[1] people from one geographic area

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

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

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

learned skills and creativity.

imagination and, therefore, is an art.

the ability to learn and apply specific rules.

the use of scientific methods.

Use of scientific methods

Maintaining class discipline

Thoughtful and inventive

Adapt instruction and assessment to students’ needs

research is not important for improving schools.

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

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

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

are NOT necessarily related.

are strongly related.

decrease proportionately.

tend to increase or decrease together.

inappropriate unless supported by research.

appropriate in most circumstances.

more reliable than scientific judgments.

the main factor that differentiates experts from novices.

Losing weight due to exercise

Gaining weight from age two to age three

Losing weight during a brief illness

Learning which foods produce the most weight

as teacher interest decreases, engaged time increases.

as teacher interest increases, engaged time tends to increase.

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

there is virtually NO relationship between the two variables.

thalamus.

frontal lobe.

cerebral cortex.

cerebellum.

a small group of people with similar backgrounds.

people from one geographic area.

a group of people over a specific period of time.

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

information to the heart and lungs.

information to the neuron cells themselves.

information to blood cells.

information to muscles, glands, or other neurons.

transformations.

lateralization.

neurons.

myelination.

is unlikely to have occurred by chance.

contradicts the prevailing theoretical views.

is unrelated to theory development.

will indicate its practical importance.

changes over time in the ways we relate to others.

genetically programmed, naturally occurring changes over time.

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

changes in personality that take place as one grows.

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

Learning to paint with a new type of brush.

Looking at teachers as they lecture.

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

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

Looking at teachers as they lecture.

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

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

egocentrism.

serration.

decentering.

object permanence.

Preoperational thought

Sensorimotor

Concrete operations

Formal operations

cannot be explained by assimilation and accommodation.

is similar from one domain to another.

transfers from one domain to another.

differs from one domain to another.

guide one's activities in solving a problem.

call attention to oneself during play.

encourage children to learn new words.

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

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

knowing the person's age.

knowing the person's rate of development.

observing how the person solves problems.

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

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

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

The child does not understand object permanence.

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

learning environments that require students to work on their own.

learning activities funded under the law No Child Left Behind.

Learning activities that require the use of a computer.

Industry vs. inferiority

Autonomy vs. shame

Generativity vs. stagnation

Intimacy vs. isolation

foreclosure.

achievement.

diffusion.

moratorium.

consists of a working mother and father and their children.

gets along well together, including parents and children.

Includes grandparents as well as parents and children living together.

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

Abandonment by parents

Frequent absence or tardiness

Consistent lack of supervision

Unattended medical needs

Psychosexual

Psychosomatic

Psychosocial

Sociocultural

A developmental crisis

Cognitive dissonance

Disequilibration

Equilibration

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

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

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

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

causal relationship.

negative relationship.

zero relationship.

positive relationship.

Nonconventional

Conventional

Pre-conventional

Post-conventional

Emphasis on justice

Importance of equality

Concern for caring and justice

Sympathy for others

less athletic than their peers.

larger and stronger as adults than their peers.

less socially skilled than their peers.

teachers' pets.

crystallized intelligence.

naturalist intelligence.

speed of processing.

linguistic intelligence.

flexibility.

insight.

meta-components.

automaticity.

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

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

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

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

are clearly detrimental and should not be continued.

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

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

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

about 75 percent by heredity and 25 percent by environment.

about 25 percent by heredity and 75 percent by environment.

about equally by heredity and environment.

minimally by both heredity and environment.

career goals.

needed transitional services.

specific educational goals.

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

variable set of conditions with differing sets of causes.

disease characterized by excessive nervousness.

neurological disorder causing short attention span.

variable set of conditions with a single cause.

is related to lower achievement.

has been unnecessarily discouraged in the past.

results in poor social and emotional adjustment.

robs students of the companionship of their age group.

Saying "wike" for "like"

Repeating a word several times in an utterance

Speaking in an inappropriate pitch

Speaking too slowly or too rapidly

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

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

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

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

a schema that organizes knowledge or perceptions about a category.

unfair treatment of particular categories of people.

biological differences.

prejudgment or irrational generalisation about an entire category of people.

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

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

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

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

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

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

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

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

observable actions.

development.

nature over nurture.

thinking.

in a contiguous relationship.

dependent upon reward.

equivalent stimuli.

in a noncontiguous relationship.

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

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

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.

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

consequences.

antecedents.

patterns.

punishments.

positive reinforcement.

presentation punishment.

negative reinforcement.

removal punishment.

Variable-interval

Variable-ratio

Fixed-interval

Continuous

Fixed

Interval

Ratio

Variable

contingent.

identified with the behaviour.

salient.

believable.

performance is otherwise too poor to gain reinforcement.

no appropriate reinforcers can be found.

students are capable of the behaviour but seldom perform it.

there is no one available to model the appropriate behaviour.

assembly of elements into a meaningful pattern.

downward scanning of the eyes.

understanding of the context of a situation.

search for familiar features or elements.

Conditional

Domain-specific

Declarative

Procedural

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

Small components that make up a complex behaviour.

The use of cueing to help establish new behaviours.

Practicing correct responses immediately after errors.

contingency contracts.

peer tutoring.

primary reinforcers.

group consequences.

Egocentric

Passive

Social

Active

Prototype

Algorithm

Attribute

Heuristic

In an educational psychology classroom

In a very quiet area, such as a library

In a small comfortable room with soft music playing

In a familiar room such as a dorm room

memory capacities.

thinking processes.

cognitive stage.

cognitive development.

About 20 seconds

A day

One minute

One week

Working procedural

Long-term semantic

Sensory register

Schematic

blocks the recall of other information.

leads to the integration of organized patterns.

requires specific, external memory cues.

