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Stack #1017897
Educational Psychology
| Question | Answer |
|---|---|
| the study of learning and teaching | Education Psychology |
| the study of teaching and learning with application to the instructional process | pedagogy |
| doing things for a purpose | intentionality |
| the degree to which teachers feel that their own efforts determine the success of their students | teacher efficacy |
| evaluation of conclusions through logical and systematic examination of the problem, the evidence, and the solution. | critical-thinking |
| explanation of the relationship between factors, such as the effects of alternative grading systems on student motivation. | principle |
| a set of principles that explains and relates certain phenomena | theory |
| a special program that is the subject of an experiment. | treatment |
| something that can have more than one value | variable |
| procedure used to test the effect of a treatment. | experiment |
| selection by chance into different treatment groups; intended to ensure equivalence of the groups | random assignment |
| experiment in which conditions are highly controlled | laboratory experiment |
| the degree to which an experiment's results can be attributed to the treatment in question rather than other factors | internal validity |
| experiment conducted under realistic conditions in which individuals are assigned by chance to receive different practical treatments or programs | randomized field experiment |
| group that receives treatment during an experiment | experimental group |
| group that receives no special treatment during an experiment | control group |
| degree to which results of an experiment can be applied to real-life situations. | external validity |
| experiment that studies a treatment's effect on one person or one group by contrasting behavior before, during, and after application of the treatment. | single-care experiment |
| research into the relationships between variables as they naturally occur. | correlation study |
| relationship which high levels of one variable correspond to high levels of another | positive correlation |
| relationship in which high levels of one variable correspond to low levels of another | negative correlation |
| variables for which there is no relationship between levels of one compared to another. | uncorrelated variables |
| research study aimed at identifying and gathering detailed information about a topic of interest. | descriptive research |
| research carried out by educators in their own classrooms of schools. | action research |
| orderly and lasting growth, adaptation and change over the course of a lifetime. | development |
| theories based on the belief that human development progresses smoothly and gradually from infancy to adulthood(environmentally effected) | continuous theories of development |
| theories describing human development as occurring through fixed sequence of distinct, predictable stages governed by inborn factors. (development is fixed ,non-environmental) | discontinuous theories of development: |
| gradual, orderly changes by which mental processes become more complex and sophisticated | cognitive development |
| mental patterns that guide behavior | schemes |
| the process of adjusting schemes in response to the environment by means of assimilation and accommodation | adaptation |
| understanding new experiences in terms of existing schemes | assimilation |
| modifying existing schemes to fit new situations | accommodation |
| the process of restoring balance between present understanding and new experiences. | equilibration |
| stage during which infants learn about their surroundings by using their senses and motor skills | sensorimotor stage |
| inborn automatic responses to stimuli | reflexes |
| understanding that an object exists even if it is out of sight | object permanence |
| stage at which children learn to represent things in the mind. | preoperational stage |
| the concept that certain properties of an object (such as weight) remain the same regardless of changes in other properties (such as length) | conservation |
| paying attention to only one aspect of an object or situation. | centration |
| the ability to perform a mental operation and then reverse one's thinking to return to the starting point | reversibility |
| believing that everyone views the world as you do | egocentric |
| stage at which children develop the capacity for logical reasoning and understanding of conservation but can use these skills only in dealing with familiar situations | concrete operational stage |
| the meaning of stimuli in the context of relevant information. | inferred reality |
| arranging objects in sequential order according to one aspect, such as size, weight, or volume. | seriation |
| a skill learned during the concrete operational stage of cognitive development in which individuals can mentally arrange and compare objects | transitivity |
| stage at which one can deal abstractly with hypothetical situations and reasons logically. | formal operational stage |
| instruction felt to be adapted to the current developmental status of children (rather than to their age alone) | developmentally appropriate education |
| symbols that cultures create to help people think, communicate, and solve problems. | sign systems |
| the ability to think and solve problems without the help of others. | self-regulation |
| children's self-talk, which guides their thinking and action; eventually internalized as silent inner speech. | private speech |
| level of development immediately above a person's present level. | zone of proximal development |
| 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. | scaffolding |
| knowledge and skills relating to reading that children usually develop from experience with books and other print media before the beginning of formal reading instruction in school. | emergent literacy |
| any individuals whose physical, mental or behavioral performance is so different from the norm-either higher or lower-that additional services are needed to meet the individuals' needs | Learners with exceptionalities |
| The limitation of a function, such as cognitive processing or physical or sensory abilities. | Disability |
| A condition imposed on a person with disabilities by society, the physical environment, or the person's attitude | Handicap |
| disorders that impede academic progress of people who are not mentally retarded or emotionally disturbed | learning disabilities |
| A disorder characterized by difficulties maintaining attention because of a limited ability to concentrate; includes impulsive actions and hyperactive behavior | attention deficit hyperactivity disorder (ADHD): |
| oral articulation problems, occurring most frequently among children in the early elementary school grades. | speech disorders |
| impairments in one's ability to understand language or to express ideas in one's native language | language disorders |
| exceptionalities characterized by problems with learning, interpersonal relationships, and control of feelings and behavior | emotional and behavioral disorders |
| socioemotional and behavioral disorders that are indicated in individuals who, for example, are chronically disobedient or disruptive | conduct disorders |
| a category of disability that significantly affects social interaction, verbal and nonverbal communication, and educational performance | autism |
| problems with the ability to receive information through the body's senses | sensory impairments |
| degree of uncorrectable inability to see well | vision loss |
