Educational Psychology

Question

A case study is an investigation of …

Answer 1

[1] people from one geographic area

Answer 2

[2] one person or group over a specific period of time.

Answer 3

[3] a small group of people with similar backgrounds.

Answer 4

[4] different groups of people over a period of time.

Answer 5

learned skills and creativity.

Answer 6

imagination and, therefore, is an art.

Answer 7

the ability to learn and apply specific rules.

Answer 8

the use of scientific methods.

Answer 9

Use of scientific methods

Answer 10

Maintaining class discipline

Answer 11

Thoughtful and inventive

Answer 12

Adapt instruction and assessment to students’ needs

Answer 13

research is not important for improving schools.

Answer 14

initial hypotheses about education which have not been tested can still improve educational practices.

Answer 15

mandates all teachers must conduct a research project on an annual basis.

Answer 16

schools who receive federal funds must be consistent with "scientifically based research."

Answer 17

are NOT necessarily related.

Answer 18

are strongly related.

Answer 19

decrease proportionately.

Answer 20

tend to increase or decrease together.

Answer 21

inappropriate unless supported by research.

Answer 22

appropriate in most circumstances.

Answer 23

more reliable than scientific judgments.

Answer 24

the main factor that differentiates experts from novices.

Answer 25

Losing weight due to exercise

Answer 26

Gaining weight from age two to age three

Answer 27

Losing weight during a brief illness

Answer 28

Learning which foods produce the most weight

Answer 29

as teacher interest decreases, engaged time increases.

Answer 30

as teacher interest increases, engaged time tends to increase.

Answer 31

interest in teaching leads to a large increase in engaged time.

Answer 32

there is virtually NO relationship between the two variables.

Answer 33

frontal lobe.

Answer 34

cerebral cortex.

Answer 35

cerebellum.

Answer 36

a small group of people with similar backgrounds.

Answer 37

people from one geographic area.

Answer 38

a group of people over a specific period of time.

Answer 39

life within a group and tries to understand the meaning of events to the people involved.

Answer 40

information to the heart and lungs.

Answer 41

information to the neuron cells themselves.

Answer 42

information to blood cells.

Answer 43

information to muscles, glands, or other neurons.

Answer 44

transformations.

Answer 45

lateralization.

Answer 46

myelination.

Answer 47

is unlikely to have occurred by chance.

Answer 48

contradicts the prevailing theoretical views.

Answer 49

is unrelated to theory development.

Answer 50

will indicate its practical importance.

Answer 51

changes over time in the ways we relate to others.

Answer 52

genetically programmed, naturally occurring changes over time.

Answer 53

gradual orderly changes by which mental processes become more complex and sophisticated.

Answer 54

changes in personality that take place as one grows.

Answer 55

Learning that a green light means "go" and a red light means "stop."

Answer 56

Learning to paint with a new type of brush.

Answer 57

Looking at teachers as they lecture.

Answer 58

Looking at a worm and thinking that it is a snake.

Answer 59

Learning that a green light means "go" and a red light means "stop."

Answer 60

Looking at teachers as they lecture.

Answer 61

Drinking juice from a box package if you are used to drink it from a bottle.

Answer 62

Looking at a worm and thinking that it is a snake.

Answer 63

egocentrism.

Answer 64

serration.

Answer 65

decentering.

Answer 66

object permanence.

Answer 67

Preoperational thought

Answer 68

Sensorimotor

Answer 69

Concrete operations

Answer 70

Formal operations

Answer 71

cannot be explained by assimilation and accommodation.

Answer 72

is similar from one domain to another.

Answer 73

transfers from one domain to another.

Answer 74

differs from one domain to another.

Answer 75

guide one's activities in solving a problem.

Answer 76

call attention to oneself during play.

Answer 77

encourage children to learn new words.

Answer 78

stimulate the development of language from simple words to full sentences.

Answer 79

interpreting the person's scores on a mental ability test.

Answer 80

knowing the person's age.

Answer 81

knowing the person's rate of development.