Leads to recall of another bit of information.

activate an inappropriate schema.

become too reflective.

experience overgeneralization.

rely on heuristics instead of algorithms to solve it.

Deductive logic

Overlearning

Analogical thinking

The generate-test method

flexibility.

insight.

functional fixedness.

response set.

Automaticity

Elaboration

Flexibility

Restructuring

Domain-specific declarative

Conditional declarative

General declarative

Procedural declarative

MNO

ABC

XYZ

All of the above groups should be of equal difficulty

Comparing differences and similarities

Distinguishing between fact and opinion

Identifying unstated assumptions

Recognizing different value systems and ideologies

general rather than specific transfer taking place.

the impracticality of disciplining mental processes.

specific rather than general transfer taking place.

the irrelevance of the subject.

assimilation.

transfer.

encoding.

integration.

Acquisition phase

Overlearning phase

Retention phase

Transfer phase

many psychologists and educators.

Gestalt psychologists.

Piaget and Vygotsky primarily.

curriculum designers.

Advanced

Cultural

Spiral

Vicarious

problem-based learning.

inquiry learning.

situated learning.

anchored instruction.

Concept mapping vs. information processing

Facts vs. concepts

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

Knowledge vs. application

Both externally and internally directed

Externally directed

Internally directed

Logically directed

Elaboration, interpretation, and argumentation

Shared values, lack of conflict, and creativity

Cognitive flexibility, competition, and self-respect

Extrinsic rewards, elaboration, and autonomy

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

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

guiding learning by expectations and demonstrations of the students.

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

magic middle.

digital divide.

participation structure.

semi-lingual.

emphasizes learning through observation of others.

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

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

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

group students of similar backgrounds together.

keep groups together for at least half the year.

make shy or introverted students the group leader.

balance the number of boys and girls in each group.

acquisition of knowledge.

social learning theory.

observable performances.

principles of reinforcement and punishment.

modelling how to set specific goals.

rewarding only large improvements in math skills.

encouraging the student not to engage in self-evaluation.

linking success to natural born abilities.

An inner state that causes a person to initiate an action

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

The level of involvement a person has in a chosen activity

The degree of persistence a person has toward completing an activity

Extrinsic

Intrinsic

State

Trait

Behavioural

Cognitive

Social learning

Humanistic

general in nature and moderately difficult.

specific and moderately difficult.

general in nature and very difficult.

specific and very difficult.

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

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

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

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

Being

Deficiency

Proficiency

Self-actualization

finding strategies to succeed the next time.

assuming things will work out better in the future.

berating themselves for their failure.

exhibiting confusion and anxiety.

internal, stable, and uncontrollable.

external, stable, and controllable.

external, unstable, and uncontrollable.

internal, stable, and controllable.

doubts about his ability.

an enhanced sense of self-efficacy.

an incremental view of his ability.

external-unstable attributions.

curiosity.

self-control.

task orientation.

self-determination.

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

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

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

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

research that focus on sources of knowing

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

knowledge assumed by a teacher

information gained by an educational psychologist through standardized tests

understand reversibility

begins to make use of imitation

becomes more scientific in thinking

able to think operations through logically

imagination, and, therefore, is an art

knowledgeable and inventive

the ability to learn and apply specific rules

the use of scientific methods

Trying to teach all subjects or concepts using all intelligences

direct evaluation and grading of intelligences without regarding to context

mixing intelligences with other desirable qualities

Personalization of educatution

understand reversibility

begins to make use of imitation

becomes more scientific in thinking

able to think operations through logically

Maslow's tree higher level needs

objects or events that discourage behaviour

Maslow's four lower level needs

when rewards are absent

general in nature and moderate difficult

realistic, reasonable difficult and meaningfull

general in nature and very difficult

specific and very difficult

curiousity

self-control

task-orientation

self-determination

accommodation

assimilation

hypothetico-deductive reasoning

guided participation

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

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

when one’s behaviour is replaced with another.

what happens when students continually fail to gain reinforcement.

To encourage learners who have consistently failed to make academic progress

To reward learners who are interested in the work

To reward learners in a class that is well-behaved

To teach learners that there can be consequences for behaviour

the removal of all reinforcements.

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

developing new responses a little at a time.

learning by doing and experiencing the consequences.

That there are disagreements on what learning entails

That people do not learn through the effects of deliberate responses

That the difference between learning and performance is not recognised

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

useful in a particular situations.

useful as it applies to many situations.

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

the interpretation of sensory information.

the information you are focussing on at a given moment.

systems that hold sensory information very briefly.

the ability to perform learned tasks without much mental effort.

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

Cognitive load.

Intrinsic cognitive load.

Germane cognitive load.

Extraneous cognitive load.

Decay

Interference.

Elaborative rehearsal.

Chunking.

Working-backward strategy

Schema-driven problem solving

Means-ends analysis

Analogical thinking

Response set

Functional fixedness

Confirmation bias

Availability heuristic

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

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

Identify conclusions and assumptions for learners

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

Convergent thinking

Restructuring

Insight

Divergent thinking

problem-based learning.

anchored instruction.

inquiry learning.

situated learning.

Internal direction

External direction

Both internal and external direction

Organisation

promotive interaction.

individual accountability.

positive interdependence.

group processing.

The encourager

The cheerleader

The gate keeper

The coach

Taskmaster

Quiet captain

Materials monitor

Reflector

Humanistic approach

Cognitive approach

Sociocultural approach

Social cognitive approach

Incremental view of ability

Entity view of ability

Epistemological beliefs of ability

Attribution view of ability

Teacher communicates the importance of the work

Clear goals and directions

Messages of accountability and high expectations

Attributions to effort

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

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

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

The teacher stimulates creative thought.