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Test your basic knowledge |
Educational Psychology Vocab
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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. The process of adjusting schemes in response to the environment by means of assimilation and accommodation. (Piaget)
adaptation
zone of proximal development
conditioned stimulus
group contingencies
2. Objectives that have to do with student attitudes and values.
modeling
affective objectives
generativity vs self-absorption
mental set
3. Helping students understand how the knowledge we take in is influence by our origins and points of view.
theory
knowledge construction
metacognition
Joplin Plan
4. Procedure used to test the effect of a treatment. Researchers can create special treatments and analyze their effects.
norm-referenced interpretations
experiment
pegword method
behavioral learning theories
5. The degree to which an experiment's results can be attributed to the treatment in question - not to other factors.
demonstrations - models - and illustrations
internal validity
summative evaluations
zone of proximal development
6. Research approach in which the teaching practices of effective teachers are recorded through classroom observation
concrete operational stage
process-product studies
rehearsal
wait time
7. Stages 3 & 4 of Kohlberg's model of moral reasoning - in which individuals make moral judgements in consideration of others.
conventional level of morality
expectancy-valence model
cues
teacher efficacy
8. The weakening and eventual elimination of a learned behavior as reinforcement is withdrawn.
extinction burst
internal validity
scaffolding
extinction
9. The goals of students who are motivated primarily by a desire to gain recognition from others and to earn good grades.
rule-example-rule
performance goals
readiness training
automaticity
10. Research study aimed at identifying and gathering detailed information about something of interest.
descriptive research
consequences
major stage theorists
parallel play
11. Reinforcement schedule in which desired behavior is rewarded following a fixed number of behaviors.
primary reinforcer
adaptation
fixed-ratio (FR) schedule
preconventional level of morality
12. Learning of items in linked pairs so that when one member of a pair is presented - the other can be recalled.
paired-associate learning
vicarious learning
psychosocial theory
prosocial behaviors
13. Memorization of facts or association that might be essentially arbitrary
reflexes
rote learning
external locus of control
psychosocial crisis
14. A part of long-term memory that stores information about how to do things
integrity vs. despiar
reflectivity
procedural memory
QAIT model
15. Dual language models teach all students in both English and another language.
two-way bilingual education
theory
initial-letter strategies
formal operational stage
16. 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)
constructivist theories of learning
stimuli
learning probes
presentation punishment
17. 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.
assertive discipline
mediated learning
consequences
experiment
18. Instructional program for students who speak little or no English in which some instruction is provided in the native language
criterion-references interpretations
bilingual education
analogies
bottom-up processing
19. Component of instruction in which students work by themselves to demonstrate and rehearse new knowledge.
independent practice
massed practice
dual code theory of memory
discontinuous theories of development
20. Procedures based on both behavioral and cognitive principles for changing one's own behavior by means of self-talk and self-instruction. (Meichenbaum)
treatment
conditioned stimulus
cognitive behavior modification
modeling
21. Arranging objects in sequential order according to one aspect - such as size - weight - or volume.
mapping
seriation
initial-letter strategies
metacognition
22. Mental visualization of images to improve memory
maintenance
attribution theory
imagery
mental set
23. 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
mapping
equilibration
effective use of independent practice time
negative correlation
24. Theory suggesting that information coded both visually and verbally is remembered better than information coded in only one of those two ways.
self-questioning strategies
dual code theory of memory
principles for providing extrinsic incentives
fixed-interval schedule
25. Students are encouraged to discover principles for themselves
attention
discovery learning
generativity vs self-absorption
effective use of independent practice time
26. Research + common sense
heteronomous morality
identity diffusion
effective teaching
pegword method
27. Signals as to what behavior(s) will be reinforced or punished. (also know as antecedent stimuli)
elaboration
educational psychology
cues
schemes
28. Class rewards that depend on the behavior of ALL students
group contingencies
reversibility
external locus of control
vicarious learning
29. Interaction of individual differences in learning with particular teaching methods.
aptitude-treatment interaction
Skinner box
negative correlation
massed practice
30. Activities and techniques that orient students to the material before reading or class presentation
advance organizers
motivation
negative correlation
preconventional level of morality
31. Mental patterns that guide behavior (Piaget)
self-concept
proactive facilitation
principles for providing extrinsic incentives
schemes
32. 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)
sign systems
moral dilemmas
autonomy vs. doubt
retroactive facilitation
33. A skill learning during the concrete operational stage (Piaget) of cognitive development in which individuals can mentally arrange and compare objects.
heteronomous morality
descriptive research
experimental group
transitivity
34. Present new material - conduct learning probes - provide independent practice - assess performance and provide feedback - provide distributed practice and review
review prerequisites
QAIT model
achievement motivation
prejudice reduction
35. 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.
cognitive development
emergent literacy
dual code theory of memory
self-concept
36. The tendency for items at the beginning of a list to be recalled more easily that other items.
shaping
adaptation
large muscle development
primacy effect
37. Learning theory that emphasizes not only reinforcement but also the effects of cues on thought and of thought on action. developed by Bandura
social learning theory
industry vs. inferiority
intimacy vs. isolation
seatwork
38. Stages 5 & 6 in Kohlberg's model of moral reasoning - in which individuals make moral judgments in realtion to abstract principles.
regrouping
postconventional level of morality
cooperative scripting
proactive facilitation
39. Instruction felt to be adapted to the current developmental status of children (rather than to their age alone).
parts of a direct instruction lesson
developmentally appropriate education
cooperative learning
self-actualization
40. The frequency and predictability of reinforcement.
consequences
retroactive facilitation
schedule of reinforcement
keyword method
41. Kounin - the degree to which the teacher is aware of and responsive to student behavior at all times
criterion-related evidence
punishment
sign systems
withitness
42. A system of accommodating student differences by diving a class of students into two or more ability groups for instruction in certain subject areas.
independent practice
concrete operational stage
means-ends analysis
within-class ability grouping
43. Actions that show respect and caring for others.
attention
nongraded programs
content evidence
prosocial behaviors
44. Inability to develop a clear direction or sense of self (Marcia)
pegword method
identity diffusion
foreclosure
group contingencies
45. Gradual - orderly changes by which mental processes become more complex and sophisticated.
reinforcer
principle
cognitive development
attention
46. The use of pleasant or unpleasant consequences to control the occurrence of behavior. (Skinner)
discrimination
observational learning
operant conditioning
content integration
47. A consequence that people learn to value through its association with a primary reinforcer.
extinction
effective teaching
secondary reinforcer
positive correlation
48. A theory of motivation based on the belief that people's efforts to achieve depend on their expectations of reward
solitary play
expectancy theory
aptitude-treatment interaction
psychosocial theory
49. A person's ability to develop his or her full potential
self-actualization
semantic memory
cognitive learning theories
antecedent stimuli
50. Programs that are designed to prepare disadvantaged children for entry into kindergarten and first grade.
nformation-processing theory
expectancy theory
compensatory preschool programs
verbal learning