| degree of deafness; uncorrectable inability to hear well | hearing disabilities |
| exceptional intellectual ability; creativity or talent | giftedness: |
| rapid promotion through advanced studies for students who are gifted or talented | acceleration programs |
| programs in which assignments or activities are designed to broaden or deepen the knowledge of students who master classroom lessons quickly | enrichment programs |
| programs that address the needs of students with mental, emotional, or physical disabilites | special education |
| a program tailored to the needs of a learner with exceptionalities. | individualized education program (IEP) |
| process in which professionals work cooperatively to provide educational services | collaboration |
| policies in which struggling children are given intensive assistance and evaluated for possible special-education services only if they fail to respond | response to intervention |
| use effective teaching methods and to broaden the range of students who can succeed without any special interventions | Tier 1 (Prevention) |
| Immediate Intervention: provide students with help, targeted at their needs, rather than considering Special Education. The student would receive one on one tutoring or small group help. | Tier 2 (Immediate Intervention) |
| for student who have not made progress in Tiers 1 and 2. These children are at risk for special education or retention. This Tier is similar to Tier 2 except that more time is spent giving the child help. | Tier 3 (Intensive Intervention) |
| arrangement whereby students who have disabilities or are at risk receive all their instruction in a general education setting; support services are brought to the student | full inclusion |
| the language, attitudes, ways of behaving, and other aspects of life that characterize a group of people. | culture |
| a measure of prestige within a social group that is most often based on income and education | socioeconomic status (SES): |
| a group within a larger society that sees itself as having a common history, social and cultural heritage, and traditions, often based on race, religion, language, or national identity. | ethnic group |
| a history, culture, and sense of identity shared by a group of people. | ethnicity |
| visible genetic characteristics of individuals that cause them to be seen as members of the same broad group | race |
| an ethnic or social group, members of which are less likely than other groups to experience economic security or power. | underrepresented group |
| In the US, native speakers of any language other than English. | language minority |
| possessing limited mastery of English | limited English proficient (LEP) |
| Students in U.S. schools who are not native speakers of English | English learners (EL) |
| Instructional program for students who speak little or no English in which some instruction is provided in the native language. | bilingual education |
| education that teaches the value of cultural diversity | multicultural education |
| Teachers' use of examples, data, and other information from a variety of cultures | content integration |
| Helping students understand how the knowledge we take in is influenced by our origins and points of view. | knowledge construction |
| a critical goal of multicultural education; involves development of positive relationships and tolerant attitudes among students of different backgrounds. | prejudice reduction |
| teaching techniques that facilitate the academic success of students from different ethnic and social class groups. | equity pedagogy |
| a school culture in which the institution's organization and practices are conducive to the academic and emotional growth of all students. | empowering school culture |
| socially approved behavior associated with one gender as opposed to the other. | sex-role behavior |
| stereotypical views and differential treatment of males and females, often favoring one gender over the other | gender bias |
| general aptitude for learning, often measured by the ability to deal with abstractions and to solve problems | intelligence |
| An intelligence test score that for people of average intelligence should be near 100 | intelligence quotient (IQ) |
| in Gardner's theory of intelligence, a person's nine separate abilities: logical/mathematical, linguistic, musical, naturalist, spatial, bodily/knesthetic, interpersonal, intrapersonal, and existential | multiple intelligence |
| interaction of individual difference in learning with particular teaching methods. | aptitude-treatment interaction |
| Environmental conditions that activate the senses | stimuli |
| A stimulus that naturally evokes a particular response | unconditioned stimulus |
| a behavior that is prompted automatically by a stimulus | unconditioned response |
| stumuli that have no effect on a particular response | neutral stimuli |
| a previously neutral stimulus that evokes a particular response after having been paired with an unconditioned stimulus | conditioned stimulus |
| the process of repeatedly associating a previously neutral stimulus with an unconditioned stimulus in order to evoke a conditioned response | classical conditioning |
| the use of pleasant or unpleasant consequences to control the occurrence of behavior | operant conditioning |
| An apparatus developed by B.F. Skinner for observing animal behavior in experiments of operant conditioning. | Skinner Box |
| pleasant of unpleasant conditions that follow behaviors and affect the frequency of future behaviors | consequences |
| a pleasureable consequence that maintains or increases a bahavior | reinforcer |
| food,water, or other consequence that satisfies a basic need | primary reinforcer |
| a consequence that people learn to value through its association with a primary reinforcer | secondary reinforcer |
| pleasurable consequence given to strengthen behavior | positive reinforcer |
| release from an unpleasant situation given to stregthen behavior | negative reinforcer |
| Rule stating that enjoyable activities can be used to reinforce participation in less enjoyable activites | Premack Principle |
| behaviors that a person enjoys engaging in for their own sake, without any other reward. | intrinsic reinforcers |
| praise or rewards given to motivate people to engage in behavior that they might not do otherwise | extrinsic reinforcers |
| unpleasant consequences used to weaken behavior | punsihment |
| an unpleasant consequence that a person tries to avoid or escape | aversive stimulus |
| an aversive stimulus following a behavior, used to decrease the chances that the behaviour will occur again. | presentation punishment |
| withdrawal of a pleasant consequence that may be reinforcing a behaviour, designed to decrease the chances that the behavior will recur | removal punishment |
| procedure of charging misbehaving students against their free time or other privileges | response cost |
| procedure of removing a student from a situation in which misbehavior was being reinforced | time out |
| explanations of learning that emphasize observable changes in behavior | behavioral learning theories |
| learning theories that emphasize not only reinforcement but also the effects of cues on thought and of thought on action | social learning theories |
| explanations of learning that focus on mental processes | cognitive learning theories |
| a change in an individual that results from experience | learning |
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lookinazzlilboy7
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