Answer 82

observing how the person solves problems.

Answer 83

The child is able to recognise the logical stability of the physical world.

Answer 84

The child can think backward, from the end to the beginning.

Answer 85

The child has difficulty to consider more than one aspect of a situation at a time.

Answer 86

The child does not understand object permanence.

Answer 87

the knowledge the families and communities have that can become the basis for teaching.

Answer 88

learning environments that require students to work on their own.

Answer 89

learning activities funded under the law No Child Left Behind.

Answer 90

Learning activities that require the use of a computer.

Answer 91

Industry vs. inferiority

Answer 92

Autonomy vs. shame

Answer 93

Generativity vs. stagnation

Answer 94

Intimacy vs. isolation

Answer 95

foreclosure.

Answer 96

achievement.

Answer 97

diffusion.

Answer 98

moratorium.

Answer 99

consists of a working mother and father and their children.

Answer 100

gets along well together, including parents and children.

Answer 101

Includes grandparents as well as parents and children living together.

Answer 102

includes stepbrothers and stepsisters living together with perhaps one or more siblings.

Answer 103

Abandonment by parents

Answer 104

Frequent absence or tardiness

Answer 105

Consistent lack of supervision

Answer 106

Unattended medical needs

Answer 107

Psychosexual

Answer 108

Psychosomatic

Answer 109

Psychosocial

Answer 110

Sociocultural

Answer 111

A developmental crisis

Answer 112

Cognitive dissonance

Answer 113

Disequilibration

Answer 114

Equilibration

Answer 115

self-concept is an affective reaction while self-esteem is a cognitive structure.

Answer 116

self-concept is a cognitive structure while self-esteem is an affective reaction.

Answer 117

self-esteem is a general concept while self-concept is specific to a given situation.

Answer 118

There is actually little or no difference between self-esteem and self-concept.

Answer 119

causal relationship.

Answer 120

negative relationship.

Answer 121

zero relationship.

Answer 122

positive relationship.

Answer 123

Nonconventional

Answer 124

Conventional

Answer 125

Pre-conventional

Answer 126

Post-conventional

Answer 127

Emphasis on justice

Answer 128

Importance of equality

Answer 129

Concern for caring and justice

Answer 130

Sympathy for others

Answer 131

less athletic than their peers.

Answer 132

larger and stronger as adults than their peers.

Answer 133

less socially skilled than their peers.

Answer 134

teachers' pets.

Answer 135

crystallized intelligence.

Answer 136

naturalist intelligence.

Answer 137

speed of processing.

Answer 138

linguistic intelligence.

Answer 139

flexibility.

Answer 140

meta-components.

Answer 141

automaticity.

Answer 142

provide a measure of general, but not specific, abilities.

Answer 143

are less likely to produce an accurate picture of a person's abilities.

Answer 144

take much more skill on the part of the teacher to administer and interpret.

Answer 145

are more expensive to administer and more difficult to interpret than individual ability tests.

Answer 146

are clearly detrimental and should not be continued.

Answer 147

are far more beneficial than harmful and definitely need to be continued.

Answer 148

have both positive and negative effects and need to be exercised cautiously.

Answer 149

should be used only with physical handicaps that do not affect mental or emotional functioning.

Answer 150

about 75 percent by heredity and 25 percent by environment.

Answer 151

about 25 percent by heredity and 75 percent by environment.

Answer 152

about equally by heredity and environment.

Answer 153

minimally by both heredity and environment.

Answer 154

career goals.

Answer 155

needed transitional services.

Answer 156

specific educational goals.

Answer 157

specific educational goals, current functioning level, and career goals.

Answer 158

variable set of conditions with differing sets of causes.

Answer 159

disease characterized by excessive nervousness.

Answer 160

neurological disorder causing short attention span.

Answer 161

variable set of conditions with a single cause.

Answer 162

is related to lower achievement.

Answer 163

has been unnecessarily discouraged in the past.

Answer 164

results in poor social and emotional adjustment.

Answer 165

robs students of the companionship of their age group.

