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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. 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).






2. The process of interpreting and making sense of the world according to Piaget's model of cognitive development.






3. The way that previously learned information affects how one learns new concepts. This can be either positive (helping one understand new ideas) or negative (hindering one from taking in the new information).






4. Information given in advance of a lesson to prepare the students by reminding them of important information learned before and focusing them on key information.






5. How relevant a test is at face value.






6. One's social and economic standing - including one's class - race - and education. SES is highly influential on students' success in school - with those from low-SES families performing below their high-SES classmates.






7. A kind of forgetting where previously learned information interferes with the retrieval of new information.






8. The sensory register for auditory information.






9. Tests used to determine a student's strengths and weaknesses - judging whether or not a student needs special education services.






10. Using a previously learned fact or skill in a different situation in virtually the same way.






11. Anything which increases the likelihood that a behavior will be repeated.






12. A measure of how well a test correlates with the skill - trait - or behavior the test is supposed to be evaluating.






13. According to self-determination theory - the drive one has to perform a specific behavior not for a reward (extrinsic motivation) but for the sheer pleasure of the action itself.






14. 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.






15. The natural physical changes that occur due to a person's genetic code.






16. A level of identity status where the adolescent is actively trying out different beliefs - behaviors - and lifestyles to discover his or her identity.






17. A level of moral reasoning guided by rewards and punishments - developed by Kohlberg. This level is further divided into two stages: stage 1 (adherence to rules to please authority figures) and stage 2 (follow rules that satisfy one's needs).






18. A mnemonic device where one will isolate part of a word - create a mental image of the keyword - and use that image to remember the meaning of the word.






19. A form of negative punishment where a disruptive student is removed from the classroom and not allowed back until he or she is ready to behave.






20. A model of intelligence by Guilford which consists of 150 types of intelligence. According to Guilford - all types of intelligence can be organized along three dimensions: operations (such as memory - cognition - or evaluation) - products (such as un






21. The ability to infer a relationship between two objects and to compare and arrange them. According to Piaget - concrete operational children have this skill.






22. The ability to apply previous learning to new situations and problems. This is thought to be one of the types of intelligence on which creativity is based.






23. Taxonomies describing physical abilities and skills the student should master.






24. The difference between the skills a child develops alone and those that can be learned with the help of someone knowledgeable. This concept was developed by Vygotsky.






25. A behavior not clearly related to a particular stimulus - according to operant conditioning.






26. An approach to problem solving where one reasons how to reach the goal based on the current situation.






27. How capable one actually is.






28. Abstract representations of different parts of reality. These groups usually contain general knowledge of the world and examples of its specific parts.






29. Language disorders characterized by trouble understanding spoken language.






30. Advance organizers which list new - unlearned information the students will need for the lesson.






31. Difficulty forming smooth connections between words.






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






33. The ability to think about multiple objects at the same time and discern relationships between them. According to Piaget - children in the concrete operational stage of development develop this skill.






34. Those one observes.






35. A principle proposed by Edward Thorndike stating behaviors with positive outcomes will be repeated while those with negative outcomes will be avoided.






36. Transferring a general method of problem solving from one situation to the next.






37. 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.






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






39. A possible range a student's scores may fall in if the student took the test multiple times.






40. A testing procedure that measures an individual student's score relative to those of a representative group of students. These tests are used to rank students based on their skill levels compared to their peers.






41. A five-step problem-solving strategy that involves identifying the problem - defining one's goals - exploring possible ways to reach the goals - anticipating the outcomes and acting - and looking back on one's work.






42. Repeating information in the same way it was received.






43. The total length of the class.






44. A kind of performance-based testing strategy where students will work on a project over a long period of time.






45. Mental retardation needing daily help and support in school.






46. A kind of meaning emphasis strategy which integrates reading with other language skills such as speaking - writing - and listening.






47. According to researcher Benjamin Bloom - students with individual tutors generally perform two standard deviations (two 'sigmas') above those in average classrooms.






48. A form of behavioral modification where an desirable activity is used to strengthen a more unpleasant one.






49. A process that occurs when two stimuli are consistently paired - causing the presence of one to evoke the other.






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