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Educational Psychology Vocab

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. Relationship in which high levels of one variable correspond to high levels of another.






2. A person's ability to develop his or her full potential






3. Relationship in which high levels of one variable correspond to low levels of another.






4. Theory suggesting that information coded both visually and verbally is remembered better than information coded in only one of those two ways.






5. Inhibition of recall of certain information by the presence of other information in memory.






6. A study strategy that has students preview - question - read - reflect - recite - and review material.






7. Learning strategies that call on students to ask themselves who - what - where - and how questions as they read materials.






8. Situation in which students appear to be on-task but are not engaged in learning.






9. Imitation of others' behavior. (Bandura)






10. The increase in levels of a behavior in the early stages of extinction.






11. Doing this for a purpose; teachers who use intentionality plan their actions based on the outcomes they want to achieve.






12. Piaget - Vygotsky - Erikson - and Kohlberg






13. The components of memory in which large amounts of information can be stored for long periods of time.






14. An intelligence test score that for people of average intelligence should be near 100.






15. The goal of infancy is to develop a basic trust in the world. Birth to 18 months (Erikson)






16. Development of motor skills such as running or throwing - which involve the limbs and large muscles. (early childhood)






17. Present new material - conduct learning probes - provide independent practice - assess performance and provide feedback - provide distributed practice and review






18. Evaluation of conclusions through logical and systematic examination of the problem - the evidence - and the solution.






19. Cognitive theory of learning that describes the processing - storage - and retrieval of knowledge in the mind.






20. A pleasurable consequence that maintains or increases a behavior.






21. A chart that classifies lesson objectives according to cognitive level.






22. Variables for which there is no relationship between high/low levels of one and high/low levels of the other.






23. Students are encouraged to discover principles for themselves






24. Student seeing and when appropriate having hands-on experience with concepts and skills.






25. Stages 3 & 4 of Kohlberg's model of moral reasoning - in which individuals make moral judgements in consideration of others.






26. An apparatus developed by B.F. Skinner for observing animal behavior in experiments in operant conditioning.






27. Objectives that have to do with student attitudes and values.






28. 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)






29. Decreased ability to recall previously learning information - caused by learning of new information.






30. Play in which children engage in the same activity side by side but with very little interaction or mutual influence.






31. Paying attention to only one aspect of an object or situation.






32. Technique in which items to be learned are repeated at intervals over a period of time.






33. Simple to complex: knowledge (recall) - comprehension (translating - interpreting - or extrapolating) - application (using principles or abstractions to solve novel or real-life problems) - analysis (breaking down complex information or ideas into si






34. Research approach in which the teaching practices of effective teachers are recorded through classroom observation






35. A set of principles that explains and relates certain phenomena.






36. Instruction felt to be adapted to the current developmental status of children (rather than to their age alone).






37. A part of long-term memory that stores images of our personal experiences






38. Basic skills are gradually build into more complex skills.






39. Memorization of a series of items in a particular order.






40. A part of long-term memory that stores information about how to do things






41. Writing brief statements that represent the main idea of the information being read






42. Learned information that could be applied to a wide range of situations but whose use is limited to restricted - often artificial - applications.






43. Support for learning and problem solving; might include clues - reminders - encouragement - breaking the problem down into steps - providing an example - or anything else that allows the student to grow in independence as a learner.






44. Programs designed to prevent or remediate learning problems among students from lower socioeconomic status communities.






45. A method - such as questioning - that helps teachers find out whether students understand a lesson.






46. A person's eight separate abilities: logical/mathematical - linguistic - musical - naturalist - spatial - bodily/kinesthetic - interpersonal - and intrapersonal. (Garner)






47. The fact that an object exists even if it is out of sight.






48. Teaching of a new skill or behavior by means of reinforcement for small steps toward the desired goal.






49. The goals of students who are motivated primarily by desire for knowledge acquisition and self-improvement. Also called mastery goals






50. Knowledge about one's own learning or about how to learn ('thinking about thinking')