Answer 166

Saying "wike" for "like"

Answer 167

Repeating a word several times in an utterance

Answer 168

Speaking in an inappropriate pitch

Answer 169

Speaking too slowly or too rapidly

Answer 170

Trina seeks help from her older sister in completing practically all of her homework assignments.

Answer 171

Brook never volunteers an answer, but hopes that the teacher will call on her.

Answer 172

Michael decides that he has no chance of passing the seventh grade or even completing school successfully.

Answer 173

Josh will only compete against smaller children while playing sports after school.

Answer 174

a schema that organizes knowledge or perceptions about a category.

Answer 175

unfair treatment of particular categories of people.

Answer 176

biological differences.

Answer 177

prejudgment or irrational generalisation about an entire category of people.

Answer 178

"Boys should line up to the right and girls to the left."

Answer 179

"People from that region just aren't ambitious."

Answer 180

"If he's one of your friends, tell him not to apply."

Answer 181

"Matthew just doesn't seem interested in spelling."

Answer 182

promote "heritage" English rather than "formal" English for all students.

Answer 183

accept students' dialects as a valid and correct language system, but teach standard English as well.

Answer 184

expect to find more homonyms in the students' language than usual.

Answer 185

focus on teaching "standard" or "formal" English to all students.

Answer 186

observable actions.

Answer 187

development.

Answer 188

nature over nurture.

Answer 189

in a contiguous relationship.

Answer 190

dependent upon reward.

Answer 191

equivalent stimuli.

Answer 192

in a noncontiguous relationship.

Answer 193

Mr. Denver gave each life sciences student the same laboratory worksheet in order to determine what misconceptions in handling a microscope could be identified.

Answer 194

Mr. Buhr regularly demonstrated the correct procedures for borrowing school materials during his homeroom period.

Answer 195

Ms. Hayes assigned an article on euthanasia for her social studies class to read prior to their exam, although the topic had not been discussed.

Answer 196

Ms. Rosen organized her English class into homogeneous groups during small group discussions.

Answer 197

consequences.

Answer 198

antecedents.

Answer 199

punishments.

Answer 200

positive reinforcement.

Answer 201

presentation punishment.

Answer 202

negative reinforcement.

Answer 203

removal punishment.

Answer 204

Variable-interval

Answer 205

Variable-ratio

Answer 206

Fixed-interval

Answer 207

Continuous

Answer 208

contingent.

Answer 209

identified with the behaviour.

Answer 210

believable.

Answer 211

performance is otherwise too poor to gain reinforcement.

Answer 212

no appropriate reinforcers can be found.

Answer 213

students are capable of the behaviour but seldom perform it.

Answer 214

there is no one available to model the appropriate behaviour.

Answer 215

assembly of elements into a meaningful pattern.

Answer 216

downward scanning of the eyes.

Answer 217

understanding of the context of a situation.

Answer 218

search for familiar features or elements.

Answer 219

Conditional

Answer 220

Domain-specific

Answer 221

Declarative

Answer 222

Procedural

Answer 223

Reinforcing each small step of progress toward a desired goal of behaviour.

Answer 224

Small components that make up a complex behaviour.

Answer 225

The use of cueing to help establish new behaviours.

Answer 226

Practicing correct responses immediately after errors.

Answer 227

contingency contracts.

Answer 228

peer tutoring.

Answer 229

primary reinforcers.

Answer 230

group consequences.

Answer 231

Egocentric

Answer 232

In an educational psychology classroom

Answer 233

In a very quiet area, such as a library

Answer 234

In a small comfortable room with soft music playing

Answer 235

In a familiar room such as a dorm room

Answer 236

memory capacities.

Answer 237

thinking processes.

Answer 238

cognitive stage.

Answer 239

cognitive development.

Answer 240

About 20 seconds

Answer 241

One minute

Answer 242

Working procedural

Answer 243

Long-term semantic

Answer 244

Sensory register

Answer 245

blocks the recall of other information.

