Quiz 2: CI 152 Educational Psychology

Question

What is Development/Learning Theory?

Answer 1

A theory that discusses how we change the way we act simply through maturity.

Answer 2

We change the way we act according to what we've learned from others.

Answer 3

Our development as our thinking processes mature.

Answer 4

Thinking processes coincide with other factors.

Answer 5

Social development involves other people, and moral development is about how we make decisions about what is right or wrong.

Answer 6

Social development involves personality, and moral development is about how we make decisions about what is right or wrong.

Answer 7

Binet noticed how people recognized the same material repeatedly and he developed a theory as to how this works.

Answer 8

Piaget noticed how people of the same age tended to make the same mistakes and he developed a theory as to how this happens.

Answer 9

Schema/schemata is a mental structure of preconceived ideas gathered over time. It changes due to assimilation or through accommodation.

Answer 10

Schema/schemata is a sort of knowledge that predates our maturity levels. It changes due to assimilating new information or through accommodating new information.

Answer 11

It means that the information changes to what we believed before.

Answer 12

It means using an existing schema to deal with a new object or situation.

Answer 13

It means that the existing schema does not work and needs to be changed to deal with a new object or situation.

Answer 14

It means disposing of schema.

Answer 15

When we think in more complex ways that contradict our schema.

Answer 16

It is the force that drives the learning process, and when a child's schemas can deal with most new information through assimilation.

Answer 17

The continual process of adapting to the environment.

Answer 18

The continual process of accessing information and adding it into a schema.

Answer 19

Utility is defined as that which we naturally gravitate toward due to it's relevant use to us. Reality is considered a constructive process, something that's developed.

Answer 20

Utility is defined as that which always has use, and reality is considered a constructive process, something that's developed.

Answer 21

Stages are theories of development--the sensorimotor stage, the preoperational stage, the concrete operational thought, the formal operational thought.

Answer 22

Stages are theories of development--the sensorimotor stage, the preoppositional stage, the construct operational thought, and the formulated operational thought.

Answer 23

It is when a child learns through their sensibilities and engage in egocentric thought--the inability to see things from another's perspective. Must involve object permanence.

Answer 24

It is when a child learns through experience, direct sensory experience where children engage in egocentric thought--the inability to see things from another's perspective. Must involve object permanence.

Answer 25

Thinking is egocentric and young children can think of things symbollically.

Answer 26

Thinking is somewhat egocentric and young children can think of things symbolically,

Answer 27

A child's ability to think back through their thinking process. It marks the beginning of formal operational thought--the ability to work things through in their head.

Answer 28

A child's inability to think through a past process. It marks the beginning of formal operational thought.

Answer 29

The stage where we stop thinking about abstract concepts.

Answer 30

The stage where we can engage in problem solving and hypothetical thougt.

Answer 31

Social learning comes before development. Development can be manipulated by the child's environment and their development is greatly influenced by input from others.

Answer 32

Social learning comes after development. Development can be part of the child's environment and their development is influenced mostly through exposure to adults.

Answer 33

Development comes before learning.

Answer 34

Learning comes before development.

Answer 35

Development comes before learning.

Answer 36

Learning comes before development, like social learning.

Answer 37

Skills too advanced for a group to master, but can be accomplished over time.

Answer 38

Skills too difficult for a child to master on her own, but can be accomplished with guidance and encouragement from another.

Answer 39

Trust v. mistrust, autonomy v. shame, initiative v. guilt, industry v. inferiority, identity v. role confusion, intimacy v. isolation, ego integrity v. despair.

Answer 40

Trust v. distrust, equality v. shame, initiative v. guilt, imbalance v. inferiority, identity v. role confusion, intimacy v. isolation, ego integriy v. despair.

Answer 41

It is non-linear.

Answer 42

Crises are cumulative and there can be back and forth between stages.

Answer 43

Rules must be followed, that there is a 'right' and 'wrong'.

Answer 44

Rules are generally followed.

Answer 45

One who looks into intent and extenuating circumstances.

Answer 46

One who relates to others.

Answer 47

The main event is focused on.

Answer 48

The main idea is focused on.

Answer 49

One who can recall certain features of an event.

Answer 50

One who can entertain multiple features of an event.

Answer 51

Social influences are minimal because we mature and we are either moral realists or moral relativists.

Answer 52

Morality does not depend on the circumstances.

Answer 53

Preconventional morality. Punishment or obedience where we learn what is right or wrong depending on how others respond to us.

Answer 54

Preconceptual morality. Punishment or defiance where we learn what is right and what can be argued against.

Answer 55

Stage of the instrumental relativist, which defines correct behavior by whatever takes responsibility away from one. Conventional moral thinking consists of whatever gives one praise. The law and order stage, where one does not look to others and follows rules.

Answer 56

Stage of the instrumental relativist, which defines correct behavior by whatever gets the person what they want. Conventional moral thinking consists of whatever gives one praise. The law and order stage, where one does not look to others and follows rules.

Answer 57

Stage of the social contract, where one recognizes certain responsibilities of the group where one understands motive and intent. Stage six involves a universal, ethical principle, where certain principles transcend others outside of self-interest.

Answer 58

Stage of the social construct, where one recognizes certain responsibilities of the group where one understands motive and intent. Stage six involves a universal, ethical principle, where certain principles transcend others outside of self-interest.

Answer 59

something that changes you, encouragement, the result of a deficit.

Answer 60

something that drives you, encouragement, result of a deficit.

Answer 61

Differences in achievement can be explained by differences in intelligence.

Answer 62

Differences in achievement can be explained by differences in ability.

Answer 63

For any behavior, there is an low level of arousal. What is optimal is situational.

Answer 64

For any behavior, there is an optimal level of arousal. What is optimal is situational.

Answer 65

We do things because reinforced activities give a sense of responsibility.

Answer 66

We do things because the task itself is reinforcing to do so.

Answer 67

Extrinsic motivation consists of an internal reward. Intrinsic motivation is an external reward.

Answer 68

Extrinsic motivation consists of an external reward. Intrinsic motivation is a reward in and of itself.

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Quiz 2: CI 152 Educational Psychology

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