EducPsych Santrock A-D Flashcards
(100 cards)
1
Q
Piagetian concept of adjusting
schemas to fi t new information and
experiences.
A
accommodation
2
Q
A test that measures what
the student has learned or what skills the student
has mastered.
A
achievement test
3
Q
Research used to solve a
specific classroom or school problem, improve teaching and other educational strategies, or make a decision at a specific level.
A
action research
4
Q
A listening style that gives
full attention to the speaker and notes both the intellectual and emotional content of the message.
A
active listening
5
Q
Teaching activities and techniques that establish a framework and orient students to material before it is presented.
A
advance organizers
6
Q
Strategies that guarantee a solution to a problem.
A
algorithms
7
Q
Reliability judged by giving different forms of the same
test on two different occasions to the same group of students to determine how consistent their scores are.
A
alternate-forms reliability
8
Q
An unselfish interest in helping another
person.
A
altruism
9
Q
Th e seat of emotions in the brain.
A
amygdala
10
Q
A correspondence in some respects between otherwise dissimilar things.
A
analogy
11
Q
The presence of positive masculine and feminine characteristics in the same
individual.
A
androgyny
12
Q
Application of the principles of operant conditioning to change human behavior.
A
applied behavior analysis
13
Q
A type of test that is used to predict a student’s ability to learn a skill or accomplish something with further education and training.
A
aptitude test
14
Q
Problems in pronouncing
sounds correctly.
A
articulation disorders
15
Q
A relatively mild autism
spectrum disorder (ASD) in which there is relatively good verbal language, mild nonverbal language problems, a restricted range of interests and relationships, and frequent repetitive routines.
A
Asperger syndrome
16
Q
Piagetian concept of the incorporation of new information into existing
knowledge (schemas).
A
assimilation
17
Q
Learning that two
events are connected (associated).
A
associative learning
18
Q
A model of memory that involves a sequence of three stages: sensory memory, short-term memory, and
long-term memory.
A
Atkinson-Shiffrin model
19
Q
A disability in which children
consistently show one or more of the following characteristics over a period of time: (1) inattention, (2) hyperactivity, and (3) impulsivity.
A
attention deficit hyperactivity disorder (ADHD)
20
Q
The focusing of mental resources.
A
attention
21
Q
Th e theory that individuals
are motivated to discover the underlying causes of their own behavior and performance.
A
attribution theory
22
Q
A classroom arrangement
style in which all students sit facing the teacher.
A
auditorium style
23
Q
Evaluating a student’s
knowledge or skill in a context that approximates the real world or real life as closely as possible.
A
authentic assessment
24
Q
A management style that is restrictive and punitive, with the focus mainly on keeping
order in the classroom rather than instruction or learning.
A
authoritarian classroom management style
25
A restrictive and punitive parenting style in which there is little verbal exchange between parents and children; associated with children’s social incompetence.
authoritarian parenting
26
A management style that encourages students to be independent thinkers and doers but still provides effective monitoring. Authoritative teachers engage students in considerable verbal give-and-take and show a caring attitude toward them. However, they still set limits when necessary.
authoritative classroom management style
27
A positive parenting style that encourages children to be independent but still places limits and controls on their actions; extensive verbal give-and-take is allowed; associated with children’s social competence.
authoritative parenting
28
Also called pervasive developmental disorders, they range from the severe disorder labeled autistic
disorder to the milder disorder called Asperger syndrome. Children with these disorders are characterized by problems in
social interaction, verbal and nonverbal communication, and repetitive behaviors.
autism spectrum disorders (ASD)
29
A severe autism spectrum
disorder (ASD) that has its onset in the first three years of life and includes deficiencies in social relationships, abnormalities in communication, and restricted, repetitive, and stereotyped patterns of behavior.
autistic disorder
30
The ability to process information with little or no eff ort.
automaticity
31
Occurs when the individual looks back to a previous situation for information to solve a problem in a new context.
backward-reaching transfer
32
Statements that communicate proposed changes in students’ behavior
to reach desired levels of performance.
behavioral objectives
33
Th e view that behavior should be explained by observable experiences, not
by mental processes.
behaviorism
34
Th e tendency to hold on
to a belief in the face of contradictory evidence.
belief perseverance
35
A portfolio that showcases
the student’s most outstanding work.
best-work portfolio
36
Grouping students based on their ability or achievement.
between-class ability grouping (tracking)
37
Openness, conscientiousness, extraversion, agreeableness,
and neuroticism (emotional stability).
