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Educational Psychology Vocab

Subject : 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. Needs for knowing - appreciating - and understanding - which people try to satisfy after their basic needs are met as identified by Maslow






2. Inability to develop a clear direction or sense of self (Marcia)






3. The ability to think and solve problems without the help of others






4. One who believes that other factors - such as luck - task difficulty - and other people's actions - cause success or failure






5. Stage at which children learn to represent things in the mind. (Piaget: ages 2-7)






6. Learning of items in linked pairs so that when one member of a pair is presented - the other can be recalled.






7. In Kohlberg's theory of moral reasoning - hypothetical situations that require a person to consider values or right and wrong.






8. Representing the main points of material in a hierarchical format.






9. The order in which students are called on by the teacher to answer questions during the course of a lesson.






10. A person's eight separate abilities: logical/mathematical - linguistic - musical - naturalist - spatial - bodily/kinesthetic - interpersonal - and intrapersonal. (Garner)






11. Problem-solving technique that encourages indentifying the goal (ends) to be attained - the current situation - and what needs to be done (means) to reduce the difference between the two conditions.






12. Learned information that could be applied to a wide range of situations but whose use is limited to restricted - often artificial - applications.






13. Teaching of a new skill or behavior by means of reinforcement for small steps toward the desired goal.






14. Believing that everyone views the world as you do.






15. The degree to which an experiment's results can be attributed to the treatment in question - not to other factors.






16. Explanation of memory that links recall of a stimulus with the amount of mental processing it receives.






17. Level of development immediately above a person's present level. (Vygotsky believed that this was where real learning took place)






18. A level of rapidity and ease such that tasks can be performed or skills utilized with little mental effort.






19. Degree to which results of an experiment can be applied to a real-life situations.






20. Stage at which children develop the capacity for logical reasoning and understanding of conservation but can use these skills only in dealing with familiar situations. (Piaget: ages 7 to 11)






21. Student seeing and when appropriate having hands-on experience with concepts and skills.






22. The concept that certain properties of an object (such as weight) remain the same regardless of changes in other properties (such as length).






23. The process of restoring balance between present understanding and new experiences. According to Piaget learning depends on this process.






24. Knowledge about one's own learning or about how to learn ('thinking about thinking')






25. Activities and techniques that orient students to the material before reading or class presentation






26. A personality trait that determines whether people attribute responsibility for their own failure or success to internal or external factors






27. Values computed from raw scores that relate students' performances to those of a norming group






28. Writing brief statements that represent the main idea of the information being read






29. Strategy where students more easily discover and comprehend difficult concepts if they can talk with each other about the problems (constructivist supported learning)






30. A pleasurable consequence that maintains or increases a behavior.






31. Use of direct - simple - and well-organized language to present concepts.






32. A person's interpretation of stimuli






33. In Piaget's theory of moral development - the stage at which a person understands that people make rules and that punishments are not automatic.






34. A parts of long-term memory that stores facts and general knowledge






35. The tendency for items at the beginning of a list to be recalled more easily that other items.






36. Something that can have more than one value - in a experiment researchers try to limit these to only that being tested.






37. Carryover of behaviors - skills - or concepts from one setting or task to another.






38. Stage during which infants learn about their surroundings by using their senses and motor skills. (Piaget: birth to 2 years)






39. The meaning of stimuli in the context of relevant information.






40. Instruction tailored to particular students' needs - in which each student works at her or his own level and rate.






41. Experiments in which researchers create a highly artificial - structured setting that exists for a brief period of time. Researchers can exert a very high degree of control over all the factors involved in the study.






42. Explanations of learning that emphasize observable changes in behavior.






43. Explanations of learning that focus on mental processes






44. Inhibition of recall of certain information by the presence of other information in memory.






45. Learning theory that emphasizes not only reinforcement but also the effects of cues on thought and of thought on action. developed by Bandura






46. A theory of motivation that focuses on how people explain the causes of their own successes and failures.






47. Group that receives no special treatment during an experiment.






48. Food - water - and other consequence that satisfies a basic need.






49. Theories that state that learners must individually discover and transform complex information - checking new information against old rules and revising rules when they no longer work. (student-centered instruction)






50. Gradual - orderly changes by which mental processes become more complex and sophisticated.







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