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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. 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)






2. Students are encouraged to discover principles for themselves






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






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






5. Component of instruction in which students work by themselves to demonstrate and rehearse new knowledge.






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






7. In Piaget's theory of moral development - the stage at which a person understands that people make rules and that punishments are not automatic.






8. Modifying existing schemes to fit new situations. (Piaget)






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






10. Withdrawal of a pleasant consequence that is reinforcing a behavior - designed to decrease the chances that the behavior will recur.






11. Explanation of the relationship between factors - such as the effects of alternative grading systems on student motivation.






12. Degree to which results of an experiment can be applied to a real-life situations.






13. 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


14. An adolescent's premature establishment of an identity based on parental choices - not his or her own (Marcia)






15. Use of direct - simple - and well-organized language to present concepts.






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






17. A special program that is the subject of an experiment.






18. Instruction in the background skills and knowledge that prepare children for formal teaching later.






19. Signals as to what behavior(s) will be reinforced or punished. (also know as antecedent stimuli)






20. Research into the relationships between variables as they naturally occur.






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






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






23. A critical goal of multicultural education; involves development of positive relationships and tolerant attitudes among students of different backgrounds.






24. 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.






25. Approach to teaching in which the teacher transmits information directly to the students; lessons are goal oriented and structured by the teacher.






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






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






28. Group that receives no special treatment during an experiment.






29. Research carried out by educators in their own classrooms or schools.






30. In Kohlberg's theory of moral reasoning - hypothetical situations that require a person to consider values or right and wrong.






31. Research + common sense






32. Basic requirements for physical and psychological well-being as identified by Maslow






33. Basic skills are gradually build into more complex skills.






34. The concept that certain properties of an object (such as weight) remain the same regardless of changes in other properties (such as length).






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






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






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






38. A focus on having students in mixed-ability groups and holding them to high standards but providing many ways for students to reach those standards






39. Wait for students to respond - avoid unnecessary achievement distinctions among students - and treat all students equally.






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






41. The use of pleasant or unpleasant consequences to control the occurrence of behavior. (Skinner)






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






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






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






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






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






47. Values computed from raw scores that relate students' performances to those of a norming group






48. Designed to determine whether additional instruction is needed






49. Variables for which there is no relationship between high/low levels of one and high/low levels of the other.






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