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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. Strategies for learning in which initial letters of items to be memorized are made into a more easily remembered word or phrase.






2. The study of learning and teaching.






3. The process of restoring balance between present understanding and new experiences. According to Piaget learning depends on this process.






4. Teachers' use of examples - data - and other information from a variety of cultures.






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. Learning of words (or facts expressed in words).






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






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






9. Support for learning and problem solving; might include clues - reminders - encouragement - breaking the problem down into steps - providing an example - or anything else that allows the student to grow in independence as a learner.






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






11. Development of dexterity of the fine muscles of the hand. (early childhood)






12. Learning of a list of items in any order.






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






14. A stimulus that naturally evokes a particular response






15. Symbols that cultures create to help people think - communicate and solve problems






16. Mental repetition of information - which can improve its retention






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






18. 12 to 18 years (Erikson) 'Who am I?' is the big question






19. Identifies two main types of needs: deficiency needs and growth needs. People are motivated to satisfy needs at the bottom of the hierarchy before seeking to satisfy those at the top. (deficiency needs bottom to top: physiological needs - safety need

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






21. Devices or strategies for aiding the memory






22. Evaluation of conclusions through logical and systematic examination of the problem - the evidence - and the solution.






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






24. Believing that everyone views the world as you do.






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






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






27. Reinforcement schedule in which desired behavior is rewarded following an unpredictable amount of time.






28. Learning theory that emphasizes not only reinforcement but also the effects of cues on thought and of thought on action. developed by Bandura






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






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






31. 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






32. A person's ability to develop his or her full potential






33. The degree to which an experiment's results can be attributed to the treatment in question - not to other factors.






34. An apparatus developed by B.F. Skinner for observing animal behavior in experiments in operant conditioning.






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






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






37. 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)






38. Writing brief statements that represent the main idea of the information being read






39. Needs for knowing - appreciating - and understanding - which people try to satisfy after their basic needs are met as identified by Maslow






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






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






42. Success bring with it a sense of industry - a good feeling about oneself and one's abilities. 6 to 12 years (Erikson)






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






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






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






46. An internal process that activates - guides and maintains behavior over time.






47. Variables for which there is no relationship between high/low levels of one and high/low levels of the other.






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






49. Helping students understand how the knowledge we take in is influence by our origins and points of view.






50. Mental processing of new informations that relates to previously learned knowledge.