Answer 246

leads to the integration of organized patterns.

Answer 247

requires specific, external memory cues.

Answer 248

Leads to recall of another bit of information.

Answer 249

activate an inappropriate schema.

Answer 250

become too reflective.

Answer 251

experience overgeneralization.

Answer 252

rely on heuristics instead of algorithms to solve it.

Answer 253

Deductive logic

Answer 254

Overlearning

Answer 255

Analogical thinking

Answer 256

The generate-test method

Answer 257

flexibility.

Answer 258

functional fixedness.

Answer 259

response set.

Answer 260

Automaticity

Answer 261

Elaboration

Answer 262

Flexibility

Answer 263

Restructuring

Answer 264

Domain-specific declarative

Answer 265

Conditional declarative

Answer 266

General declarative

Answer 267

Procedural declarative

Answer 268

All of the above groups should be of equal difficulty

Answer 269

Comparing differences and similarities

Answer 270

Distinguishing between fact and opinion

Answer 271

Identifying unstated assumptions

Answer 272

Recognizing different value systems and ideologies

Answer 273

general rather than specific transfer taking place.

Answer 274

the impracticality of disciplining mental processes.

Answer 275

specific rather than general transfer taking place.

Answer 276

the irrelevance of the subject.

Answer 277

assimilation.

Answer 278

integration.

Answer 279

Acquisition phase

Answer 280

Overlearning phase

Answer 281

Retention phase

Answer 282

Transfer phase

Answer 283

many psychologists and educators.

Answer 284

Gestalt psychologists.

Answer 285

Piaget and Vygotsky primarily.

Answer 286

curriculum designers.

Answer 287

problem-based learning.

Answer 288

inquiry learning.

Answer 289

situated learning.

Answer 290

anchored instruction.

Answer 291

Concept mapping vs. information processing

Answer 292

Facts vs. concepts

Answer 293

A relationship in which a less experienced learner acquires knowledge and skills under the guidance of an expert.

Answer 294

Knowledge vs. application

Answer 295

Both externally and internally directed

Answer 296

Externally directed

Answer 297

Internally directed

Answer 298

Logically directed

Answer 299

Elaboration, interpretation, and argumentation

Answer 300

Shared values, lack of conflict, and creativity

Answer 301

Cognitive flexibility, competition, and self-respect

Answer 302

Extrinsic rewards, elaboration, and autonomy

Answer 303

arranging the environment so that students can discover on their own.

Answer 304

grappling with problems in students' zones of proximal development and providing scaffolding.

Answer 305

guiding learning by expectations and demonstrations of the students.

Answer 306

placing students in situations where they have to reach for understanding.

Answer 307

magic middle.

Answer 308

digital divide.

Answer 309

participation structure.

Answer 310

semi-lingual.

Answer 311

emphasizes learning through observation of others.

Answer 312

adds concern with cognitive factors such as beliefs, self-perceptions and expectations to social learning theory.

Answer 313

refers to a person’s sense of being able to deal effectively with social circumstances.

Answer 314

propagates the capacity to coordinate learning skills, motivation and emotions to reach social skills.

Answer 315

group students of similar backgrounds together.

Answer 316

keep groups together for at least half the year.

Answer 317

make shy or introverted students the group leader.

Answer 318

balance the number of boys and girls in each group.

Answer 319

acquisition of knowledge.

Answer 320

social learning theory.

Answer 321

observable performances.

Answer 322

principles of reinforcement and punishment.

Answer 323

modelling how to set specific goals.

Answer 324

rewarding only large improvements in math skills.

Answer 325

encouraging the student not to engage in self-evaluation.

Answer 326

linking success to natural born abilities.

Answer 327

An inner state that causes a person to initiate an action

Answer 328

An inner state that arouses, directs, and maintains a person’s behaviour

Answer 329

The level of involvement a person has in a chosen activity

Answer 330

The degree of persistence a person has toward completing an activity

Answer 331

Behavioural

Answer 332

Social learning

Answer 333

Humanistic

Answer 334

general in nature and moderately difficult.

