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Test your basic knowledge |
Educational Psychology Vocab
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Subject
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teaching
Instructions:
Answer 50 questions in 15 minutes.
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Match each statement with the correct term.
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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. Length of time that a teacher waits for a student to answer a question
zone of proximal development
wait time
recency effect
concept
2. A pleasurable consequence that maintains or increases a behavior.
primacy effect
self-concept
reinforcer
operant conditioning
3. A strategy for memorization in which images are used to link list of facts to a familiar set of words or numbers.
elaboration
pegword method
independent practice
random assignment
4. A person's perception of his or her own strengths - weaknesses - abilities - attitudes - and values.
self-concept
Blooms Taxonomy
analogies
private speech
5. A stimulus that naturally evokes a particular response
negative correlation
unconditioned stimulus
metacognitive skills
learned helplessness
6. Stage at which one can deal abstractly with hypothetical situations and can reason logically. (Piaget: ages 11 to adulthood)
mapping
formal operational stage
self-actualization
means-ends analysis
7. Stages 3 & 4 of Kohlberg's model of moral reasoning - in which individuals make moral judgements in consideration of others.
review prerequisites
multiple intelligences
conventional level of morality
knowledge construction
8. 12 to 18 years (Erikson) 'Who am I?' is the big question
trust vs. mistrust
meaningful learning
schedule of reinforcement
identity vs. role confusion
9. Research approach in which the teaching practices of effective teachers are recorded through classroom observation
process-product studies
demonstrations - models - and illustrations
constructivism
learning
10. View of cognitive development that emphasizes the active role of learners in building their own understanding of reality. (Piaget's theory of development)
Maslow's Hierarchy of Needs
constructivism
recency effect
neutral stimuli
11. Reinforcement schedule in which desired behavior is rewarded following an unpredictable number of behaviors.
autonomous morality
identity achievement
moratorium
variable-ratio (VR) schedule
12. Expressing clear expectations - providing clear feedback - providing immediate feedback - providing frequent feedback - increasing the value and availability of extrinsic motivators
principles for providing extrinsic incentives
theory
conventional level of morality
conditioned stimulus
13. Measure of the match between the content of a test and the content of the instruction that preceded it.
paired-associate learning
norm-referenced interpretations
pegword method
content evidence
14. A level of rapidity and ease such that tasks can be performed or skills utilized with little mental effort.
automaticity
removal punishment
sensory register
internal validity
15. Play that occurs alone.
intelligence quotient (IQ)
development
solitary play
formative evaluation
16. Instruction tailored to particular students' needs - in which each student works at her or his own level and rate.
individualized instruction
cognitive behavior modification
achievement motivation
primary reinforcer
17. Play in which children engage in the same activity side by side but with very little interaction or mutual influence.
associative play
equilibration
parallel play
assimilation
18. Mental repetition of information - which can improve its retention
QAIT model
rehearsal
english immersion
laboratory experiment
19. Technique in which fact or skills to be learned are repeated often over a concentrated period of time.
flashbulb memory
massed practice
behavior-content matrix
randomized field experiment
20. The use of pleasant or unpleasant consequences to control the occurrence of behavior. (Skinner)
operant conditioning
proactive inhibition
principles for providing extrinsic incentives
Maslow's Hierarchy of Needs
21. State learning objectives and orient students to the lesson.
conditioned stimulus
reciprocal teaching
parts of a direct instruction lesson
retroactive inhibition
22. Stages 5 & 6 in Kohlberg's model of moral reasoning - in which individuals make moral judgments in realtion to abstract principles.
note-taking
worked examples
zone of proximal development
postconventional level of morality
23. 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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24. Mental patterns that guide behavior (Piaget)
communicating positive expectations
schemes
postconventional level of morality
class inclusion
25. Active focus on certain stimuli to the exclusion of others
compensatory preschool programs
solitary play
attention
constructivist theories of learning
26. Students' attitude of readiness to begin a lesson
performance goals
mental set
metacognitive skills
private speech
27. Representing the main points of material in a hierarchical format.
negative correlation
outlining
compensatory preschool programs
behavior-content matrix
28. Relationship in which high levels of one variable correspond to low levels of another.
negative correlation
verbal learning
reflectivity
effective use of independent practice time
29. Children are taught reading or other subjects in their native language for a few years and then transitioned to English
transitivity
affective objectives
positive correlation
transitional bilingual education
30. Paying attention to only one aspect of an object or situation.
centration
variable
short-term/ working memory
unconditioned stimulus
31. The application of knowledge acquired in one situation to new situations.
external validity
transfer of learning
procedural memory
cognitive apprenticeship
32. Young adulthood (Erikson) Learning how to share their life with another.
multiple intelligences
preconventional level of morality
presentation punishment
intimacy vs. isolation
33. Orderly and lasting growth - adaptation - and change over the course of a lifetime.
deficiency needs
Joplin Plan
antecedent stimuli
development
34. According to Erikson - the set of critical issues that individuals must address as they pass through each of the eight life stages.
psychosocial crisis
metacognitive skills
rote learning
schemata
35. Component of instruction in which students work by themselves to demonstrate and rehearse new knowledge.
worked examples
independent practice
sign systems
process-product studies
36. A study strategy that has students preview - question - read - reflect - recite - and review material.
PQ4R method
mnemonics
major stage theorists
distributed practice
37. Piaget - Vygotsky - Erikson - and Kohlberg
major stage theorists
self-regulated learners
free-recall learning
attention
38. Explanations of learning that focus on mental processes
classical conditioning
readiness training
cognitive learning theories
inferred reality
39. Responses to questions made by an entire class in unison
criterion-related evidence
short-term/ working memory
moratorium
choral responses
40. The degree to which teachers feel that their own efforts determine the success of their students.
expectancy-valence model
teacher efficacy
extinction
self-regulated learners
41. General aptitude for learning - often measured by the ability to deal with abstractions and to solve problems.
control group
bottom-up processing
intelligence
performance goals
42. In Kohlberg's theory of moral reasoning - hypothetical situations that require a person to consider values or right and wrong.
growth needs
moral dilemmas
solitary play
dual code theory of memory
43. The process of connecting new material to information or ideas already in the learner's mind.
formal operational stage
Skinner box
recency effect
elaboration
44. The goal of infancy is to develop a basic trust in the world. Birth to 18 months (Erikson)
educational psychology
psychosocial crisis
trust vs. mistrust
procedural memory
45. A model of effective instruction that focuses on elements teachers can directly control: quality - appropriateness - incentive - and time.
QAIT model
randomized field experiment
loci method
single-case experiment
46. Development of motor skills such as running or throwing - which involve the limbs and large muscles. (early childhood)
intelligence
learned helplessness
large muscle development
interference
47. The fact that an object exists even if it is out of sight.
sensorimotor stage
psychosocial theory
parts of a direct instruction lesson
object permanence
48. Work that students are assigned to do independently during class.
retroactive inhibition
seatwork
QAIT model
self-regulated learners
49. Values computed from raw scores that relate students' performances to those of a norming group
initiative vs. guilt
self-esteem
derived scores
intimacy vs. isolation
50. 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
demonstrations - models - and illustrations
experiment
expectancy theory
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