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Educational Psychology > Exam II > Flashcards

Exam II Flashcards

(72 cards)

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0
Q

LRE

A

Least restrictive environment that can reasonably meet ones needs in the classroom

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1
Q

Distributed intelligence

A

Idea that people are more likely to be intelligent when they have assistance from their environment and technology

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2
Q

Inclusion

A

Practice of educating all students even those with disabilities in general education classrooms

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3
Q

IEP

A

Individualized education plan for 3-21 who have special needs

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4
Q

Accommodations and adaptation of instruction with regard to specific categories of needs

A

Instructional strategies for students with learning disabilities must be tailored to specific strengths and weaknesses

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5
Q

Construction/constructivism

A

Suggest that people combine much of what they learn into integrated bodies of knowledge and beliefs that may or may not be accurate

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6
Q

Encoding

A

Changing the format of new info as it being stored in memory

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7
Q

Storage

A

Process of putting new info into memory

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8
Q

Retrieval

A

Process of finding information previously stored in memory

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9
Q

Human memory system

A

Q

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10
Q

Sensory register

A

Component of memory that holds info and input you receive in its original uncoded form

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11
Q

Working memory

A

Holds and actively thinks about processes a limited amount of info for short period of time

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12
Q

Long term memory

A

Where learners store their general knowledge and beliefs about the world and their recollections of events, and how to perform tasks

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13
Q

Central executive

A

Oversees the flow of information throughout the memory system

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14
Q

Declarative knowledge

A

Relates to the nature of how things are were or will be and encompasses both general world knowledge and life experiences

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15
Q

Procedural knowledge

A

Knowledge of how to perform tasks

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16
Q

Conditional knowledge

A

Knowing How to respond under different circumstances and when to do certain things

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17
Q

Explicit knowledge

A

Knowledge that can be verbally described

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18
Q

Implicit knowledge

A

Knowledge that a person cannot consciously recall or explain but nevertheless effects their thinking or behavior

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19
Q

Rote learning

A

Learning info in uninterpreted form without making sense of it or attaching meaning to it

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20
Q

Rehearsal

A

Rapid repetition of a small amount of info to keep it fresh in working memory

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21
Q

Meaningful learning

A

Learners relate new information to things they already know

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22
Q

Elaboration

A

Learners embellish on new info based on previous knowledge

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23
Q

Organization

A

Making connections among various pieces of info by forming categories or determining cause and effect relationships

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24
Prior knowledge activation
Process of reminding learners of things they already know that is relative to the new topic at hand
25
Meaningful learning set
Attitude that one can make sense of information they're trying to learn
26
Mnemonic techniques
Memory aid or trick to help learn and remember specific pieces of info
27
Situated learning
Knowledge behaviors and thinking skills acquired and used primarily within certain contexts, with limited or no retrieval and use in other contexts
28
Hot cognition
Learning or processing that is emotionally charged
29
Recognition vs recall tasks
Recognition provides retrieval cues while recall does not and is open ended
30
Interference
Something stored in long term memory inhibits ones ability to remember something else correctly
31
Reconstruction error
Construction of logical but incorrect memory by combining info retrieved from long term memory with ones general knowledge and beliefs about the world
32
Individual constructivism
Perspective that focuses on how individuals construct meaning from their experiences
33
Social constructivism
Perspective that focuses on people's collective efforts to impose meaning on the world
34
Distributed cognition
Processes where learners think about an issue or problem together and share ideas to draw conclusions or come up with solutions
35
Under generalization of concepts
Overly narrow view of the objects or events that a concept includes
36
Over generalization of concepts
Overly broad view of the objects or events a concept includes
37
Schema
Tightly organized set of facts about a specific topic
38
Script
Schema that involves a predictable sequence of events related to a common activity
39
Worldview
General set of beliefs and assumptions about reality, how things are and should be, that influence a learners understanding of phenomena
40
Conceptual understanding
Meaningfully learned and well integrated knowledge about a topic, including many logical connections among ideas and concepts
41
Authentic activity
Classroom activity that is similar to something students would encounter in the outside world
42
Project based learning
Classroom activity where students acquire new knowledge and skills while working on a complex but concrete project
43
Problem based learning
Classroom activity in which students squire new knowledge and skills while working on complex problem similar to one that might exist in the outside world
44
Service learning
Activity that promotes learning and development through contributing to the betterment of others and the outside community
45
Community of learners
Class in which teachers and students collaboratively work together to create a body of knowledge and help each other learn
46
Confirmation bias
Tendency to seek information that confirms rather than discredits current beliefs
47
Lower level thinking
Learning or remembering in the same form in which they were presented
48
Higher level thinking
Involves going above and beyond material presented
49
Meta cognition
Knowledge and beliefs about nature of learning and cognitive processes
50
Learning strategies
Using a specific approach to learn material
51
Comprehension monitoring
Process of checking oneself to verify understanding and memory of newly acquired information
52
Illusion of knowing
Thinking that you know something when you actually don't
53
Epistemic belief
Belief about the nature of knowledge and how things are learned
54
Positive transfer
Something learned at one time facilitates learning or performance at a later time
55
Negative transfer
Something learned at one time | Interferes with learning or performance at a later time
56
Specific transfer
Original learning task and the transfer task overlap in content
57
General transfer
Original learning task and transfer task are different in content
58
Convergent thinking
Process of pulling together several pieces of information to draw a conclusion or solve a problem
59
Divergent thinking
Process of moving mentally in a variety of directions from a single idea
60
Critical thinking
Process of evaluating the accuracy and worth of information
61
Higher level questions
Requires students to use previously learned information in a new way
62
Learning is a change due to _________
Experience
63
Information processing theory
Focuses on specific ways in which learners mentally thinking about and process new information
64
Piaget and learning
Children construct rather than absorb knowledge and organize what they learn a schemes, a result of assimilation and accommodation
65
Vygotsky and learning
Social and cultural contexts have profound influence on children's thinking and learning, and social interactions are internalized into mental processes that learners use independently
66
The sensory register has what type of capacity?
Large, it can hold a lot of info at once
67
What moves into working memory?
Whatever someone mentally pays attention to
68
Construction
Mental process whereby learner takes many separate pieces of info and uses them to build an overall understanding
69
Overt strategy
Readily apparent in learners behavior, like taking notes
70
Covert strategy
Involves only mental activity and isn't reflected in learners observable behavior, like forming visual image of new concept
71
Self explanation
Process of occasionally stopping to verbalize to oneself and better understand material being studied or read

Educational Psychology (5 decks)

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