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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. Difficulty speaking due to an obstruction of air in the nose or throat.






2. 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.






3. Mental retardation requiring consistent educational support.






4. The act of creating one's own standards of behavior based on observations of others. The best performance standards are those which are moderately difficult.






5. One of the characteristics of ADHD. This term describes students who are easily distracted and cannot remain focused or remember information.






6. 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 unstable and external to the student.






7. Students with these disorders are depressed - anxious - and withdrawn - lacking confidence.






8. The loss of subjects in a research study over time due to participant drop-out.






9. A teacher's belief that he or she can successfully encourage and enable students to reach their highest levels of achievement - regardless of how difficult the process is.






10. Internalized self-talk.






11. The process of learned information simply fading from memory.






12. Mental retardation characterized by an IQ between 35 and 49.






13. 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.






14. Tests used to determine if students have achieved a minimum amount of learning needed to pass a class.






15. Clear and specific learning objectives that ensure both the teacher and the student stay on track.






16. The sensory register for auditory information.






17. Behaving like someone in a book or movie.






18. Advance organizers which list previously learned information the students will need for the lesson.






19. The path one follows to correct his or her behavior based on discrepancies between his or her performance and that of a model.






20. A sample group who is to represent the population being tested.






21. A method of scaling scores which evaluates students in terms of the grade level at which they are functioning.






22. Disorders characterized by difficulty communicating - either by having trouble expressing oneself or by being unable to properly receive information.






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






24. The study of the meaning behind words.






25. 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.






26. A humanistic - interdisciplinary form of teaching which emphasizes the role of creativity and imagination in learning. According to this theory - children pass through three learning stages: imitative learning - artistic learning - and abstract learn






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






28. A division of long-term memory for storing factual knowledge.






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






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






31. Controlled academic programs designed to stimulate students to learn new problem-solving skills.






32. How relevant a test is at face value.






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






34. Knowledge and understanding of society's rules - usually gained from experience.






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






36. A kind of meaning emphasis strategy which relies on the student's experiences and language ability. The student will dictate a story to an adult - who will write it down and then have the child read the dictated story.






37. A teaching style which seeks to instruct students in how to recognize and rise up against oppression. This area of teaching is influenced by the works of Karl Marx.






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






39. 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.






40. 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).






41. The collection of traits in a person that inspires him to behave honestly - respectfully - and courageously.






42. Taxonomies dealing with the different cognitive abilities the student should develop.






43. A form of behavioral modification where the teacher will purposely ignore any disruptive behavior by a student to try to eradicate the behavior.






44. Integrating parts of the behaviors from several models to form a new behavioral set.






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






46. The study of how students learn and develop.






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






48. A type of learning where the teacher encourages the students to find their own meaning in learning. The teacher will show relationships between the new subject matter and past learning and will encourage the students to have confidence in their own a






49. A community-centered approach to character education that attempts to apply what the students learn in the classroom to everyday life.






50. 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).