Answer 335

specific and moderately difficult.

Answer 336

general in nature and very difficult.

Answer 337

specific and very difficult.

Answer 338

"If I master this material, I can have some free time."

Answer 339

"I'm going to go for the third assignment option, so that I can receive an A."

Answer 340

"Accomplishing this should make me better prepared for Biology 101."

Answer 341

"Jason will be impressed if I can learn this laboratory procedure."

Answer 342

Deficiency

Answer 343

Proficiency

Answer 344

Self-actualization

Answer 345

finding strategies to succeed the next time.

Answer 346

assuming things will work out better in the future.

Answer 347

berating themselves for their failure.

Answer 348

exhibiting confusion and anxiety.

Answer 349

internal, stable, and uncontrollable.

Answer 350

external, stable, and controllable.

Answer 351

external, unstable, and uncontrollable.

Answer 352

internal, stable, and controllable.

Answer 353

doubts about his ability.

Answer 354

an enhanced sense of self-efficacy.

Answer 355

an incremental view of his ability.

Answer 356

external-unstable attributions.

Answer 357

curiosity.

Answer 358

self-control.

Answer 359

task orientation.

Answer 360

self-determination.

Answer 361

Students who don’t want to learn or to look smart, but just want to avoid work.

Answer 362

Students who have a wide variety of needs and motives to be connected to others.

Answer 363

Students who focus on mastering the task or solving the problem.

Answer 364

Students who focus on how well they are performing and how they are judged by others.

Answer 365

research that focus on sources of knowing

Answer 366

systematic observations or tests of methods conducted by teachers to improve teaching and learning

Answer 367

knowledge assumed by a teacher

Answer 368

information gained by an educational psychologist through standardized tests

Answer 369

understand reversibility

Answer 370

begins to make use of imitation

Answer 371

becomes more scientific in thinking

Answer 372

able to think operations through logically

Answer 373

imagination, and, therefore, is an art

Answer 374

knowledgeable and inventive

Answer 375

the ability to learn and apply specific rules

Answer 376

the use of scientific methods

Answer 377

Trying to teach all subjects or concepts using all intelligences

Answer 378

direct evaluation and grading of intelligences without regarding to context

Answer 379

mixing intelligences with other desirable qualities

Answer 380

Personalization of educatution

Answer 381

understand reversibility

Answer 382

begins to make use of imitation

Answer 383

becomes more scientific in thinking

Answer 384

able to think operations through logically

Answer 385

Maslow's tree higher level needs

Answer 386

objects or events that discourage behaviour

Answer 387

Maslow's four lower level needs

Answer 388

when rewards are absent

Answer 389

general in nature and moderate difficult

Answer 390

realistic, reasonable difficult and meaningfull

Answer 391

general in nature and very difficult

Answer 392

specific and very difficult

Answer 393

curiousity

Answer 394

self-control

Answer 395

task-orientation

Answer 396

self-determination

Answer 397

accommodation

Answer 398

assimilation

Answer 399

hypothetico-deductive reasoning

Answer 400

guided participation

Answer 401

when a correct response is practiced immediately after errors have occurred.

Answer 402

when an action stops or something unpleasant is avoided then the behaviour is likely to reoccur.

Answer 403

when one’s behaviour is replaced with another.

Answer 404

what happens when students continually fail to gain reinforcement.

Answer 405

To encourage learners who have consistently failed to make academic progress

Answer 406

To reward learners who are interested in the work

Answer 407

To reward learners in a class that is well-behaved

Answer 408

To teach learners that there can be consequences for behaviour

Answer 409

the removal of all reinforcements.

Answer 410

the use of behavioural learning principles to change one’s own behaviour.

Answer 411

developing new responses a little at a time.

Answer 412

learning by doing and experiencing the consequences.

Answer 413

That there are disagreements on what learning entails

Answer 414

That people do not learn through the effects of deliberate responses

Answer 415

That the difference between learning and performance is not recognised

Answer 416

That rewarding learners for all learning will cause them to lose interest in learning for its own sake

Answer 417

useful in a particular situations.

