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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. Procedure used to test the effect of a treatment. Researchers can create special treatments and analyze their effects.






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






3. Success bring with it a sense of industry - a good feeling about oneself and one's abilities. 6 to 12 years (Erikson)






4. Reinforcement schedule in which desired behavior is rewarded following an unpredictable number of behaviors.






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






6. Experiment that studies a treatment's effect on one person or one group by contrasting behavior before - during - or after application of the treatment.






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






8. Explanations of learning that emphasize observable changes in behavior.






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






10. The desire to experience success and to participate in activities in which success depends on personal effort and abilities






11. Children's self-talk - which guides their thinking and action; eventually internalized as inner speech.






12. Stage at which one can deal abstractly with hypothetical situations and can reason logically. (Piaget: ages 11 to adulthood)






13. Mental repetition of information - which can improve its retention






14. A person's perception of his or her own strengths - weaknesses - abilities - attitudes - and values.






15. The order in which students are called on by the teacher to answer questions during the course of a lesson.






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






17. Methods for learning - studying - or solving problems.






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






19. A previously neutral stimulus that evokes a particular response after having been paired with an unconditioned stimulus.






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






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






22. One who believes that other factors - such as luck - task difficulty - and other people's actions - cause success or failure






23. Programs that are designed to prepare disadvantaged children for entry into kindergarten and first grade.






24. 12 to 18 years (Erikson) 'Who am I?' is the big question






25. Process by which a learner gradually acquires expertise through interaction with an expert - with an adult or an older or more advanced peer.






26. In Piaget's theory of moral development - the stage at which children think that rules are unchangeable and that breaking them leads to automatic punishment.






27. An aversive stimulus following a behavior - used to decrease the chances that the behavior will occur again.






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






29. Inability to develop a clear direction or sense of self (Marcia)






30. 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.






31. The process of comparing oneself to other to gather information and to evaluate and judge one's abilities - attitudes - and conduct.






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






33. Students' attitude of readiness to begin a lesson






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






35. Devices or strategies for aiding the memory






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






37. Continuation (of behavior)






38. Designed to determine whether additional instruction is needed






39. 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.






40. Piaget - Vygotsky - Erikson - and Kohlberg






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






42. Kounin - the degree to which the teacher is aware of and responsive to student behavior at all times






43. Bandura states it has four phases: 1. attentional phase-paying attention to a model 2. retention phase-students watch the model and then practice 3. reproduction phase- try to match their behavior to the model's 4. motivational phase- student will co






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






45. Middle adulthood (Erikson). the interest in establishing and guiding the next generation.






46. Mental patterns that guide behavior (Piaget)






47. Explanation of memory that links recall of a stimulus with the amount of mental processing it receives.






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






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






50. Do not assign independent practice until you are sure students can do it - keep independent practice assignments short - give clear instructions - get students started and then avoid interruptions - monitor independent work - collects independent wor