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Test your basic knowledge |
Educational Psychology Vocab
Start Test
Study First
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. Symbols that cultures create to help people think - communicate and solve problems
sign systems
equilibration
derived scores
observational learning
2. The ability to think and solve problems without the help of others
self-regulation
content integration
operant conditioning
group contingencies
3. Relationship in which high levels of one variable correspond to high levels of another.
attention
outlining
action research
positive correlation
4. A consequence that people learn to value through its association with a primary reinforcer.
secondary reinforcer
identity diffusion
private speech
attention
5. According to Erikson - the set of critical issues that individuals must address as they pass through each of the eight life stages.
schemes
psychosocial crisis
PQ4R method
attribution theory
6. Children's self-talk - which guides their thinking and action; eventually internalized as inner speech.
direct instruction
constructivism
private speech
identity diffusion
7. Objectives that have to do with student attitudes and values.
experiment
affective objectives
preconventional level of morality
positive correlation
8. 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
parts of a direct instruction lesson
effective use of independent practice time
critical thinking
untracking
9. Assessments that rate how thoroughly students have mastered specific skills or areas of knowledge
criterion-references interpretations
presentation punishment
locus of control
development
10. Explanations of learning that focus on mental processes
knowledge construction
uncorrelated variables
prejudice reduction
cognitive learning theories
11. Level of development immediately above a person's present level. (Vygotsky believed that this was where real learning took place)
autonomous morality
assimilation
zone of proximal development
instrumental enrichment
12. Believing that everyone views the world as you do.
egocentric
descriptive research
punishment
trust vs. mistrust
13. Reinforcement schedule in which desired behavior is rewarded following a fixed number of behaviors.
intimacy vs. isolation
formal operational stage
fixed-ratio (FR) schedule
sensory register
14. The process of adjusting schemes in response to the environment by means of assimilation and accommodation. (Piaget)
QAIT model
growth needs
levels-of-processing theory
adaptation
15. A parts of long-term memory that stores facts and general knowledge
seriation
neutral stimuli
long-term memory
semantic memory
16. Environmental conditions that activate the senses
reciprocal teaching
negative correlation
schema theory
stimuli
17. A state of consolidation reflecting conscious - clear-cut decisions concerning occupation and ideology. (Marcia)
descriptive research
transitional bilingual education
procedural memory
identity achievement
18. 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.
long-term memory
proactive facilitation
means-ends analysis
knowledge construction
19. The goal of infancy is to develop a basic trust in the world. Birth to 18 months (Erikson)
episodic memory
process-product studies
trust vs. mistrust
review prerequisites
20. Children are taught reading or other subjects in both their native language and English
loci method
paired bilingual education
metacognition
concrete operational stage
21. Experimentation with occupational and ideological choices without definite commitment. (Marcia)
overlapping
moratorium
bottom-up processing
initial-letter strategies
22. Inhibition of recall of certain information by the presence of other information in memory.
untracking
levels-of-processing theory
major stage theorists
interference
23. A chart that classifies lesson objectives according to cognitive level.
reflectivity
behavior-content matrix
primary reinforcer
attribution theory
24. Variables for which there is no relationship between high/low levels of one and high/low levels of the other.
uncorrelated variables
reflectivity
experimental group
psychosocial theory
25. Mental repetition of information - which can improve its retention
meaningful learning
rehearsal
self-regulated learners
bottom-up processing
26. Reinforcement schedule in which desired behavior is rewarded following an unpredictable amount of time.
control group
principle
variable-interval schedule.
reinforcer
27. Play in which children join together to create a common goal.
analogies
applied behavior analysis
cooperative play
learned helplessness
28. Basic skills are gradually build into more complex skills.
bottom-up processing
strategies to enhance intrinsic motivation
effective teaching
between-class ability grouping
29. The tendency to analyze oneself and one's own thoughts
reflectivity
self-actualization
two-way bilingual education
parts of a direct instruction lesson
30. Diagramming main ideas and the connections between them
mapping
learning goals
elaboration
emergent literacy
31. Explanation of memory that links recall of a stimulus with the amount of mental processing it receives.
levels-of-processing theory
consequences
educational psychology
internal locus of control (self-efficacy)
32. 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.
mnemonics
reversibility
associative play
Maslow's Hierarchy of Needs
33. Teaching of a new skill or behavior by means of reinforcement for small steps toward the desired goal.
presentation punishment
shaping
neutral stimuli
strategies to enhance intrinsic motivation
34. Stage at which children learn to represent things in the mind. (Piaget: ages 2-7)
multiple intelligences
preoperational stage
recency effect
early intervention program
35. Degree to which results of an experiment can be applied to a real-life situations.
initiative vs. guilt
secondary reinforcer
external validity
behavior-content matrix
36. View of cognitive development that emphasizes the active role of learners in building their own understanding of reality. (Piaget's theory of development)
constructivism
self-regulation
initiative vs. guilt
flashbulb memory
37. Technique in which fact or skills to be learned are repeated often over a concentrated period of time.
growth needs
massed practice
Skinner box
conservation
38. Reinforcement schedule in which desired behavior is rewarded following an unpredictable number of behaviors.
internal validity
variable-ratio (VR) schedule
strategies to enhance intrinsic motivation
sensorimotor stage
39. Memorization of a series of items in a particular order.
behavior-content matrix
serial learning
assimilation
teacher efficacy
40. Application of behavioral learning principles to understanding and changing behavior (What is the target behavior and the reinforcer)
theory
mnemonics
experiment
applied behavior analysis
41. Children are taught reading or other subjects in their native language for a few years and then transitioned to English
identity diffusion
conditioned stimulus
proactive facilitation
transitional bilingual education
42. Knowledge about one's own learning or about how to learn ('thinking about thinking')
external validity
concrete operational stage
metacognition
internal validity
43. Interaction of individual differences in learning with particular teaching methods.
discrimination
automaticity
aptitude-treatment interaction
development
44. Instruction in the background skills and knowledge that prepare children for formal teaching later.
readiness training
review prerequisites
communicating positive expectations
calling order
45. Programs - generally at the primary level - that combine children of different ages in the same class. Also called cross-age grouping programs.
nongraded programs
social comparison
classical conditioning
observational learning
46. Cognitive theory of learning that describes the processing - storage - and retrieval of knowledge in the mind.
perception
identity vs. role confusion
nformation-processing theory
advance organizers
47. Play in which children engage in the same activity side by side but with very little interaction or mutual influence.
communicating positive expectations
parallel play
correlational study
assertive discipline
48. 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)
moral dilemmas
assimilation
parts of a direct instruction lesson
autonomy vs. doubt
49. In Piaget's theory of moral development - the stage at which a person understands that people make rules and that punishments are not automatic.
autonomous morality
transitivity
choral responses
intelligence
50. Component of instruction in which students work by themselves to demonstrate and rehearse new knowledge.
process-product studies
generalization
compensatory education
independent practice