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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. 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.






2. (G. A. Miller)- (Test - Operate - Test - Exit). These are operational feedback units that function within a self-regulated system.

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3. A theory that psychology is essentially a study of external human behavior rather than internal consciousness and desires.






4. 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.






5. Occurs when the presence of previously learned material interferes with the learning of new material.






6. (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






7. According to Maslow - the ultimate psychological need that arises after basic physical and psychological needs are met and self-esteem is achieved; the motivation to fulfill one's potential






8. (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.






9. Humanistic Theory of Learning






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






11. 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.






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






13. (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.






14. Theory of Classical Conditioning






15. Humanistic; Experiential Learning






16. Discrimination Learning






17. 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






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






19. (Thorndike)- the idea that bonds between stimulus and response are strengthened by recency - frequency - and contiguity.






20. (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.






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






22. Operant Conditioning






23. Psychoanalytic Theory of Learning; The role of the Unconscious Mind in Learning






24. 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.






25. (Behaviorism)- One explanation for learning in behaviorism; an association is built between two events simply because they occured simultaneously or overlapping in time.For example - if food is presented while some auditory signal is given - a dog wi






26. Emotions and Affect Play a Role in Learning






27. Learning as a Mental Process






28. Insight Learning






29. 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






30. Constructivist; Genetic Epistemology; Stages of Cognitive Development






31. 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.






32. 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






33. 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?'






34. Stimulus Sampling Theory (SST)






35. Drive Reduction Theory






36. 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.






37. Gestalt Learning Theory






38. (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.






39. Cognitive Apprenticeship






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






41. Field Theoretical Approach






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






43. (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






44. 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.






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






47. (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






48. 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






49. (Spence)- reinforcement combined with frustration or inhibitors facilitated finding a correct stimulus among a cluster which included incorrect ones. This was a 'carrot and stick' model.






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