EducPsych Santrock E-L

Question 1

The issue of the degree to which early experiences (especially infancy) or later experiences are the key determinants of the child’s development.

Answer 1

early-later experience issue

Question 2

A temperament style in which the child is generally in a positive mood, quickly establishes regular routines, and easily adapts to new experiences.

Answer 2

easy child

Question 3

Bronfenbrenner’s theory
that consists of five environmental systems: micro system, mesosystem, exosystem, macrosystem, and chronosystem.

Answer 3

ecological theory

Question 4

Th e branch of psychology that specializes in understanding teaching and learning in educational settings.

Answer 4

educational psychology

Question 5

Th e extensiveness of information processing involved in encoding.

Answer 5

elaboration

Question 6

Serious, persistent problems that involve relationships, aggression, depression, fears associated with personal or school matters, and other inappropriate socioemotional characteristics.

Answer 6

emotional and behavioral disorders

Question 7

The ability to perceive and express emotion accurately and adaptively, to understand emotion and emotional knowledge, to monitor one’s own and others’ emotions and feelings, to discriminate among them, and to use this information to guide one’s thinking and action.

Answer 7

emotional intelligence

Question 8

Providing people with intellectual and coping skills to succeed and make this a more just world.

Answer 8

empowerment

Question 9

The principle that associations formed at the time of encoding or learning tend to be effective retrieval cues.

Answer 9

encoding specificity principle

Question 10

Th e process by which information gets into memory.

Answer 10

encoding

Question 11

A widely used term for bilingual education programs and classes that teach English to students whose native language is not English.

Answer 11

English as a second language (ESL)

Question 12

A neurological disorder characterized by recurring sensorimotor attacks or
movement convulsions.

Answer 12

epilepsy

Question 13

The retention of information about the where and when of life’s happenings.

Answer 13

episodic memory

Question 14

A mechanism that Piaget proposed to explain how children shift from one
stage of thought to the next. The shift occurs as children experience cognitive conflict, or disequilibrium, in trying to understand the world. Eventually, they resolve the conflict and reach a balance, or equilibrium, of thought.

Answer 14

equilibration

Question 15

Items that require more writing than other formats but allow more freedom
of response to questions.

Answer 15

essay items

Question 16

Questions that reflect the heart of the curriculum, the most important things that students should explore and learn.

Answer 16

essential questions

Question 17

A shared pattern of characteristics such as cultural heritage, nationality, race, religion, and language.

Answer 17

ethnicity

Question 18

In-depth description and interpretation of behavior in an ethnic or a cultural group that includes direct involvement with the participants.

Answer 18

ethnographic study

Question 19

Involves action planning, allocating attention to goals, error detection and
compensation, monitoring progress on tasks, and dealing with novel or difficult circumstances.

Answer 19

executive attention

Question 20

Th e group whose experience is manipulated in an experiment.

Answer 20

experimental group

Question 21

Research that allows the determination of the causes of behavior; involves conducting an experiment, which is a carefully regulated procedure in which one or more of the factors believed to influence the behavior being studied is manipulated and all others are held constant.

Answer 21

experimental research

Question 22

Also called subject matter knowledge; means excellent knowledge about the content of a particular discipline.

Answer 22

expert knowledge

Question 23

Organizers that provide students with new knowledge that will orient them to the upcoming lesson.

Answer 23

expository advance organizer

Question 24

The ability to use language to express one’s thoughts and communicate with others.

Answer 24

expressive language

Question 25

The external motivation to do something to obtain something else (a means to an end).

Answer 25

extrinsic motivation

Question 26

A classroom arrangement style in which students sit facing each other.

Answer 26

face-to-face style

Question 27

Having low expectations for success and giving up at the first sign of difficulty.

Answer 27

failure syndrome

Question 28

The transfer of learning to a situation that is very different from the one in which the initial learning took place.

Answer 28

far transfer

Question 29

Using a prior strategy and thereby failing to examine a problem from a fresh, new perspective.

Answer 29

fixation

Question 30

Disorders that often involve what is commonly referred to as “stuttering.”

Answer 30

fluency disorders

Question 31

Piaget’s fourth cognitive developmental stage, which emerges between about 11 and 15 years of age; thought is more abstract, idealistic, and logical in this stage.

Answer 31

formal operational stage

Question 32

Assessment during the course of instruction rather than after it is completed.

