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Education Psychology
Ed Psych Quiz (Ch.1, Ch 2, Ch. 4, and Oral Language)
| Question | Answer |
|---|---|
| Educational psychology | The discipline concerned with teaching and learning processes; applies the methods and theories of psychology and has its own as well. |
| Descriptive studies | Studies that collect detailed information about specific situations , often using observation, surveys, interviews, recordings, or combination of these methods |
| Ethnography | A descriptive approach to research that focuses on life within a group and tries to understand the meaning of events to the people involved |
| Participant observation | Relationship between two variables in which the to increase or decrease together. Example: calorie intake and weight gain. |
| Case study | Intensive study of one person or one situation. |
| Correlations | Statistical descriptions of how closely two variables are related. |
| Positive correlation | A relationship between two variables in which the to increase or decrease together. Example: calorie intake and weight gain. |
| Negative correlation | A relationship between two variables in which a high value on one is associated with a low value on the other. Example: hiking distance from top of head to the ceiling. |
| Experimentation | Research method in which variables are manipulated and the effects recorded.. |
| Participants/Subjects | People or animals studied. |
| Random | Without any definite pattern; following no rule. |
| Statistically significant | Not likely to be a chance occurrence. |
| Single-subject experimental studies | Systematic interventions to study effects with one person, often by applying and then withdrawing treatment. |
| Micro-genetic studies | Detailed observation and analysis of changes in a cognitive process as a process unfolds over several day or week period of time. |
| Action research | Systematic observation or test of methods conducted by teachers or schools to improve teaching and learning for their students. |
| Principle | Established relationship between factors |
| Theory | Integrated statement of principles that attempts to explain a phenomenon and make predictions. |
| Development | Orderly, adaptive changes we go through from conception to death. |
| Physical development | Changes in body structure and function over time. |
| Personal development | Changes in personality that take place as one grows. |
| Social development | Changes over time in the ways we relate to others. |
| Cognitive development | Gradual orderly changes by which mental processes become more complex and sophisticated. |
| Maturation | Genetically programmed, naturally occurring changes over time. |
| Neurons | Nerve cells that store and transfer information |
| Synapses | The tiny space between neurons -- -- chemical messages are sent across these gaps. |
| Plasticity | The brains tendency to remain somewhat adaptable or flexible |
| Myelination | The process by which neural fibers are coated with a fatty sheath called myelin. That makes message transfer more efficient. |
| Lateralization | The specialized nation of the two hemispheres (sides) of the brain cortex. |
| Organization | Ongoing process of arranging information and experience into mental systems or categories. |
| Adaptation | Adjustment to the environment. |
| Schemes | Mental systems or categories of perception and experience. |
| Assimilation | Fitting new information into existing schemes |
| Accommodation | Altering existing schemas or creating new ones in response to new information. |
| Equilibration | Search for mental balance between cognitive schemas and information from the environment. |
| Disequilibrium | In Piaget's theory, the "out-of-balance" state that occurs when a person realizes that his or her current ways of thinking are now working to solve a problem or understand a situation. |
| Sensorimotor | Involving the senses in motor activity. |
| Object permanence | The understanding that objects have a separate, permanent existence. |
| Goal-directed actions | Deliberate actions toward a goal. |
| Operations | Actions a person carried out by thinking them through instead of literally performing the actions. |
| Preoperational | The stage before child masters logical mental operations. |
| Semiotic function | The ability to use symbols -- language, pictures, signs, or gestures -- to represent actions or objects mentally. |
| Reversible thinking | Thinking backward, from the end to the beginning. |
| Conservation | Principle that some characteristics of an object remain the same despite changes in appearance. |
| Decentering | Focusing on more than one aspect at a time. |
| Egocentric | Assuming that others experience the world the way you do. |
| Collective Monologue | Form of speech in which children in a group talk but do not really interact or communicate. |
| Concrete operations | Mental tasks tied to concrete objects and situations. |
| Identity | Principle that a person or object remains the same over time. |
| Compensation | The principle that changes in one dimension can be offset by changes in another. |
| Classification | Gripping objects into categories |
| Reversibility | A characteristic of Piagetian logical operations-the ability to think through a series of steps, they mention we reverse the steps in return to the starting point; also called reversible thinking. |
| Seriation | Arranging objects in sequential order according to one aspect, such as size, weight, or volume. |
| Formal operations | Mental task involving abstract thinking and coordination of a number of variables. |
| Hypothetico-deductive reasoning | A formal-operations problem-solving strategy in which an individual begins by identifying all the factors that might affect a problem and deep deuces and systematically evaluates specific solutions. |
| Adolescent egocentrism | Assumption that everyone else shares one's thoughts, feelings and concerns. |
| Neo-Piagetian Theories | More recent theories that integrate finding about attention, memory, and strategies with Piaget's insights about children's thinking and the construction of knowledge. |
| Sociocultural theory | Does Woolley and development of while to dialogues between children and more knowledgeable members of society. Children learn the culture of their community space (ways of thinking and behaving) through these interactions. |
| Co-constucted process | A social process in which people interact and negotiate (usually verbally) to create an understanding or to solve a problem. The final product is shaped by all participants. |
| Cultural tools | The real tools space (computers, scales, etc.) and symbol systems (numbers, linkage, graphs.) That allow people in a society to communicate, think, solve problems, and create knowledge. |
