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CLEP Intro To Educational Psychology

Subjects : clep, 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. Taxonomies dealing with the different cognitive abilities the student should develop.






2. A legal document describing a child's special needs and what programs and assistance he or she will receive.






3. The ability to see useful relationships between different ideas or aspects of a problem. This is thought to be one of the types of intelligence on which creativity is based.






4. The application of knowledge - skills - and experience to achieving a particular goal.






5. Dividing large amounts of information into smaller pieces that are easier to remember.






6. Bilingual education programs which aim to use English as much as possible.






7. A method of pedagogy where the teacher actively looks for ways to improve the students' knowledge of a subject. Ways of doing this include actively presenting concepts - checking to see if the students understand - and reteaching any trouble areas fo






8. Reading models which try to relate written words to different experiences of the student.






9. Assumptions about how different social relationships work and how other people feel and think.






10. A disorder characterized by an impairment of one's cognitive abilities and problems with adapting to situations. Individuals with this problem often have IQs of under 70.






11. Mental retardation requiring constant high-intensity educational support to pass through school.






12. Students with these disorders are angry - defiant - and hostile - seemingly unable to follow the teacher's rules.






13. A problem-solving technique where one starts with the goal and works backward.






14. An approach to grading which uses a portfolio of a student's work to measure that student's development over time and to compare it to that of others in the class.






15. According to the Attribution Theory - a student who holds this belief considers success or failure to be uncontrollable.






16. General statements about the skills and abilities the student should have after completing the course.






17. An approach to grading where the students are given a numerical score - using either a 10-point or a 7-point grading scale. These scores may be translated into a letter grade or compared to the average score on a test.






18. One of the two divisions of human needs according to Maslow. These needs are survival (food - water - warmth) - safety (freedom from danger) - belonging (acceptance from others) - and self-esteem (approval from others).






19. A measure of how imperfect the validity of a test is.






20. The belief that one gender is better than the other.






21. A theory proposed by Reuven Feuerstein which describes the ability of humans to modify their cognitive process to adapt to different situations in their environment.






22. The total length of the class.






23. An approach to classroom management where the teacher will enforce clear rules for student conduct - quickly and impartially punishing any disobedience.






24. An approach to teaching reading that encourages children to monitor their own reading comprehension. After reading - students will summarize in their own words what they just read - ask questions about the text to find the main points - clarify anyth






25. A form of behavioral modification where the teacher and student create a contract specifying certain academic goals and the rewards or privileges that will be given once the goals are reached.






26. Visual images - such as maps - tables - or graphs - which organize information and help consolidate concepts for the students.






27. Academic programs focused on real-life problems and situations - such as developing professional skills or resisting negative peer pressure.






28. One of the characteristics in Attribution Theory a student will use to figure out why his or her actions had the outcome they did. This characteristic is stable and external to the student.






29. The study of how students learn and develop.






30. Another name for operant conditioning - due to the importance of responses in determining whether learning has occured.






31. The results one expects from different behaviors.






32. Academic programs where students are given a deeper education in their areas of interest.






33. Asking students challenging questions to gauge their understanding and focus their attention.






34. Learning outcomes defined by specific operational steps and skills a student must master. Gronlund believed that general objectives would lead to these kinds of outcomes.






35. A theory which states that the primary source of motivation is internal needs.






36. Consciously focusing on specific stimuli. This process prevents irrelevant information from interfering with one's cognitive processes.






37. Relating new information to that previously learned.






38. The relationship between a student and his or her environment. According to this principle - the student and the environment will influence and affect each other.






39. The ability to create new methods of dealing with everyday problems based on one's prior experiences and feedback from others. This is thought to be one of the types of intelligence on which creativity is based.






40. Breaking apart a learning task into specific - concrete objectives a student must achieve to master the task.






41. A division of long-term memory for storing events in one's life.






42. The idea that concrete ideas can be remembered better than abstract ones because concrete words are stored as both visual and verbal information.






43. Students with this condition have learned that their efforts are all in vain and have given up trying to study by themselves.






44. Testing strategies which have students create long-term projects to determine how much they have learned.






45. Learning which results from observing the results of others' behaviors and judging whether to perform them oneself.






46. Learning objectives relating to abstract concepts such as understanding or being able to apply knowledge to different situations. Gronlund proposed a instructional theory focusing on this kind of learning objective.






47. A model of memory that includes three interacting components (sensory register - working memory - and long-term memory) that together process external information. Although there are three parts - only two of them (working and long-term) are used for






48. A level of moral reasoning guided by adherence to overarching moral principles - developed by Kohlberg. This level is also divided into two stages: stage 5 (realization that one is part of a large society where everyone deserves rights) and stage 6 (






49. A mnemonic device that creates a shorthand based on the first letter of each word in a set to be memorized.






50. A level of moral reasoning guided by strict adherence to rules - developed by Kohlberg. This level is also divided into two stages: stage 3 (conformity to one's group) and stage 4 (following rules because they promote social order).