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Educational Psychology > Exam II > Flashcards

Exam II Flashcards

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
Q

Prior knowledge activation

A

Process of reminding learners of things they already know that is relative to the new topic at hand

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25
Q

Meaningful learning set

A

Attitude that one can make sense of information they’re trying to learn

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26
Q

Mnemonic techniques

A

Memory aid or trick to help learn and remember specific pieces of info

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27
Q

Situated learning

A

Knowledge behaviors and thinking skills acquired and used primarily within certain contexts, with limited or no retrieval and use in other contexts

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28
Q

Hot cognition

A

Learning or processing that is emotionally charged

29
Q

Recognition vs recall tasks

A

Recognition provides retrieval cues while recall does not and is open ended

30
Q

Interference

A

Something stored in long term memory inhibits ones ability to remember something else correctly

31
Q

Reconstruction error

A

Construction of logical but incorrect memory by combining info retrieved from long term memory with ones general knowledge and beliefs about the world

32
Q

Individual constructivism

A

Perspective that focuses on how individuals construct meaning from their experiences

33
Q

Social constructivism

A

Perspective that focuses on people’s collective efforts to impose meaning on the world

34
Q

Distributed cognition

A

Processes where learners think about an issue or problem together and share ideas to draw conclusions or come up with solutions

35
Q

Under generalization of concepts

A

Overly narrow view of the objects or events that a concept includes

36
Q

Over generalization of concepts

A

Overly broad view of the objects or events a concept includes

37
Q

Schema

A

Tightly organized set of facts about a specific topic

38
Q

Script

A

Schema that involves a predictable sequence of events related to a common activity

39
Q

Worldview

A

General set of beliefs and assumptions about reality, how things are and should be, that influence a learners understanding of phenomena

40
Q

Conceptual understanding

A

Meaningfully learned and well integrated knowledge about a topic, including many logical connections among ideas and concepts

41
Q

Authentic activity

A

Classroom activity that is similar to something students would encounter in the outside world

42
Q

Project based learning

A

Classroom activity where students acquire new knowledge and skills while working on a complex but concrete project

43
Q

Problem based learning

A

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
Q

Service learning

A

Activity that promotes learning and development through contributing to the betterment of others and the outside community

45
Q

Community of learners

A

Class in which teachers and students collaboratively work together to create a body of knowledge and help each other learn

46
Q

Confirmation bias

A

Tendency to seek information that confirms rather than discredits current beliefs

47
Q

Lower level thinking

A

Learning or remembering in the same form in which they were presented

48
Q

Higher level thinking

A

Involves going above and beyond material presented

49
Q

Meta cognition

A

Knowledge and beliefs about nature of learning and cognitive processes

50
Q

Learning strategies

A

Using a specific approach to learn material

51
Q

Comprehension monitoring

A

Process of checking oneself to verify understanding and memory of newly acquired information

52
Q

Illusion of knowing

A

Thinking that you know something when you actually don’t

53
Q

Epistemic belief

A

Belief about the nature of knowledge and how things are learned

54
Q

Positive transfer

A

Something learned at one time facilitates learning or performance at a later time

55
Q

Negative transfer

A

Something learned at one time

Interferes with learning or performance at a later time

56
Q

Specific transfer

A

Original learning task and the transfer task overlap in content

57
Q

General transfer

A

Original learning task and transfer task are different in content

58
Q

Convergent thinking

A

Process of pulling together several pieces of information to draw a conclusion or solve a problem

59
Q

Divergent thinking

A

Process of moving mentally in a variety of directions from a single idea

60
Q

Critical thinking

A

Process of evaluating the accuracy and worth of information

61
Q

Higher level questions

A

Requires students to use previously learned information in a new way

62
Q

Learning is a change due to _________

A

Experience

63
Q

Information processing theory

A

Focuses on specific ways in which learners mentally thinking about and process new information

64
Q

Piaget and learning

A

Children construct rather than absorb knowledge and organize what they learn a schemes, a result of assimilation and accommodation

65
Q

Vygotsky and learning

A

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
Q

The sensory register has what type of capacity?

A

Large, it can hold a lot of info at once

67
Q

What moves into working memory?

A

Whatever someone mentally pays attention to

68
Q

Construction

A

Mental process whereby learner takes many separate pieces of info and uses them to build an overall understanding

69
Q

Overt strategy

A

Readily apparent in learners behavior, like taking notes

70
Q

Covert strategy

A

Involves only mental activity and isn’t reflected in learners observable behavior, like forming visual image of new concept

71
Q

Self explanation

A

Process of occasionally stopping to verbalize to oneself and better understand material being studied or read

Educational Psychology (5 decks)

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