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Test your basic knowledge |
Educational Psychology Vocab
Start Test
Study First
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. 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
mapping
identity vs. role confusion
review prerequisites
effective use of independent practice time
2. The degree to which an experiment's results can be attributed to the treatment in question - not to other factors.
fixed-interval schedule
internal validity
effective teaching
reinforcer
3. Basic requirements for physical and psychological well-being as identified by Maslow
reflexes
deficiency needs
fixed-ratio (FR) schedule
elaboration
4. The increase in levels of a behavior in the early stages of extinction.
choral responses
paired bilingual education
extinction burst
trust vs. mistrust
5. Mental repetition of information - which can improve its retention
cognitive development
rehearsal
long-term memory
control group
6. A method - such as questioning - that helps teachers find out whether students understand a lesson.
learning probes
cooperative play
autonomous morality
autonomy vs. doubt
7. Method of giving clear - firm - unhostile response to student misbehavior (Canter and Canter)...uses broken record
withitness
assertive discipline
sensorimotor stage
flashbulb memory
8. The concept that certain properties of an object (such as weight) remain the same regardless of changes in other properties (such as length).
conservation
mapping
scaffolding
compensatory preschool programs
9. Instruction felt to be adapted to the current developmental status of children (rather than to their age alone).
nformation-processing theory
review prerequisites
developmentally appropriate education
constructivism
10. Learned information that could be applied to a wide range of situations but whose use is limited to restricted - often artificial - applications.
inert knowledge
effective teaching
parallel play
intimacy vs. isolation
11. Memorization of facts or association that might be essentially arbitrary
keyword method
reciprocal teaching
between-class ability grouping
rote learning
12. The use of pleasant or unpleasant consequences to control the occurrence of behavior. (Skinner)
moral dilemmas
working memory capacity
operant conditioning
concept
13. Late adulthood (Erikson). people look back over their lifetime and come to the realization that one's life has been one's own responsibility. Despair occurs in those who regret the way they have led their lives.
learning
expectancy-valence model
mental set
integrity vs. despiar
14. Carryover of behaviors - skills - or concepts from one setting or task to another.
generalization
identity diffusion
formal operational stage
sensorimotor stage
15. A model of effective instruction that focuses on elements teachers can directly control: quality - appropriateness - incentive - and time.
QAIT model
expectancy theory
internal locus of control (self-efficacy)
primary reinforcer
16. The desire to experience success and to participate in activities in which success depends on personal effort and abilities
cognitive behavior modification
achievement motivation
autonomous morality
psychosocial theory
17. Stages 5 & 6 in Kohlberg's model of moral reasoning - in which individuals make moral judgments in realtion to abstract principles.
reflexes
variable
postconventional level of morality
development
18. Continuation (of behavior)
maintenance
self-esteem
development
cognitive learning theories
19. Theories describing human development as occurring through a fixed sequence of distinct - predictable stages governed by inborn factors.
discontinuous theories of development
formative evaluation
identity vs. role confusion
formal operational stage
20. Programs that are designed to prepare disadvantaged children for entry into kindergarten and first grade.
advance organizers
compensatory preschool programs
autonomy vs. doubt
intentionality
21. Symbols that cultures create to help people think - communicate and solve problems
small muscle development
sign systems
sensorimotor stage
paired bilingual education
22. Teacher works out an example of a problem on the board...modeling their thought process.
worked examples
formal operational stage
scaffolding
prosocial behaviors
23. The process of adjusting schemes in response to the environment by means of assimilation and accommodation. (Piaget)
adaptation
means-ends analysis
experimental group
antecedent stimuli
24. Something that can have more than one value - in a experiment researchers try to limit these to only that being tested.
variable
content integration
self-esteem
mediated learning
25. Strategies for learning in which initial letters of items to be memorized are made into a more easily remembered word or phrase.
intelligence
cooperative scripting
loci method
initial-letter strategies
26. The study of learning and teaching.
behavioral learning theories
short-term/ working memory
educational psychology
self-esteem
27. Helping students understand how the knowledge we take in is influence by our origins and points of view.
advance organizers
knowledge construction
class inclusion
effective teaching
28. A thinking skills program in which students work through a series of paper-and-pencil exercises that are designed to develop various intellectual abilities.
retroactive inhibition
instrumental enrichment
prosocial behaviors
schema theory
29. A parts of long-term memory that stores facts and general knowledge
semantic memory
fixed-interval schedule
strategies to enhance intrinsic motivation
educational psychology
30. Wait for students to respond - avoid unnecessary achievement distinctions among students - and treat all students equally.
preoperational stage
communicating positive expectations
demonstrations - models - and illustrations
prosocial behaviors
31. Rewarding or punishing one's own behavior.
autonomy vs. doubt
self-regulation
equilibration
treatment
32. Interaction of individual differences in learning with particular teaching methods.
aptitude-treatment interaction
self-actualization
untracking
primacy effect
33. Knowledge about one's own learning or about how to learn ('thinking about thinking')
autonomous morality
metacognition
serial learning
constructivism
34. A pleasurable consequence that maintains or increases a behavior.
developmentally appropriate education
top-down processing
reinforcer
effective use of independent practice time
35. Active focus on certain stimuli to the exclusion of others
review prerequisites
Skinner box
attention
growth needs
36. The weakening and eventual elimination of a learned behavior as reinforcement is withdrawn.
Joplin Plan
heteronomous morality
extinction
regrouping
37. Stages 1 and 2 in Kohlberg's model of moral reasoning - in which individuals make moral judgements in their own interests.
within-class ability grouping
fixed-ratio (FR) schedule
preconventional level of morality
conservation
38. Students begin with complex problems to solve and then work out or discover (with the teacher's guidance) the basic skills required.
note-taking
top-down processing
metacognitive skills
two-way bilingual education
39. A person's perception of his or her own strengths - weaknesses - abilities - attitudes - and values.
self-concept
self-regulation
affective objectives
concrete operational stage
40. Work that students are assigned to do independently during class.
maintenance
seatwork
recency effect
scaffolding
41. Students are taught primarily or entirely in English
english immersion
vicarious learning
note-taking
modeling
42. Reinforcement schedule in which desired behavior is rewarded following an unpredictable number of behaviors.
mapping
variable-ratio (VR) schedule
paired-associate learning
expectancy theory
43. The fact that an object exists even if it is out of sight.
interference
between-class ability grouping
object permanence
accommodation
44. Explanations of learning that emphasize observable changes in behavior.
control group
transitional bilingual education
cooperative play
behavioral learning theories
45. Events that precede behaviors
antecedent stimuli
Maslow's Hierarchy of Needs
proactive facilitation
expectancy-valence model
46. A state of consolidation reflecting conscious - clear-cut decisions concerning occupation and ideology. (Marcia)
preconventional level of morality
identity achievement
critical thinking
effective use of independent practice time
47. A person's eight separate abilities: logical/mathematical - linguistic - musical - naturalist - spatial - bodily/kinesthetic - interpersonal - and intrapersonal. (Garner)
multiple intelligences
Maslow's Hierarchy of Needs
schemes
transitional bilingual education
48. 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)
schedule of reinforcement
self-regulated learners
constructivist theories of learning
process-product studies
49. Learning of a list of items in any order.
zone of proximal development
removal punishment
initiative vs. guilt
free-recall learning
50. Assessments that rate how thoroughly students have mastered specific skills or areas of knowledge
dual code theory of memory
prosocial behaviors
modeling
criterion-references interpretations