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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 person's interpretation of stimuli






2. A type of evidence of validity that exists when scores on a test are related to scores from another measure of an associated trait






3. Procedures based on both behavioral and cognitive principles for changing one's own behavior by means of self-talk and self-instruction. (Meichenbaum)






4. The goals of students who are motivated primarily by a desire to gain recognition from others and to earn good grades.






5. 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






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






7. Actions that show respect and caring for others.






8. A thinking skills program in which students work through a series of paper-and-pencil exercises that are designed to develop various intellectual abilities.






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






10. Process by which a learner gradually acquires expertise through interaction with an expert - with an adult or an older or more advanced peer.






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






12. Mental visualization of images to improve memory






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






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






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






16. Modifying existing schemes to fit new situations. (Piaget)






17. The study of learning and teaching.






18. Basic skills are gradually build into more complex skills.






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






20. A stimulus that naturally evokes a particular response






21. An aversive stimulus following a behavior - used to decrease the chances that the behavior will occur again.






22. 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






23. View of cognitive development that emphasizes the active role of learners in building their own understanding of reality. (Piaget's theory of development)






24. A system of accommodating student differences by diving a class of students into two or more ability groups for instruction in certain subject areas.






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






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






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






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






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






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






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






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






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






34. Mental patterns that guide behavior (Piaget)






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






36. The ability to perform a mental operation and then reverse one's thinking to return to the starting point.






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






38. Diagramming main ideas and the connections between them






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






40. Students' attitude of readiness to begin a lesson






41. The expectation - based on experience - that one's actions will ultimately lead to failure.






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






43. A part of long-term memory that stores images of our personal experiences






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






45. Objectives that have to do with student attitudes and values.






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






47. 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






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






49. Active focus on certain stimuli to the exclusion of others






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