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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. The ability to focus solely on one object. According to Piaget - preoperational children have developed this skill.






2. A common misconception among adolescents that everyone is constantly watching and scrutinizing the adolescent's behavior.






3. A level of identity status where one has created his or her identity based on the opinions of others - not on personal choice.






4. Familiar responses to a problem one uses without thinking the situation through.






5. The inability to see a use for an object other than that to which one is accustomed.






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






7. According to Vygotsky's sociocultural theory of development - a type of speech used by young children to guide their problem-solving process when working by themselves.






8. Reading models which focus on analyzing words letter-by-letter to fully understand the meaning of a text.






9. 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.






10. 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.






11. Thinking of all the possible solutions to a problem.






12. One of the characteristics of ADHD. This term describes students who act without thinking - drift quickly from activity to the next - and perform dangerous behaviors without regarding their consequences.






13. Consciously knowing and using methods of problem solving and memory.






14. A bell-shaped curve which can be easily and consistently used to interpret scores.






15. 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.






16. A type of learning where a small group of students will work together on the same project - each making some contribution.






17. A theory which focuses on how to structure material to best teach students - especially young ones. This approach can be divided into two general approaches: cognitive and behavioral.






18. 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.






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






20. The degree to which a test correlates with a direct measure of what the test is designed to measure - such as how well a reading test correlates with a student's actual reading level.






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






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






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






24. The exchange of thoughts and feelings through both verbal and nonverbal (such as gestures and facial expressions) means.






25. The art of teaching. It encompasses different styles and methods of instructing.






26. 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






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






28. The second level of processing - and the first level of information storage - in the Two-Store Model. At this level - the person is consciously perceiving certain aspects of the external world. In adults - this kind of memory holds up to seven - plus






29. A taxonomy created by Bloom. According to this model - there are six levels of mastery of a concept. The student must reach the levels in specific order; higher level skills cannot be mastered without the lower levels. The levels are knowledge (simpl

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






31. 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 (






32. An intelligence test for young children ages 2-7.






33. Bringing information out of long-term memory.






34. A division of long-term memory for storing rules and methods or performing specific tasks - called procedures.






35. The set of social and behavioral norms for each gender held by society.






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






37. Allowing each student to reach full mastery of a concept - regardless of how long it takes.






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






39. A form of behavior modification using operant conditioning principles. Every time the patient displays the desired behavior - he is awarded a token (such as a star or a coin) that can be traded for a physical possession or special privilege.






40. The act of assigning meaning to information by interpreting it based on what one already knows.






41. A form of behavioral modification designed for autistic children. This treatment targets key parts of an individual's development - such as motivation or social responsiveness - in the hope that the treatment will spread to other behavioral areas as






42. Internalized self-talk.






43. A step-by-step procedure to solve a problem.






44. An intelligence test for adults used most commonly in clinical settings.






45. How capable one believes him- or herself to be.






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






47. Tests designed to evaluate a student's present performance and predict how well he or she will perform in the future.






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






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






50. 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.