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






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






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






4. Learning based on the observation of the consequences of others' behavior.






5. Learning process in which individuals physically carry out tasks.






6. The components of memory in which large amounts of information can be stored for long periods of time.






7. Dual language models teach all students in both English and another language.






8. The goals of students who are motivated primarily by a desire to gain recognition from others and to earn good grades.






9. Group that receives the treatment during an experiment.






10. 12 to 18 years (Erikson) 'Who am I?' is the big question






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






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






13. 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






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






15. Memorization of a series of items in a particular order.






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






17. A stimulus that naturally evokes a particular response






18. 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.






19. The tendency for items at the beginning of a list to be recalled more easily that other items.






20. A system of accommodating student differences by diving a class of students into two or more ability groups for instruction in certain subject areas.






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






22. Responses to questions made by an entire class in unison






23. 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






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






25. A level of rapidity and ease such that tasks can be performed or skills utilized with little mental effort.






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






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






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






29. A consequence that people learn to value through its association with a primary reinforcer.






30. Simple to complex: knowledge (recall) - comprehension (translating - interpreting - or extrapolating) - application (using principles or abstractions to solve novel or real-life problems) - analysis (breaking down complex information or ideas into si






31. Stage at which children learn to represent things in the mind. (Piaget: ages 2-7)






32. Actions that show respect and caring for others.






33. Students are encouraged to discover principles for themselves






34. Final evaluations of students' achievement of an objective






35. Research study aimed at identifying and gathering detailed information about something of interest.






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






37. Support for learning and problem solving; might include clues - reminders - encouragement - breaking the problem down into steps - providing an example - or anything else that allows the student to grow in independence as a learner.






38. A thinking skills program in which students work through a series of paper-and-pencil exercises that are designed to develop various intellectual abilities.






39. A set of principles that relates to social environment to psychological development (Erikson is viewed this way)






40. Measure of the match between the content of a test and the content of the instruction that preceded it.






41. A strategy for improving memory by using images to link pairs of items.






42. A person's interpretation of stimuli






43. Children at this stage have the dual desire to hold on and to let go. Overly restrictive and harsh parents can give children a sense of powerlessness and doubt in their abilities. 18 months to 3 years (Erikson)






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






45. Theory stating that information is stored in long-term memory in schemata (networks of connected facts and concepts) - which provide a structure for making sense of new information.






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






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






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






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






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