Answer 418

useful as it applies to many situations.

Answer 419

the mind’s ability to take in, store and use information.

Answer 420

the interpretation of sensory information.

Answer 421

the information you are focussing on at a given moment.

Answer 422

systems that hold sensory information very briefly.

Answer 423

the ability to perform learned tasks without much mental effort.

Answer 424

the process that brings together information from the long-term memory.

Answer 425

Cognitive load.

Answer 426

Intrinsic cognitive load.

Answer 427

Germane cognitive load.

Answer 428

Extraneous cognitive load.

Answer 429

Interference.

Answer 430

Elaborative rehearsal.

Answer 431

Working-backward strategy

Answer 432

Schema-driven problem solving

Answer 433

Means-ends analysis

Answer 434

Analogical thinking

Answer 435

Response set

Answer 436

Functional fixedness

Answer 437

Confirmation bias

Answer 438

Availability heuristic

Answer 439

Continue with the lesson regardless of whether the student understands the problem

Answer 440

Let learners do the thinking; don’t just give them the answers

Answer 441

Identify conclusions and assumptions for learners

Answer 442

Ensure that learners understand that there is only one way to solve the problem

Answer 443

Convergent thinking

Answer 444

Restructuring

Answer 445

Divergent thinking

Answer 446

problem-based learning.

Answer 447

anchored instruction.

Answer 448

inquiry learning.

Answer 449

situated learning.

Answer 450

Internal direction

Answer 451

External direction

Answer 452

Both internal and external direction

Answer 453

Organisation

Answer 454

promotive interaction.

Answer 455

individual accountability.

Answer 456

positive interdependence.

Answer 457

group processing.

Answer 458

The encourager

Answer 459

The cheerleader

Answer 460

The gate keeper

Answer 461

Taskmaster

Answer 462

Quiet captain

Answer 463

Materials monitor

Answer 464

Humanistic approach

Answer 465

Cognitive approach

Answer 466

Sociocultural approach

Answer 467

Social cognitive approach

Answer 468

Incremental view of ability

Answer 469

Entity view of ability

Answer 470

Epistemological beliefs of ability

Answer 471

Attribution view of ability

Answer 472

Teacher communicates the importance of the work

Answer 473

Clear goals and directions

Answer 474

Messages of accountability and high expectations

Answer 475

Attributions to effort

Answer 476

The teacher sets the pace for the lesson for the slowest learner.

Answer 477

The teacher allows a new learner to sit with a buddy for the day.

Answer 478

The teacher indicates that the work learners are doing is hard but that they are doing a good job.

Answer 479

The teacher stimulates creative thought.

	Erstellt von Franell Duggan vor fast 8 Jahre

Nächster

Educational Psychology

Beschreibung

Zusammenfassung der Ressource

Frage 1

Frage 2

Frage 3

Frage 4

Frage 5

Frage 6

Frage 7

Frage 8

Frage 9

Frage 10

Frage 11

Frage 12

Frage 13

Frage 14

Frage 15

Frage 16

Frage 17

Frage 18

Frage 19

Frage 20

Frage 21

Frage 22

Frage 23

Frage 24

Frage 25

Frage 26

Frage 27

Frage 28

Frage 29

Frage 30

Frage 31

Frage 32

Frage 33

Frage 34

Frage 35

Frage 36

Frage 37

Frage 38

Frage 39

Frage 40

Frage 41

Frage 42

Frage 43

Frage 44

Frage 45

Frage 46

Frage 47

Frage 48

Frage 49

Frage 50

Frage 51

Frage 52

Frage 53

Frage 54

Frage 55

Frage 56

Frage 57

Frage 58

Frage 59

Frage 60

Frage 61

Frage 62

Frage 63

Frage 64

Frage 65

Frage 66

Frage 67

Frage 68

Frage 69

Frage 70

Frage 71

Frage 72

Frage 73

Frage 74

Frage 75

Frage 76