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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. 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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2. Dual language models teach all students in both English and another language.






3. Increased ability to learn new information based on the presence of previously acquired information.






4. Method of giving clear - firm - unhostile response to student misbehavior (Canter and Canter)...uses broken record






5. Pattern of teaching concepts by presenting a rule or definition - giving examples - and then showing how examples illustrate the rule






6. The study of teaching and learning with applications to the instructional process. Also called instruction.






7. Theories that state that learners must individually discover and transform complex information - checking new information against old rules and revising rules when they no longer work. (student-centered instruction)






8. Learning of items in linked pairs so that when one member of a pair is presented - the other can be recalled.






9. Mental processing of new informations that relates to previously learned knowledge.






10. A model of effective instruction that focuses on elements teachers can directly control: quality - appropriateness - incentive - and time.






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






12. Length of time that a teacher waits for a student to answer a question






13. A stimulus that naturally evokes a particular response






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






15. A person's interpretation of stimuli






16. Responses to questions made by an entire class in unison






17. Problem-solving technique that encourages indentifying the goal (ends) to be attained - the current situation - and what needs to be done (means) to reduce the difference between the two conditions.






18. State learning objectives and orient students to the lesson.






19. Pleasant or unpleasant conditions that follow behaviors and affect the frequency of future behaviors.






20. 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)






21. Students begin with complex problems to solve and then work out or discover (with the teacher's guidance) the basic skills required.






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






23. A strategy for improving memory by using images to link pairs of items.






24. The tendency for items at the end of a list to be recalled more easily than other items.






25. Theories describing human development as occurring through a fixed sequence of distinct - predictable stages governed by inborn factors.






26. A study strategy that requires decisions about what to write.






27. A skill learned during the concrete operational stage (Piaget) of cognitive development in which individuals can think simultaneously about a whole class of objects and about relationships among its subordinate classes.






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






29. Arranging objects in sequential order according to one aspect - such as size - weight - or volume.






30. Learning theory that emphasizes not only reinforcement but also the effects of cues on thought and of thought on action. developed by Bandura






31. Increased comprehension of previously learned information because of the acquisition of new information.






32. The ability to think and solve problems without the help of others






33. Helping students understand how the knowledge we take in is influence by our origins and points of view.






34. A regrouping method in which students are grouped across grade lines for reading instruction






35. Something that can have more than one value - in a experiment researchers try to limit these to only that being tested.






36. Students are encouraged to discover principles for themselves






37. A small-group teaching method based on principles of question generation; through instruction and modeling - teachers foster metacognitive skills primarily to improve the reading performance of students who have poor comprehension






38. The component of memory in which limited amounts of information can be stored for a few seconds.






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






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






41. Students who have knowledge of effective learning strategies and how and when to use them






42. A system of accommodating student differences by diving a class of students into two or more ability groups for instruction in certain subject areas.






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






44. Devices or strategies for aiding the memory






45. 12 to 18 years (Erikson) 'Who am I?' is the big question






46. A personality trait that determines whether people attribute responsibility for their own failure or success to internal or external factors






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






48. 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.






49. Strategy where students more easily discover and comprehend difficult concepts if they can talk with each other about the problems (constructivist supported learning)






50. Understanding new experiences in terms of existing schemes. (Piaget)