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CLEP Intro To Educational Psychology Vocab

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. U.S. Department of Housing and Urban Development






2. Increasing the strength of a given response by removing or preventing a painful stimulus when the response occurs






3. Testing in which scores are compared with the average performance of others






4. Individuals with Disabilities Education Act






5. The tendency to show greater memory for information that comes last in a sequence.






6. Adapting one's current understandings (schemas) to incorporate new information






7. Considering extraneous information while making a decision






8. Suggests that items which are listed first in a series are often stored most readily in memory - whereas the recency effect would suggest that the most recent - and therefore the items last on list - would be more readily remembered






9. Field of study concerned with the theory and technique of educational and psychological measurement - which includes the measurement of knowledge - abilities - attitudes - and personality traits.






10. Consider what students do to facilitate their own learning - noting especially their organizing and structuring strategies.






11. Believe that teachers - and others - are essential to construction. There is no 'pure' discovery-only discovery mediated by others.






12. The reappearance - after a pause - of an extinguished conditioned response






13. A strategy for comprehension in which K stands for 'what do I know?' - W stands for 'what do I want to know?' - and L stands for 'what I learned or want to learn'






14. (in classical conditioning) occurs when a previously conditioned stimulus (having been associated with an unconditioned stimulus) is presented in the absence of the unconditioned stimulus and thus fails to continue to elicit the unconditioned respons






15. Involves an organized classroom - an effective and clearly understood behavior management system - and a flexible and creative curriculum.






16. Theory that proposes seven different components of intelligence: (1) Language ability - (2) logical-mathematical thinking - (3) spatial thinking - (4) musical thinking - (5) bodily kinesthetic thinking - (6) interpersonal thinking - (7) intrapersonal


17. Concept and attributes arranged in a hierarchial pattern and typically constructed in a descending order or importance. Relationships are identified between and among a concepts and its attributes






18. Helps us recall particular skills or steps for accomplishing a task.






19. Something that is naturally reinforcing - such as food (if you are hungary) - warmth (if you are cold) - and water (if you are thirsty)






20. Promotes teaching which focuses on the value of diversity.






21. There are six categories of cognitive objectives organized by complexity: Knowledge - Comprehension - Application - Analysis - Synthesis - Evaluation.


22. Assessment used throughout teaching of a lesson and/or unit to gauge students' understanding and inform and guide teaching






23. Is a process of keeping information active in short-term memory by repeating the information to ourselves.






24. Occurs when one responds differently to similar stimuli - even in similar situations. In classical conditioning - the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus.






25. Involving relations between people






26. Employs preferred or high frequency behaviors as reinforcement for the performance of a less preferred and thus lower frequency behavior.






27. Is the process in which students with special needs spend part of the school day integrated with students in general education classes.






28. Occurs when unacceptable behaviors are immediately followed by the removal of a desired stimulus.






29. Piaget's term for the process of making sense of an experience or perception by fitting it into previously established cognitive structures (schemas).






30. Is a feature of the preoperational stage of development in which a child reasons neither inductively nor deductively - but reasons instead from particular to particular.






31. That which is delivered internally (such as a sense of accomplishment - or well being)






32. Involving a person's knowledge or feelings about themselves - relating to a person's inner self






33. Interference with retention of old information due to acquisition of new information






34. For Piaget - was a mental network for organizing concepts and information.






35. In Piaget's theory - the preoperational child's difficulty taking another's point of view






36. Memory aids - especially those techniques that use vivid imagery and organizational devices






37. Suggests that any behavior followed by a pleasing effect will tend to be repeated; behaviors followed by dissatisfying effects will tend to be discontinued. This is the basis for the use of reinforcement in operant conditioning.






38. Increasing behaviors by presenting positive stimuli - such as food. A positive reinforcer is any stimulus that - when presented after a response - strengthens the response.






39. A psychometric concept referring to the degree to which a test score is actually a legitimate indication of the skill - concept or attribute it purports to measure






40. Things or events tht occur close to each other in space or time tend to get linked together in the mind. If you think of a cup - you think of a saucer.






41. The process by which we filter irrelevant information from the flow of more pertinent incoming information. It allows us to block out of our focus and attention those things which we deem to be not important.






42. SPEARMAN'S term for a general intellectual ability that underlies all mental operations to some degree


43. Common belief among adolescents that their feelings and experiences cannot possibly be understood by others and that they are personally invulnerable to harm






44. Is a written statement of educational planning and programming for an individual student. It states the present level of functioning - long- and short-term goals - services to be provided - and a timeline for goal achievement.






45. Serves as a means of teacher accountability - as an estimate of instructional effectiveness - and as a guideline for adjusting a lesson's focus. Assessment is also a means of providing students with the opportunity to give the teacher corrective feed






46. your memory for meanings and general (impersonal) facts






47. Kohlberg's stage of moral development; is when moral/ethical decisions are based on what pleases - helps - or is approved by others.






48. Theory hypothesizes that a child's speech results from modeling - imitation - reinforcement and feedback.






49. The tendency to focus on just one feature of a problem - neglecting other important aspects.






50. Stipulates that a well-written objective include performance - conditions of performance - and criteria for achievement.