“Big Five” factors of personality
38
Developed by Benjamin
Bloom and colleagues; classifies educational objectives into three domains—cognitive, affective, and psychomotor.
Bloom’s taxonomy
39
A moral perspective that
focuses on connectedness and relationships among people; Gilligan’s approach reflects a care perspective.
care perspective
40
An in-depth look at an individual.
case study
41
A number that provides information about the average, or typical, score in a set of data.
central tendency
42
Focusing, or centering, attention on one characteristic to the exclusion of all others; characteristic of preoperational thinking.
centration
43
A disorder that involves a
lack of muscle coordination, shaking, or unclear speech.
cerebral palsy
44
A direct approach to moral education that involves teaching students basic moral literacy to prevent them from engaging in immoral behavior and doing harm to themselves or others.
character education
45
Children with aboveaverage
intelligence (usually defined as an IQ of 130 or higher) and/or superior talent in some domain such as art, music, or mathematics.
children who are gifted
46
Grouping, or “packing,” information into “higher-order” units that can be remembered as single units.
chunking
47
A form of associative
learning in which a neutral stimulus becomes associated with a meaningful stimulus and acquires the capacity to elicit a similar response.
classical conditioning
48
A classroom arrangement style in which small numbers of students (usually four to eight) work in small, closely bunched groups.
cluster style
49
A relationship in which an expert stretches and supports a novice’s understanding and use of a culture’s skills.
cognitive apprenticeship
50
Changing behavior by getting individuals to monitor,
manage, and regulate their own behavior rather than letting it be controlled by external factors.
cognitive behavior approaches
51
An approach to moral education based on the belief that students should value things such as democracy
and justice as their moral reasoning develops; Kohlberg’s theory has served as the foundation for many cognitive moral education efforts.
cognitive moral education
52
A set of values that support the group.
collectivism
53
Organizers that introduce new material by connecting it
with the students’ prior knowledge.
comparative advance organizers
54
Th e idea that people are motivated to deal effectively with their environment, to master their world, and to process information efficiently.
competence motivation
55
A visual presentation of a
concept’s connections and hierarchical organization.
concept map
56
They group objects, events, and characteristics on the basis of common properties.
concepts
57
Piaget’s third cognitive developmental stage, occurring between about 7 to 11 years of age. At this stage,
the child thinks operationally, and logical reasoning replaces intuitive thought but only in concrete situations; classification skills are present, but abstract problems present difficulties.
concrete operational stage
58
Th e relation between a
test’s scores and other criteria that are currently (concurrently) available.
concurrent validity
59
Th e tendency to search
for and use information that supports our ideas rather than refutes them.
confirmation bias
60
Th e idea that some characteristic of an object stays the same even though the object might change in appearance; a cognitive ability that develops in the concrete operational stage, according to Piaget.
conservation
61
Items that require students to write out information rather than select a response from a menu.
constructed-response items
62
A learner-centered approach to learning that emphasizes the importance
of individuals actively constructing knowledge and understanding with guidance
from the teacher.
constructivist approach
63
Th e extent to which there is evidence that a test measures a particular construct. A construct is an unobservable
trait or characteristic of a person, such as intelligence, learning style, personality,
or anxiety.
construct validity
64
A test’s ability to sample the
content that is to be measured.
content validity
65
The issue regarding whether development involves gradual, cumulative change (continuity) or distinct stages (discontinuity).
continuity-discontinuity issue
66
Putting reinforcement contingencies into writing.
contracting
67
The group whose experience
is treated in every way like the experimental group except for the manipulated factor.