Answer 32

formative assessment

Question 33

Occurs when the individual looks to apply learned information to a future situation.

Answer 33

forward-reaching transfer

Question 34

A social constructivist program that focuses on literacy development and biology. FCL encourages reflection and discussion through the use of adults as role models, children teaching children, and online computer consultation.

Answer 34

Fostering a Community of Learners (FCL)

Question 35

A listing of scores, usually from highest to lowest, along with the number of times each score appears.

Answer 35

frequency distribution

Question 36

States that memory is best understood by considering two types of memory representations: (1) verbatim memory trace and (2) fuzzy trace, or gist. In this theory, older children’s better memory is attributed to the fuzzy traces created by extracting the gist of information.

Answer 36

fuzzy trace theory

Question 37

Th e sense of being male or female, which most children acquire by the time they are 3 years old.

Answer 37

gender identity

Question 38

A set of expectations that prescribes how females or males should think, act, and feel.

Answer 38

gender role

Question 39

States that gender typing emerges as children gradually develop gender schemas of what is gender-appropriate and gender-inappropriate in their culture.

Answer 39

gender schema theory

Question 40

Broad categories that reflect impressions and beliefs about what behavior is appropriate for females and males.

Answer 40

gender stereotypes

Question 41

The characteristics of people as males and females.

Answer 41

gender

Question 42

Acquisition of a traditional masculine or feminine role.

Answer 42

gender typing

Question 43

Th e match between a child’s temperament and the environmental demands the child must cope with.

Answer 43

goodness of fit

Question 44

A score that indicates a student’s performance in relation to grade level and months of the school year, assuming a 10-month school year.

Answer 44

grade-equivalent score

Question 45

Translating descriptive assessment information into letters, numbers, or other marks that indicate the quality of a student’s learning or performance.

Answer 45

grading

Question 46

A feeling of thankfulness and appreciation, especially in response to someone doing something kind or helpful.

Answer 46

gratitude

Question 47

A portfolio of work produced over an extended time frame (throughout the school year or longer) to reveal the student’s progress in meeting learning targets.

Answer 47

growth portfolio

Question 48

Learning in which students are encouraged to construct their understanding with the assistance of teacher-guided questions and directions.

Answer 48

guided discovery learning

Question 49

A response to challenges and difficulties in which the individual feels trapped by the difficulty and attributes the difficulty to a lack of ability.

Answer 49

helpless orientation

Question 50

Strategies or rules of thumb that can suggest a solution to a problem but don’t ensure that it will work.

Answer 50

heuristics

Question 51

Dewey’s concept that every school has a pervasive moral atmosphere even if it does not have a program of moral education.

Answer 51

hidden curriculum

Question 52

Maslow’s concept that individual needs must be satisfi ed in this sequence: physiological, safety, love and belongingness, esteem, and self-actualization.

Answer 52

hierarchy of needs

Question 53

Th e transfer of learning from one situation to another that is conscious and effortful.

Answer 53

high-road transfer

Question 54

Using tests in a way that will have important consequences for the student, affecting such decisions as whether the student will be promoted or be allowed to graduate.

Answer 54

high-stakes testing

Question 55

Th e tendency to falsely report, aft er the fact, that we accurately predicted an event.

Answer 55

hindsight bias

Question 56

A frequency distribution in the form of a graph.

Answer 56

histogram

Question 57

Occurs when students are subjected to unwelcome sexual conduct that is so severe, persistent, or pervasive that it limits the students’ ability to benefit from their education.

Answer 57

hostile environment sexual harassment

Question 58

A view that stresses students’ capacity for personal growth, freedom to choose their destiny, and positive qualities.

Answer 58

humanistic perspective

Question 59

Piaget’s formal operational concept that adolescents can develop hypotheses to solve problems and systematically reach (deduce) a conclusion.

Answer 59

hypothetical-deductive reasoning

Question 60

Th e identity status in which individuals have explored meaningful alternatives and made a commitment.

Answer 60

identity achievement

Question 61

Th e identity status in which individuals have neither explored meaningful alternatives nor made a commitment.

Answer 61

identity diffusion

Question 62

Th e identity status in which individuals have made a commitment but have not explored meaningful alternatives.

Answer 62

identity foreclosure

Question 63

Th e identity status in which individuals are in the midst of exploring alternatives but have not yet made a commitment.

