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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. Procedure used to test the effect of a treatment. Researchers can create special treatments and analyze their effects.






2. Students' attitude of readiness to begin a lesson






3. Instruction in the background skills and knowledge that prepare children for formal teaching later.






4. The study of teaching and learning with applications to the instructional process. Also called instruction.






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






6. A study strategy that has students preview - question - read - reflect - recite - and review material.






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






8. Rewarding or punishing one's own behavior.






9. Arousing interest - maintaining curiosity - interesting presentation modes - and helping students set their own goals






10. Designed to determine whether additional instruction is needed






11. Stages 5 & 6 in Kohlberg's model of moral reasoning - in which individuals make moral judgments in realtion to abstract principles.






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






13. A model of effective instruction that focuses on elements teachers can directly control: quality - appropriateness - incentive - and time.






14. Application of behavioral learning principles to understanding and changing behavior (What is the target behavior and the reinforcer)






15. A theory that relates the probability and the incentive value of success to motivation






16. Pleasant or unpleasant conditions that follow behaviors and affect the frequency of future behaviors.






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






18. State learning objectives and orient students to the lesson.






19. A method of ability grouping in which students in mixed-ability classes are assigned to reading or math classes on the basis of their performance levels






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






21. Process of repeatedly associating a previously neutral stimulus with an unconditioned stimulus in order to evoke a conditioned response. (Pavlov)






22. Stages 1 and 2 in Kohlberg's model of moral reasoning - in which individuals make moral judgements in their own interests.






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






24. A person's ability to develop his or her full potential






25. Expressing clear expectations - providing clear feedback - providing immediate feedback - providing frequent feedback - increasing the value and availability of extrinsic motivators






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






27. 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.






28. Work that students are assigned to do independently during class.






29. Mental repetition of information - which can improve its retention






30. A person's interpretation of stimuli






31. A method - such as questioning - that helps teachers find out whether students understand a lesson.






32. Evaluation of conclusions through logical and systematic examination of the problem - the evidence - and the solution.






33. A skill learning during the concrete operational stage (Piaget) of cognitive development in which individuals can mentally arrange and compare objects.






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






35. A special program that is the subject of an experiment.






36. Programs - generally at the primary level - that combine children of different ages in the same class. Also called cross-age grouping programs.






37. 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.






38. Mental visualization of images to improve memory






39. Piaget - Vygotsky - Erikson - and Kohlberg






40. Environmental conditions that activate the senses






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






42. A theory of motivation based on the belief that people's efforts to achieve depend on their expectations of reward






43. The study of learning and teaching.






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






45. Withdrawal of a pleasant consequence that is reinforcing a behavior - designed to decrease the chances that the behavior will recur.






46. A change in an individual that results from experience.






47. A focus on having students in mixed-ability groups and holding them to high standards but providing many ways for students to reach those standards






48. Approach to teaching in which the teacher transmits information directly to the students; lessons are goal oriented and structured by the teacher.






49. Stage at which one can deal abstractly with hypothetical situations and can reason logically. (Piaget: ages 11 to adulthood)






50. Research approach in which the teaching practices of effective teachers are recorded through classroom observation