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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. 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






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






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






4. The increase in levels of a behavior in the early stages of extinction.






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






6. A method - such as questioning - that helps teachers find out whether students understand a lesson.






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






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






9. Instruction felt to be adapted to the current developmental status of children (rather than to their age alone).






10. Learned information that could be applied to a wide range of situations but whose use is limited to restricted - often artificial - applications.






11. Memorization of facts or association that might be essentially arbitrary






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






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.






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






15. A model of effective instruction that focuses on elements teachers can directly control: quality - appropriateness - incentive - and time.






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






17. Stages 5 & 6 in Kohlberg's model of moral reasoning - in which individuals make moral judgments in realtion to abstract principles.






18. Continuation (of behavior)






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






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






21. Symbols that cultures create to help people think - communicate and solve problems






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






23. The process of adjusting schemes in response to the environment by means of assimilation and accommodation. (Piaget)






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






25. Strategies for learning in which initial letters of items to be memorized are made into a more easily remembered word or phrase.






26. The study of learning and teaching.






27. Helping students understand how the knowledge we take in is influence by our origins and points of view.






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.






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






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






31. Rewarding or punishing one's own behavior.






32. Interaction of individual differences in learning with particular teaching methods.






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






34. A pleasurable consequence that maintains or increases a behavior.






35. Active focus on certain stimuli to the exclusion of others






36. The weakening and eventual elimination of a learned behavior as reinforcement is withdrawn.






37. Stages 1 and 2 in Kohlberg's model of moral reasoning - in which individuals make moral judgements in their own interests.






38. Students begin with complex problems to solve and then work out or discover (with the teacher's guidance) the basic skills required.






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






40. Work that students are assigned to do independently during class.






41. Students are taught primarily or entirely in English






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






43. The fact that an object exists even if it is out of sight.






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






45. Events that precede behaviors






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






47. A person's eight separate abilities: logical/mathematical - linguistic - musical - naturalist - spatial - bodily/kinesthetic - interpersonal - and intrapersonal. (Garner)






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)






49. Learning of a list of items in any order.






50. Assessments that rate how thoroughly students have mastered specific skills or areas of knowledge