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CLEP Intro To Educational Psychology Vocab

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. Kohlberg's stage of moral development; is when moral/ethical decisions are based on what pleases - helps - or is approved by others.






2. The tendency to focus on just one feature of a problem - neglecting other important aspects.






3. Consider what students do to facilitate their own learning - noting especially their organizing and structuring strategies.






4. Helps us recall particular skills or steps for accomplishing a task.






5. Is a process of keeping information active in short-term memory by repeating the information to ourselves.






6. The reappearance - after a pause - of an extinguished conditioned response






7. Theory hypothesizes that a child's speech results from modeling - imitation - reinforcement and feedback.






8. Assessment used throughout teaching of a lesson and/or unit to gauge students' understanding and inform and guide teaching






9. Is a written statement of educational planning and programming for an individual student. It states the present level of functioning - long- and short-term goals - services to be provided - and a timeline for goal achievement.






10. Memory of personal experiences






11. There are six categories of cognitive objectives organized by complexity: Knowledge - Comprehension - Application - Analysis - Synthesis - Evaluation.


12. Relating things to preexisting knowledge






13. Things or events tht occur close to each other in space or time tend to get linked together in the mind. If you think of a cup - you think of a saucer.






14. The midbrain's neurological system that alerts us to novel stimuli - in this case the loud - sudden noise.






15. Piaget's term for when a new experience or idea does not fit a person's existing understanding






16. For Piaget - was a mental network for organizing concepts and information.






17. (in classical conditioning) occurs when a previously conditioned stimulus (having been associated with an unconditioned stimulus) is presented in the absence of the unconditioned stimulus and thus fails to continue to elicit the unconditioned respons






18. SPEARMAN'S term for a general intellectual ability that underlies all mental operations to some degree


19. Serves as a means of teacher accountability - as an estimate of instructional effectiveness - and as a guideline for adjusting a lesson's focus. Assessment is also a means of providing students with the opportunity to give the teacher corrective feed






20. Memory aids - especially those techniques that use vivid imagery and organizational devices






21. Considering extraneous information while making a decision






22. Suggests that any behavior followed by a pleasing effect will tend to be repeated; behaviors followed by dissatisfying effects will tend to be discontinued. This is the basis for the use of reinforcement in operant conditioning.






23. Suggests that items which are listed first in a series are often stored most readily in memory - whereas the recency effect would suggest that the most recent - and therefore the items last on list - would be more readily remembered






24. A strategy for comprehension in which K stands for 'what do I know?' - W stands for 'what do I want to know?' - and L stands for 'what I learned or want to learn'






25. Concept and attributes arranged in a hierarchial pattern and typically constructed in a descending order or importance. Relationships are identified between and among a concepts and its attributes






26. Employs preferred or high frequency behaviors as reinforcement for the performance of a less preferred and thus lower frequency behavior.






27. Occurs when unacceptable behaviors are immediately followed by the removal of a desired stimulus.






28. Visual diagrams which utilize graphic and hierarchical structures and linking phrases to add insight into the interconnectedness of concepts and sub-concepts.






29. Stipulates that a well-written objective include performance - conditions of performance - and criteria for achievement.


30. U.S. Department of Housing and Urban Development






31. Interference with retention of old information due to acquisition of new information






32. Believe that teachers - and others - are essential to construction. There is no 'pure' discovery-only discovery mediated by others.






33. That which is delivered externally (such as stickers - words of praise - or candy).






34. your memory for meanings and general (impersonal) facts






35. The tendency to show greater memory for information that comes last in a sequence.






36. In Piaget's theory - the preoperational child's difficulty taking another's point of view






37. Promotes teaching which focuses on the value of diversity.






38. Provides information about student knowledge and performance relative to a pre-established standard within a specific - well-defined content domain






39. Field of study concerned with the theory and technique of educational and psychological measurement - which includes the measurement of knowledge - abilities - attitudes - and personality traits.






40. A psychometric concept referring to the degree to which a test score is actually a legitimate indication of the skill - concept or attribute it purports to measure






41. Is the process in which students with special needs spend part of the school day integrated with students in general education classes.






42. Individuals with Disabilities Education Act






43. The process by which we filter irrelevant information from the flow of more pertinent incoming information. It allows us to block out of our focus and attention those things which we deem to be not important.






44. Occurs when one responds differently to similar stimuli - even in similar situations. In classical conditioning - the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus.






45. Adapting one's current understandings (schemas) to incorporate new information






46. Piaget's term for the process of making sense of an experience or perception by fitting it into previously established cognitive structures (schemas).






47. Is a feature of the preoperational stage of development in which a child reasons neither inductively nor deductively - but reasons instead from particular to particular.






48. Testing in which scores are compared with the average performance of others






49. Increasing the strength of a given response by removing or preventing a painful stimulus when the response occurs






50. That which is delivered internally (such as a sense of accomplishment - or well being)