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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. A state of consolidation reflecting conscious - clear-cut decisions concerning occupation and ideology. (Marcia)






2. A level of rapidity and ease such that tasks can be performed or skills utilized with little mental effort.






3. Level of development immediately above a person's present level. (Vygotsky believed that this was where real learning took place)






4. Representing the main points of material in a hierarchical format.






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






6. A parts of long-term memory that stores facts and general knowledge






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






8. An internal process that activates - guides and maintains behavior over time.






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.






10. Needs for knowing - appreciating - and understanding - which people try to satisfy after their basic needs are met as identified by Maslow






11. Experiment conducted under realistic conditions in which individuals are assigned by chance to receive different practical treatments or programs.






12. Teacher works out an example of a problem on the board...modeling their thought process.






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






14. 5 to 9 pieces of information






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.






16. Technique in which fact or skills to be learned are repeated often over a concentrated period of time.






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






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






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






20. Class rewards that depend on the behavior of ALL students






21. Believing that everyone views the world as you do.






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






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






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






25. The tendency to analyze oneself and one's own thoughts






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






27. Expressing clear expectations - providing clear feedback - providing immediate feedback - providing frequent feedback - increasing the value and availability of extrinsic motivators






28. A skill learning during the concrete operational stage (Piaget) of cognitive development in which individuals can mentally arrange and compare objects.






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.






31. Instruction tailored to particular students' needs - in which each student works at her or his own level and rate.






32. Children are taught reading or other subjects in their native language for a few years and then transitioned to English






33. Compensatory preschool programs that target very young children at the greatest risk of school failure.






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






35. The degree to which an experiment's results can be attributed to the treatment in question - not to other factors.






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






37. Instructional program for students who speak little or no English in which some instruction is provided in the native language






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






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)






40. Reinforcement schedule in which desired behavior is rewarded following an unpredictable amount of time.






41. Theories based on the belief that human development progresses smoothly and gradually from infancy to adulthood.






42. Stage during which infants learn about their surroundings by using their senses and motor skills. (Piaget: birth to 2 years)






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






44. Carryover of behaviors - skills - or concepts from one setting or task to another.






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






46. The frequency and predictability of reinforcement.






47. Mental networks of related concepts that influence understanding of new information






48. Component of the memory system in which information is received and held for very short periods of time.






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






50. Learning of words (or facts expressed in words).