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






2. Increased ability to learn new information based on the presence of previously acquired information.






3. Theories based on the belief that human development progresses smoothly and gradually from infancy to adulthood.






4. Relationship in which high levels of one variable correspond to low levels of another.






5. Play that is much like parallel play but with increased levels of interaction in the form of sharing - turn-taking - and general interest in what others are doing.






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






7. An intelligence test score that for people of average intelligence should be near 100.






8. Situation in which students appear to be on-task but are not engaged in learning.






9. Students who have knowledge of effective learning strategies and how and when to use them






10. Children at this stage have the dual desire to hold on and to let go. Overly restrictive and harsh parents can give children a sense of powerlessness and doubt in their abilities. 18 months to 3 years (Erikson)






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






12. Class rewards that depend on the behavior of ALL students






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






14. Images - concepts - or narratives that compare new information to information students already understand.






15. Pattern of teaching concepts by presenting a rule or definition - giving examples - and then showing how examples illustrate the rule






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






17. A stimulus that naturally evokes a particular response






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






19. Experiment conducted under realistic conditions in which individuals are assigned by chance to receive different practical treatments or programs.






20. Important events that a fixed mainly in visual and auditory memory.






21. Programs that are designed to prepare disadvantaged children for entry into kindergarten and first grade.






22. The desire to experience success and to participate in activities in which success depends on personal effort and abilities






23. A part of long-term memory that stores information about how to do things






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






25. Decreased ability to learn new information - caused by interference from existing knowledge






26. Arranging objects in sequential order according to one aspect - such as size - weight - or volume.






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






28. Interaction of individual differences in learning with particular teaching methods.






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






30. Theory suggesting that information coded both visually and verbally is remembered better than information coded in only one of those two ways.






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






32. The component of memory in which limited amounts of information can be stored for a few seconds.






33. The process of connecting new material to information or ideas already in the learner's mind.






34. A strategy for remembering lists by picturing items in familiar locations






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






36. Development of motor skills such as running or throwing - which involve the limbs and large muscles. (early childhood)






37. Mental networks of related concepts that influence understanding of new information






38. Principles that have been thoroughly tested and found to apply in a wide variety of situations.






39. Programs designed to prevent or remediate learning problems among students from lower socioeconomic status communities.






40. Simple to complex: knowledge (recall) - comprehension (translating - interpreting - or extrapolating) - application (using principles or abstractions to solve novel or real-life problems) - analysis (breaking down complex information or ideas into si






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






42. Theories describing human development as occurring through a fixed sequence of distinct - predictable stages governed by inborn factors.






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






44. Assessments that rate how thoroughly students have mastered specific skills or areas of knowledge






45. Socially approved behavior associated with one gender as opposed to the other.






46. Students' attitude of readiness to begin a lesson






47. Rewarding or punishing one's own behavior.






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






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






50. Do not assign independent practice until you are sure students can do it - keep independent practice assignments short - give clear instructions - get students started and then avoid interruptions - monitor independent work - collects independent wor