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Ed Psych 301 > Test 3 > Flashcards

Test 3 Flashcards

1
Q

intersectionality

A

intersection of identities, example soccer and running

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2
Q

Identities

A

social, shifting, temporary construction, performative,

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3
Q

stereotypes

A

belief that certain attributes are characteristics of members of particular groups

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4
Q

prejudice

A

a negative (or positive) attitude towards a certain group that is applied to its individual members

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5
Q

discrimination

A

denial of equal treatment and opportunity of members of a particular group based on their membership in that group

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6
Q

social identity

A

our self-concepts formed by being members of various social groups based on intergroup behaviors rathers than interpersonal ones

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7
Q

stereotype threat

A

situational predicament in which people are or feel themselves to be at risk of conforming negative stereotypes about their social group

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8
Q

identity salience

A

the likelihood that the identity will be invoked in diverse situations

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9
Q

code-switching

A

occurs when a speaker alternates between 2 or more ways of speaking in a single conversation

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10
Q

nature

A

developed from forces in nature (uncontrollable things like place born, family, hair color, etc.)

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11
Q

institutional

A

positions we occupy in society that are granted to us

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12
Q

discourse

A

an identity that is produced and reproduced in the ways in which people talk to and about others in dialogue

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13
Q

affinity

A

experiences we have had within certain sorts of “affinity groups”, participation in practices

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14
Q

stereotype exception-to-the-rule

A

when people see or interact with a person that doesn’t conform to a particular stereotype, they make an exception for that particular person

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15
Q

culture

A

the knowledge, values, traditions that guide the behavior of a group of people and allow them to solve the problems of living in their environment

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16
Q

cultural capitol

A

refers to the non-financial social assets that promote social mobility beyond economic means

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17
Q

analogical problem solving

A

noticing, mapping, applying

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18
Q

transfer

A

applying knowledge or skills in new ways, new situations, or familiar situation but new context

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19
Q

vertical transfer

A

knowledge of previous topic is essential to aquire new knowledge

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20
Q

lateral transfer

A

knowledge of previous topic may be helpful, but is not essential, to learn a new topic

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21
Q

positive transfer

A

what is learned in one context enhances learning in a different setting (PowerPoint, and Presi)

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22
Q

negative transfer

A

what is learned in one context interferes with learning in another (mac and pc)

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23
Q

near transfer

A

old and new concepts are similar, overlap between situations

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24
Q

far transfer

A

old and new context are not similar, little overlap

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25
low road transfer
transfer of well-established skills happens in an automatic or almost automatic fashion
26
high road transfer
purposeful and effortful formulation of ideas about relations and connection amoung contexts (not automatic)
27
well-defined problems versus ill-defined problems
one answer versus lots of possible answers
28
3 parts of a problem
goal, givens, operations
29
trial and error
guessing and checking
30
insight
sudden awareness of a likely solution
31
heuristic
mental shortcut
32
algorithm
sequence of operations
33
brainstorming
thinking up as many possible answers as possible
34
means-end analysis
breaking down the problem
35
working backwards
starting at the goal and working backwards toward the problem
36
analogies
drawing an analogy between the current situation and another previously solved situation
37
motivation
an internal state that arouses us to action
38
extrinsic motivation
an environmentally created reason to engage in an action or activity
39
intrinsic motivation
the inherent desire to engage in an activity and to exercise and develop ones capacities
40
situated motivation
motivation is partly a function of the learning environment
41
situational interest
psychological state characterized by effort, attention, and affect
42
personal interest
a pre-disposition to re-engage with certain content
43
the ideal self
goals are related to who we want to be
44
the actual self
goals are related to who we think we are
45
mastery goal
focused on acquiring knowledge or mastering a skill
46
performance-approach goal
want to display competency and garner approval
47
performance-avoidance goal
doesn't want to display incompetency and receive unfavorable judgement
48
types of goals
work-avoidance, social, career,
49
goal intersectionality
goals overlapping
50
growth mindset versus fixed minset
hard work versus intelligence
51
how to praise a growth mindset
focus on effort
52
self-efficacy
belief in one's ability to succeed tasks
53
learned helplessness
the belief that we can't change the course of negative events, that failure in inevitable and insurmountable
54
content knowledge
knowing 'what' to teach
55
pedagogical content knowledge
knowing "how" to teach
56
key principles of expertise
fluent retrieval, meaningful patterns, content and access to knowledge, organization of knowledge, expertise and pedagogical content knowledge, adaptive expertise and flexible approaches
57
4 goals of assessments
assist learning and increase motivation (student) measure individual student achievement (student) evaluate programs and inform instructional decisions (teacher) develop meta cognition (student)
58
measurement
assigning a numeric value
59
assessment
information gained relative to a goal
60
evaluation
making judgements
61
assessment (what is)
a tool designed to observe students behavior and produce data that can be used to draw reasonable inferences about what students know
62
observation
things students do, say, or create
63
interpretation
tools used for measurement
64
cognition
theories and assumptions of learning
65
formal assessment
planned, announced ahead of time
66
informal assessment
spontaneous, day to day observations
67
formative assessment
assessment for learning, occurs on a daily basis
68
summative assessment
occurs at the end of a period, assessment of learning
69
norm-referenced assessment
compares students to other students and puts them on a curve, encourages competition
70
criterion-referenced assessment
compares students to a predetermined criteria
71
traditional assessment
school tests, standardized tests
72
authentic assessment
meaningful activities that require real world application of knowledge like portfolios, exhibitions, demonstrations, preformances
73
reliability
consistency of the assessment
74
validity
how well the assessment measures what it claims to
75
fairness
unbiased so that all students have an equal likelihood of success
76
MOOC
Massive Open Online Course
77
games as content
gamers play games to learn domain-specific content like math or history
78
games as bait
gamers play games to have fun and learn as a side effect.
79
games as assessments
games can adjust difficulty as the student answers questions
80
games as architecture for engagement
games are socially situated learning environments that motivate students to be interested
81
4 key elements to games
core problem, characters and setting, activities and deliverables, simulation tool

Ed Psych 301 (3 decks)

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