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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. Basic skills are gradually build into more complex skills.






3. Research study aimed at identifying and gathering detailed information about something of interest.






4. Technique in which items to be learned are repeated at intervals over a period of time.






5. Events that precede behaviors






6. A strategy for improving memory by using images to link pairs of items.






7. Play in which children join together to create a common goal.






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






9. Theory stating that information is stored in long-term memory in schemata (networks of connected facts and concepts) - which provide a structure for making sense of new information.






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






11. 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.






12. The study of learning and teaching.






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






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






15. Instructional program for students who speak little or no English in which some instruction is provided in the native language






16. Continuation (of behavior)






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






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






19. Memorization of a series of items in a particular order.






20. Selection by chance into different treatment groups; intended to ensure equivalence of the groups.






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






22. Reinforcement schedule in which desired behavior is rewarded following an unpredictable number of behaviors.






23. 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)






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






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






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






27. Children's self-talk - which guides their thinking and action; eventually internalized as inner speech.






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






29. General aptitude for learning - often measured by the ability to deal with abstractions and to solve problems.






30. The components of memory in which large amounts of information can be stored for long periods of time.






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






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






33. The frequency and predictability of reinforcement.






34. The weakening and eventual elimination of a learned behavior as reinforcement is withdrawn.






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






36. Knowledge and skills relating to reading that children usually develop from experience with books and other print media before the beginning of formal reading instruction in school.






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






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






39. Explanation of the relationship between factors - such as the effects of alternative grading systems on student motivation.






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






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






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






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






44. Learning based on the observation of the consequences of others' behavior.






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






46. Mental visualization of images to improve memory






47. The degree to which teachers feel that their own efforts determine the success of their students.






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






49. Assisted learning; an approach in which the teacher guides instruction by means of scaffolding to help students master and internalize the skills that permit higher cognitive functioning.






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