| Private speech | Children's self talk, which guides their thinking and action. Eventually, these verbalize nations are internalized as silent inner speech. |
| Zone of proximal development | phase at which a child can master a task if given appropriate help and support. |
| Scaffolding | Support for learning and problem-solving. The support could be clues, reminders, encouragement, breaking a problem down into steps, providing an example, or anything else that allows the student to grow in independence as a learner. |
| Assisted learning | Providing strategic help in the initial stages of learning, gradually diminishing as students gain independence. |
| Funds of knowledge | The alleged that families and committee members have in many areas of work, home, and religious life that can become the basis for teaching. |
| Heritage language | The language spoken in the students home or by members of the family. |
| Syntax | The order of words and phrases or sentences. |
| Pragmatics | The rules for when and how to use language to be an effective communicator in a particular culture. |
| Metalinguistic awareness | Understanding about one's own it use of language. |
| Exceptional students | Students who have abilities or problems so significant that they require special education or other services to reach their potential. |
| Disorder | A broad term, meaning a general disturbance in physical or mental functioning. |
| Disability | The inability to do something specific such as walk or hear. |
| Handicap | A disadvantage in a particular situation, sometimes caused by a disability. |
| Intelligence | Ability or abilities to acquire and use knowledge for solving problems and adapting to the world. |
| Fluid intelligence | Mental efficiency, nonverbal abilities grounded in brain development. |
| Crystallized intelligence | Ability to apply culturally approved problem-solving methods. |
| Theory of multiple intelligences | In Gardner's theory of intelligence, a person's eight separate abilities: logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. |
| Emotional intelligence space (E.Q.) | The ability to process and use emotional information accurately and efficiently. |
| Triarchic theory of successful intelligence | A3-part description of the mental abilities space (thinking process is, coping with new experiences, and adapting to context) that lead to more with less intelligent behavior. |
| Insight | The ability to deal effectively with a novel situations. |
| Automaticity | The result of learning to perform of the behavior or syncing process so thoroughly that the performance is automatic and does not require effort. |
| Tacit knowledge | No way in hell rather than knowing that -- knowledge that is more likely to be learned during everyday life than through formal schooling. |
| Mental age | In intelligence testing, a performance that were present average abilities for that age group. |
| Intelligence quotient (IQ) | Score of comparing mental and chronological ages. |
| Deviation IQ | Score comparing mental in chronological ages. |
| Flynn effect | Because of better health, smaller families, increased complexity in the environment, and more and better schooling, IQ test scores are steadily rising. |
| Between-class ability grouping/tracking | System of grouping in which students are assigned to classes based on their measured ability team for their achievements. |
| Untracking | Redesigning schools teach students in classes that are not grouped by ability. |
| The Joplin plan/non-graded elementary school | Arrangement wherein students are grouped by ability in particular subjects, regardless of their ages or grades. |
| Within a-class ability grouping | System of grouping in which students in a class are divided into two or three groups based on ability in an attempt to accommodate student differences. |
| Flexible grouping | Gripping and regrouping students based on learning needs. |
| Individuals with disabilities education improvement act (IDEIA) | Latest amendment of PL 94-142, guarantees of free public education to all children regardless of disability. |
| Individualized education program (IEP) | Annually revised program for an exceptional student, detailing present achievement level, goals, and strategies, drawn up by teachers, parents specialist and if possible the student |
| Restrictive environment | Educating each child with peers in the regular classroom to the greatest extent possible. |
| Mainstreaming | Teaching children with disabilities in regular classes for pork or all of their school day. |
| Integration | Fitting the child with special needs into existing class structures. |
| Learning disability | With acquisition and use of language; may show up as difficulty with reading, writing, reasoning, and math. |
| Learned helplessness | The expectation, based on previous experiences with lack of control, but all one's efforts will lead to failure. |
| Attention deficit hyperactivity disorder | Current term for disruptive behavior disorders marred by overactivity, excessive difficulty sustaining attention, or impulsiveness. |
| Speech disorder | Inability to produce sounds effectively for speaking. |
| Articulation disorders | Any of a variety of pronunciation difficulties such as the substitution, disproportion, or omissions of sounds. |
| Voicing problems | Inappropriate pitch, quality, loudness, and intonation. |
| Intellectual disabilities/mental retardation | Significantly below average intellectual in the death of social behavior, evident before age 18. |
| Transition programming | Gradual preparation of exceptional students to move from high school into further education or training, employment, or community involvement. |
| Emotional and behavioral disorders | Behaviors or emotions that deviate so much from the norm at the interfere with the child's own growth and development and/or the lives of others -- inappropriate behaviors, unhappiness or depression, fears and anxieties, and trouble with relationships. |
| Cerebral palsy | Condition involving a range of motor or coordination difficulties due to bring the average. |
| Spasticity | Overly tight or tense muscles, characteristic of some forms of cerebral palsy. |
| Epilepsy | Disorder marked by seizures and caused by abnormal electrical discharges in the brain. |
| Generalized seizure/tonic clonic seizure | Procedure involving a large portion of the brain. |
| Absence seizure | Procedure involving only a small part of the brain that causes a child to lose contact briefly. |
| Low vision: | Vision limited to close objects. |
| Educationally blind | Meeting braille materials in order to line |
| Autism/Autism Spectrum Disorders | Developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 30 in ranging from mild to major. |
| Gifted student | A very bright, creative, and talented student. |
Created by:
nicegirl_07
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