control group
68
Th e second, or intermediate,
level in Kohlberg’s theory of
moral development. At this level, individuals abide by certain standards (internal), but they are the standards of others such as parents or
the laws of society (external). Th e conventional level consists of two stages: mutual interpersonal expectations, relationships, and interpersonal conformity (stage 3) and social systems morality (stage 4).
conventional reasoning
69
Th inking with the aim of producing one correct answer. This is usually
the type of thinking required on conventional intelligence tests.
convergent thinking
70
Learning that occurs
when students work in small groups to help each other learn.
cooperative learning
71
Where fibers connect the
brain’s left and right hemispheres.
corpus callosum
72
Research that describes
the strength of the relation between two or more events or characteristics.
correlational research
73
Th e ability to think about something in novel and unusual ways and come
up with unique solutions to problems.
creativity
74
A grading system based on a certain grade for a certain
level of performance regardless of any comparison
with the work of other students.
criterion-referenced grading
75
Standardized tests in which the student’s performance is compared with established criteria.
criterion-referenced tests
76
A test’s ability to predict a
student’s performance as measured by other assessments or criteria.
criterion validity
77
Th inking reflectively and
productively and evaluating the evidence.
critical thinking
78
Studies that compare what happens in one culture with what happens in one or more other cultures; they provide information about the degree to which people are similar and to what degree behaviors
are specific to certain cultures.
cross-cultural studies
79
Retrieval failure
caused by a lack of effective retrieval cues.
cue-dependent forgetting
80
Th e theory that new learning
involves the creation of a neurochemical memory trace, which will eventually disintegrate. Thus, decay theory suggests that the passage of time is responsible for forgetting.
decay theory
81
Evaluating alternatives and
making choices among them.
decision making
82
The conscious recollection
of information, such as specific facts or events that can be verbally communicated.
declarative memory
83
Reasoning from the
general to the specific.
deductive reasoning
84
Involve whether students
approach learning materials in a way that helps them understand the meaning of
the materials (deep style) or to learn only what needs to be learned (surface style).
deep/surface styles
85
Th e factor that is measured
in an experiment.
dependent variable
86
Mathematical procedures that are used to describe and summarize data (information) in a meaningful way.
descriptive statistics
87
Education based on knowledge of the typical development of children within an age span (age appropriateness) as well as the uniqueness of the child (individual appropriateness).
developmentally appropriate practice
88
Th e pattern of biological, cognitive, and socioemotional processes that begins at conception and continues through the life span. Most development involves growth,
although it also eventually involves decay (dying).
development
89
Involves recognizing individual variations in students’ knowledge, readiness, interests, and other characteristics, and taking these differences
into account when planning curriculum and engaging in instruction.
differentiated instruction
90
A temperament style in which
the child tends to react negatively, cries frequently,
engages in irregular routines, and is slow to accept new experiences.
difficult child
91
Structured, teacher centered
approach focused on academic activity; characterized by teacher direction and control, high teacher expectations for student progress, and keeping negative affect to a
minimum.
direct instruction
92
A structured,
teacher-centered approach characterized by teacher direction and control, high teacher expectations for students’ progress, maximum
time spent by students on academic tasks, and efforts by the teacher to keep negative affect to a minimum.
direct instruction approach
93
Learning in which students
construct an understanding on their own.
discovery learning
94
Th inking with the aim of
producing many answers to the same question. This is characteristic of creativity.
divergent thinking
95
Concentrating on more than one activity at a time.
divided attention
96
A genetically transmitted
form of mental retardation due to an extra (47th) chromosome.
Down syndrome
97
States that decision
making is infl uenced by two systems, one analytical
and one experiential, which compete with each other; in this model, it is the experiential system monitoring and managing
actual experiences—that benefits adolescent decision making.
dual-process model
98
Also known as developmental
arithmetic disorder, this learning disability involves difficulty in math computation.
dyscalculia
99
A learning disability that involves difficulty in handwriting.
dysgraphia
100
A severe impairment in the ability to read and spell.
dyslexia
