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Test your basic knowledge |
Educational Psychology Vocab
Start Test
Study First
Subject
:
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 state of consolidation reflecting conscious - clear-cut decisions concerning occupation and ideology. (Marcia)
identity achievement
discontinuous theories of development
zone of proximal development
negative correlation
2. A level of rapidity and ease such that tasks can be performed or skills utilized with little mental effort.
intentionality
attribution theory
motivation
automaticity
3. Level of development immediately above a person's present level. (Vygotsky believed that this was where real learning took place)
control group
zone of proximal development
between-class ability grouping
metacognitive skills
4. Representing the main points of material in a hierarchical format.
rehearsal
outlining
critical thinking
keyword method
5. Something that can have more than one value - in a experiment researchers try to limit these to only that being tested.
prosocial behaviors
variable
norm-referenced interpretations
cognitive behavior modification
6. A parts of long-term memory that stores facts and general knowledge
mapping
semantic memory
cognitive apprenticeship
zone of proximal development
7. Arranging objects in sequential order according to one aspect - such as size - weight - or volume.
modeling
aptitude-treatment interaction
seriation
advance organizers
8. An internal process that activates - guides and maintains behavior over time.
motivation
withitness
behavioral learning theories
between-class ability grouping
9. Play that is much like parallel play but with increased levels of interaction in the form of sharing - turn-taking - and general interest in what others are doing.
associative play
cooperative scripting
principles for providing extrinsic incentives
recency effect
10. Needs for knowing - appreciating - and understanding - which people try to satisfy after their basic needs are met as identified by Maslow
loci method
postconventional level of morality
classical conditioning
growth needs
11. Experiment conducted under realistic conditions in which individuals are assigned by chance to receive different practical treatments or programs.
bilingual education
verbal learning
schemes
randomized field experiment
12. Teacher works out an example of a problem on the board...modeling their thought process.
affective objectives
metacognitive skills
worked examples
self-esteem
13. A personality trait that determines whether people attribute responsibility for their own failure or success to internal or external factors
locus of control
reversibility
consequences
rehearsal
14. 5 to 9 pieces of information
working memory capacity
two-way bilingual education
group contingencies
rote learning
15. A system of accommodating student differences by diving a class of students into two or more ability groups for instruction in certain subject areas.
prejudice reduction
within-class ability grouping
self-concept
readiness training
16. Technique in which fact or skills to be learned are repeated often over a concentrated period of time.
principles for providing extrinsic incentives
conventional level of morality
expectancy theory
massed practice
17. Student seeing and when appropriate having hands-on experience with concepts and skills.
demonstrations - models - and illustrations
mapping
external validity
correlational study
18. A part of long-term memory that stores images of our personal experiences
effective use of independent practice time
intentionality
episodic memory
integrity vs. despiar
19. A set of principles that explains and relates certain phenomena.
laboratory experiment
enactment
theory
performance goals
20. Class rewards that depend on the behavior of ALL students
group contingencies
unconditioned stimulus
levels-of-processing theory
autonomous morality
21. Believing that everyone views the world as you do.
conventional level of morality
egocentric
group contingencies
developmentally appropriate education
22. Students who have knowledge of effective learning strategies and how and when to use them
retroactive facilitation
self-regulated learners
self-esteem
compensatory preschool programs
23. Dual language models teach all students in both English and another language.
lesson clarity
two-way bilingual education
english immersion
self-actualization
24. Relationship in which high levels of one variable correspond to low levels of another.
inferred reality
note-taking
developmentally appropriate education
negative correlation
25. The tendency to analyze oneself and one's own thoughts
conditioned stimulus
conventional level of morality
law
reflectivity
26. Situation in which students appear to be on-task but are not engaged in learning.
deficiency needs
calling order
conservation
mock participation
27. Expressing clear expectations - providing clear feedback - providing immediate feedback - providing frequent feedback - increasing the value and availability of extrinsic motivators
social learning theory
principles for providing extrinsic incentives
equity pedagogy
readiness training
28. A skill learning during the concrete operational stage (Piaget) of cognitive development in which individuals can mentally arrange and compare objects.
independent practice
attention
transitivity
constructivist theories of learning
29. Identifies two main types of needs: deficiency needs and growth needs. People are motivated to satisfy needs at the bottom of the hierarchy before seeking to satisfy those at the top. (deficiency needs bottom to top: physiological needs - safety need
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30. Doing this for a purpose; teachers who use intentionality plan their actions based on the outcomes they want to achieve.
secondary reinforcer
generativity vs self-absorption
intentionality
untracking
31. Instruction tailored to particular students' needs - in which each student works at her or his own level and rate.
content evidence
zone of proximal development
generativity vs self-absorption
individualized instruction
32. Children are taught reading or other subjects in their native language for a few years and then transitioned to English
autonomy vs. doubt
schema theory
review prerequisites
transitional bilingual education
33. Compensatory preschool programs that target very young children at the greatest risk of school failure.
early intervention program
serial learning
summarizing
social comparison
34. Increased ability to learn new information based on the presence of previously acquired information.
concept
proactive facilitation
cooperative learning
sex-role behavior
35. The degree to which an experiment's results can be attributed to the treatment in question - not to other factors.
extinction burst
theory
internal validity
positive correlation
36. Play in which children engage in the same activity side by side but with very little interaction or mutual influence.
parallel play
loci method
prosocial behaviors
sign systems
37. Instructional program for students who speak little or no English in which some instruction is provided in the native language
bilingual education
negative correlation
adaptation
discovery learning
38. Knowledge about one's own learning or about how to learn ('thinking about thinking')
metacognition
scaffolding
knowledge construction
demonstrations - models - and illustrations
39. Children at this stage have the dual desire to hold on and to let go. Overly restrictive and harsh parents can give children a sense of powerlessness and doubt in their abilities. 18 months to 3 years (Erikson)
single-case experiment
autonomy vs. doubt
free-recall learning
learned helplessness
40. Reinforcement schedule in which desired behavior is rewarded following an unpredictable amount of time.
QAIT model
variable-interval schedule.
adaptation
learning
41. Theories based on the belief that human development progresses smoothly and gradually from infancy to adulthood.
inert knowledge
nformation-processing theory
readiness training
continuous theories of development
42. Stage during which infants learn about their surroundings by using their senses and motor skills. (Piaget: birth to 2 years)
zone of proximal development
discontinuous theories of development
sensorimotor stage
extinction burst
43. Development of motor skills such as running or throwing - which involve the limbs and large muscles. (early childhood)
self-regulation
private speech
process-product studies
large muscle development
44. Carryover of behaviors - skills - or concepts from one setting or task to another.
primacy effect
mediated learning
content integration
generalization
45. Increased comprehension of previously learned information because of the acquisition of new information.
zone of proximal development
applied behavior analysis
retroactive facilitation
knowledge construction
46. The frequency and predictability of reinforcement.
two-way bilingual education
presentation punishment
schedule of reinforcement
schemes
47. Mental networks of related concepts that influence understanding of new information
semantic memory
learning
class inclusion
schemata
48. Component of the memory system in which information is received and held for very short periods of time.
transitional bilingual education
sensory register
elaboration
primacy effect
49. Theory suggesting that information coded both visually and verbally is remembered better than information coded in only one of those two ways.
shaping
large muscle development
vicarious learning
dual code theory of memory
50. Learning of words (or facts expressed in words).
reversibility
calling order
neutral stimuli
verbal learning