Answer 63

identity moratorium

Question 64

Also referred to as conceptual tempo, they involve a student’s tendency either to act quickly and impulsively or to take more time to respond

Answer 64

impulsive/reflective styles

Question 65

Positive or negative stimuli or events that can motivate a student’s behavior.

Answer 65

incentives

Question 66

Th e manipulated, influential, experimental factor in an experiment.

Answer 66

independent variable

Question 67

A set of values that give priority to personal rather than to group goals.

Answer 67

individualism

Question 68

A written statement that spells out a program specifically tailored for the student with a disability.

Answer 68

individualized education plan (IEP)

Question 69

Th is act spells out broad mandates for services to all children with disabilities, including evaluation and determination of eligibility, appropriate education and an individualized education plan (IEP), and education in the least restrictive environment (LRE).

Answer 69

Individuals with Disabilities Education Act (IDEA)

Question 70

Reasoning from the specific to the general.

Answer 70

inductive reasoning

Question 71

A parenting style of involvement but few limits or restrictions on children’s behavior; linked with children’s social incompetence.

Answer 71

indulgent parenting

Question 72

A cognitive approach in which people manipulate information, monitor it, and strategize about it. Central to this approach are the cognitive processes of memory and thinking.

Answer 72

information-processing approach

Question 73

A systematic, organized strategy for planning lessons.

Answer 73

instructional planning

Question 74

Th e extent to which the assessment is a reasonable sample of what went on in the classroom.

Answer 74

instructional validity

Question 75

Problem-solving skills and the ability to adapt to and learn from experiences.

Answer 75

intelligence

Question 76

A person’s mental age (MA) divided by chronological age (CA), multiplied by 100.

Answer 76

intelligence quotient (IQ)

Question 77

Th e theory that we forget not because we actually lose memories from storage but because other information gets in the way of what we are trying to remember.

Answer 77

interference theory

Question 78

Th e core of computer-mediated communication; a system of computer networks that operates worldwide.

Answer 78

Internet

Question 79

Th e internal motivation to do something for its own sake (an end in itself).

Answer 79

intrinsic motivation

Question 80

Th e second substage of preoperational thought, lasting from about 4 to 7 years of age. Children begin to use primitive reasoning and want to know the answer to all sorts of questions. They seem so sure about their knowledge in this substage but are unaware of how they know what they know.

Answer 80

intuitive thought substage

Question 81

A classroom in which students from different cultural backgrounds cooperate by doing different parts of a project to reach a common goal.

Answer 81

jigsaw classroom

Question 82

A standard nongraded program for instruction in reading.

Answer 82

Joplin plan

Question 83

A moral perspective that focuses on the rights of the individual; Kohlberg’s theory is a justice perspective.

Answer 83

justice perspective

Question 84

A controlled setting from which many of the complex factors of the real world have been removed.

Answer 84

laboratory

Question 85

A form of communication, whether spoken, written, or signed, that is based on a system of symbols.

Answer 85

language

Question 86

Significant impairments in receptive or expressive language.

Answer 86

language disorders

Question 87

The specialization of functions in each hemisphere of the brain.

Answer 87

lateralization

Question 88

Individuals’ preferences in how they use their abilities.

Answer 88

learning and thinking styles

Question 89

A relatively permanent influence on behavior, knowledge, and thinking skills that comes about through experience.

Answer 89

learning

Question 90

A child with a learning disability has difficulty in learning that involves understanding or using spoken or written language, and the difficulty can appear in listening, thinking, reading, writing, and spelling. A learning disability also may involve difficulty in doing mathematics. To be classified as a learning disability, the learning problem cannot be primarily the result of visual, hearing, or motor disabilities; mental retardation; emotional disorders; or due to environmental, cultural, or economic disadvantage.

Answer 90

learning disability

Question 91

setting that is as similar as possible to the one in which children who do not have a disability are educated.

Answer 91

least restrictive environment (LRE)

Question 92

Th e theory that processing of memory occurs on a continuum from shallow to deep, with deeper processing producing better memory.

Answer 92

levels of processing theory

Question 93

A type of memory that holds enormous amounts of information for a long period of time in a relatively permanent fashion.

Answer 93

long-term memory

Question 94

The automatic, oft e n unconscious, transfer of learning to another situation.

Answer 94

low-road transfer