHD. This term describes students who act without thinking - drift quickly from activity to the next - and perform dangerous behaviors without regarding their consequences.






40. Learning outcomes defined by specific operational steps and skills a student must master. Gronlund believed that general objectives would lead to these kinds of outcomes.






41. The ability to organize objects based on some common characteristic. According to Piaget - concrete operational children have mastered this skill.






42. The process of learned information simply fading from memory.






43. Taxonomies detailing the types of values and attitudes the student should develop by the end of the course.






44. The second level of processing - and the first level of information storage - in the Two-Store Model. At this level - the person is consciously perceiving certain aspects of the external world. In adults - this kind of memory holds up to seven - plus






45. A five-step problem-solving strategy that involves identifying the problem - defining one's goals - exploring possible ways to reach the goals - anticipating the outcomes and acting - and looking back on one's work.






46. A measure of how well scores from two different tests meant to evaluate the same thing correlate with each other.






47. A theory which proposes that there are eight different kinds of cognitive intelligences - none of which are necessarily correlated. The intelligences are spacial - linguistic - logical-mathematical - bodily-kinesthetic - musical - interpersonal - int

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48. According to Vygotsky's sociocultural theory of development - a type of speech used by young children to guide their problem-solving process when working by themselves.






49. Mental retardation characterized by an IQ between 35 and 49.






50. A common misconception among adolescents that one is destined for fame and fortune.