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CLEP Educational Psychology Theorists And Theories

Subjects : clep, teaching
Instructions:
  • Answer 50 questions in 15 minutes.
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  • Match each statement with the correct term.
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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. Field Theoretical Approach






2. Drive Reduction Theory






3. Dividing mental age by chronological age and multiplying by 100.






4. (Tolman) - these are hypothetical constructs rather than physical parameters. They are definable and measurable but not observable. They have functional relationships with both independent and dependent variables. They are internal cognitive processe






5. Constructive Knowledge.Construct with ideas and concepts of what they know.






6. The theory that we learn social behavior by observing and imitating and by being rewarded or punished






7. Stimulus Sampling Theory (SST)






8. Gestalt Theory






9. Explanation of development that focuses on the quality of the early emotional relationships developed between children and their caregivers






10. Presented a theory of self-efficacy - or the importance of one's personal belief regarding self-ability and chances of success - as key to motivation.






11. Humanistic Theory of Learning






12. Refers to one's belief about one's ability to perform behaviors that should lead to expected outcomes. Those with high levels for a particular task are more likely to succeed than those with low levels






13. Development; Concepts: gender in moral development; Study Basics: Did moral development studies to follow up Kohlberg. She studied girls and women and found that they did not score as high on his six stage scale because they focused more on relations






14. A learning theory in which the probablity of a response is the dependent variable. Independent variables are usually stimuli controlled by the researcher. These are attempts to quantify and objectify learning research.






15. Contiguity Theory; 'One-Trial Learning' (Behaviorism)






16. Albert Bandura - 1. Attention - the learner must have his/her senses directed at the model 2. Retention - coding - and storing the patterns so they can be retrieved. This may include vivid imagery an verbal descriptions. 3. Motor reproduction - kines






17. Insight Learning






18. Knowledge is Constructed; the Learner is an Active Creator






19. Social Constructivism; The Zone of Proximal Development is a concept for which he is well known.






20. Multiple intelligence theory specifies seven different intelligences that presume a broadened definition of intelligence.






21. Emphasizes how culture and social interaction guide cognitive development - Developed the idea of the 'Zone of Proximal Development -' mainly focused on cognitive development of children.






22. (Brown - Cognitive apprenticeship)- knowledge which lacks application or cross contextual understanding.






23. Structure of intellect stipulated that intelligence depends on our mental operations (or process of thinking) - our thoughts (i.e. - content) - and the products or end results of these operations.






24. Gestalt Learning Theory






25. While earlier theories often focused on abnormal behavior and psychological problems - humanist theories instead emphasized the basic goodness of human beings. Some of these theorists include Carl Rogers and Abraham Maslow.






26. In the study of motivation - an explanation of behavior that asserts that people actively and regularly determine their own goals and the means of achieving them through thought.






27. 1925 - Observational Learning






28. (Estes) - A theory developed by Estes that attempts to show how stimuli are sampled and attached to responses. A statistical learning theory.






29. (Thorndike)- the idea that bonds between stimulus and response take the form of neural connections. Learning involves the 'stamping in' of connections - forgetting involves 'stamping out' connections.






30. Constructivist; Genetic Epistemology; Stages of Cognitive Development






31. Constructivist; published The Process of Education; theories emphasize the significance of categorization in learning






32. Physiological- water - sleep food. Safety- security - shelter - protection Belongingness- love - friendship - acceptance. Ego Needs- prestige - status. Self Actualization- self fulfillment - enriching experiances

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33. (Behaviorism - Skinner)- a model which states that when a resonse is followed by a reinforcer - the result will be an increase in the probability that this response will occur again under similar conditions.






34. Learning as a group process; Lev Vygotsky 1896 - 1935 Social Constructivism






35. Cognitive Apprenticeship






36. (Hull)- the notion that behavior occurs in reponse to 'drives' such as hunger - thirst - sexual interest - feeling cold - etc. When the goal of the drive is attained (food - water - mating - warmth) the drive is reduced - and this constitutes reinfor






37. Sign Theory & Latent Learning






38. A transitional group - bridging the gap between behaviorism and cognitive theories of learning. timulus-Response; Intervening Internal Variables; Purposive Behavior; E.C.Tolman - Clark Hull - Kenneth W. Spence






39. Neo-Freudian - humanistic; 8 psychosocial stages of development: theory shows how people evolve through the life span. Each stage is marked by a psychological crisis that involves confronting 'Who am I?'






40. Connectionism; Wrote the thesis - 'Animal Intelligence: An Experimental Study of the Associative Processes in Animals' - in which he concluded that an experimental approach is the only way to understand learning and established his famous 'Law of Eff






41. Four stage theory of cognitive development: 1. sensorimotor - 2. preoperational - 3. concrete operational - and 4. formal operational. He said that the two basic processes work in tandem to achieve cognitive growth-assimilation and accomodation






42. Discrimination Learning






43. Humanistic; Experiential Learning






44. (Thorndike) - Responses which occur just prior to a satisfying state of affairs are more likely to be repeated - and responses just prior to an annoying state of affairs are more likely NOT to be repeated.






45. Humanistic; Transformational Learning






46. Emotions and Affect Play a Role in Learning






47. Variables being observed and measured in response to the independent variables - such as amount of time taken to learn a task or respond after a stimulus is given - number of responses - etc.






48. (Piaget) - an element of a cognitive structure. Schema refers to a general potential to perform a class of behaviors - and content describes the conditions that prevail during any particular example of that potential being activated. (Schemata = plul






49. Operant Conditioning






50. (Tolman)- the theory that animals (and humans) develop expectancy or anticipation of rewards for completing behaviors they have learned - and this expectancy functions as an internal incentive or motivation.