Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Ed Psych > Exam 1 > Flashcards

Exam 1 Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q

What is Diversity

A

Collective mixture of human beings with their similarities and differences existing and interacting together

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Example of what Diversity isn’t

A

An example of Diversity is a crowd at a baseball stadium. There could be people of different races, ethnicities, religions, etc., but if none of the people are interacting then it is not a diverse group of people. Interaction must be present for diversity to occur.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Example of Diversity

A

A team of parents, teachers, and administrators of different religions, races, genders, etc., are creating an IEP for a student with a disability. Because they are interacting and collaborating, they are a diverse group.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What is Equity?

A

Occurs when every individual is given the accomadations and resources they need for there to be a level playing field.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Difference between Equity and Equality?

A

Equality is providing everyone with the same exact thing to accomplish a task, while equity is when peole are given different things to accomplish a task— but the individualized accomadations make it to where everyone is able to complete the task to the best of their abiltiy.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Example of equity

A

An example of equity is an entire classroom is taking a social studies test. Each student has been given the opportunity to take the test based on thier needs and preferaces. An example of equality is every studet being given a paper test and pencil.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is Inclusion?

A

Inclusion is when there is a beloging enviornement where a diverse group or community are interacting with eachother and feel safe and welcomed.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What is identity?

A

Identitiy is the collective aspect of the set of characteristics by which a person is definitively recognized or known. Can be invisible or visble. Can be chosen or given.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Difference between invisible and visible identity

A

Visible are seen, like eye color and race

Invisble are not seen, beliefs and religion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Why is knowing the distinction between invisible and visible important

A

We have to realize that people arent just what we see

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What is the difference between personal and social aspects of identity? Why is this distinction important

A

Personal aspects are things such as values and beliefs and social aspects are personality traits and behavior. For some, each aspect can be impacted by the other.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

5 social justice stantdards within the identity domain

A

Pierce

  1. students will see sterotypes, see individuals as individuals and not as a representation of that entire group they identify with
  2. Students will see the unfairness at an individual level and institutionalized injustice at a societall evel
  3. Understand harmful impact of iases in the past, currently, and in the future
  4. Recognize privelege at multiple levels and its effect
  5. identify figures, groups,e vents, relevant to the history of social justice around the world
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Example of social justice standard

A

First grade

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

5 common characteristics of a classroom based on shared inquiry and dialogue

A 
Listening
Respect
Voice
Trust 
Humanity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

5 social justice standards withi the diversity domain

A
  1. Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.
  2. Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups.

Annie
3. Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.

  1. Students will respond to diversity by building empathy, respect, understanding and connection.
  2. Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What is Action ?

A
  • behavior, conduct, an act of will

- heroes acting alone< communities acting together

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Action Standards

A

Brita
1. Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias.

  1. Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice.
  2. Students will speak up with courage and respect when they or someone else has been hurt or wronged by bias.
  3. Students will make principled decisions about when and how to take a stand against bias and injustice in their everyday lives and will do so despite negative peer or group pressure.
  4. Students will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are most effective.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What is self-regulated learning

A

Process we use to activate and hold our thoughts, behaviors, and emotions to reach goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

3 phases of self regulation

A

Forethought and planning— SMAARTLY goals
Performance Phase— doing what you have planned
Reflection phase— evaluation, reward or no reward, emotional reactions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Motivation in relate to each

A

Planning— what is going to motivate you through the entire process
performance— monitor progress, see what more you need to keep going
Relection— how did motivation work, motivated to continue?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

SMAART-LY

A

Specific - what needs to be completed
Measureable - the amount/number of what needs done
Attainable - Is it a realistic goal?
Actionable - doing what is needed to complete the goal
Relevant - Why does this need completed
Timely - setting a time or date that it needs to be completed by
Learning - combination of learning and performance-based

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What is sensory memory (sensory register)?

Capacity, duration, contents

A

What is happening in your surrounding/environment using your five senses. Not selective, attention is

C: infinite/everything
D: less than five second
Content: exact replica

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What is attention and how does it influence learning and remembering

A

How you aim your focus. Attention is how you go from sensory register to working memory. Until you give something your attention, it has no chance of making it into your long term memory which means when you try to remember it through the process of retrieval from long-term memory to working memory again, it will be inachievable

24
Q

Cocktail party phenomenon

A

A major concept in the Sensory Register using all the senses. One is able to focus solely on one thing and forget everything else around them, an example is talking to someone at a party. However, if you are talking for too long you might become distracted by the surroundings, what we put into working memory is selective and catches our attention

25
Q

Perception and how it influences learning and remembering?

A

Perception is how our senses “detect” the things around us and sometimes it might not necessarily be correct but it influences how we think and view things along with how we end up remembering things. What we find important that motivates us

26
Q 
Working memory (short term)
Capacity, duration, contents
A

You get things into your working memory by paying attention, still not effectively stored until you encode it into you long-term memory
C: 7 plus or minus 2 items
D: 30 seconds
Content: The jist

27
Q

Central executive

A

Central executive: oversees the flow of information throughout the system, selecting and controlling our thoughts and behaviors and inhibiting those that might be counterproductive

28
Q

Maintenence Rehearsal

A

Maintenance rehearsal: trying to remember something and keep it at the front of your brain for as long as it’s important (trying to remember the code to get into MyBGSU, I repeat it out loud until I have it typed in and then I forget it immediately

29
Q

Long-term memory

Capacity, duration, contents

A

For information to be in your long-term memory ou have to successfuly encode it from working memory
C: infinite
D: infinite
Content: the jist

30
Q

Explicit and implicit memory

Examples and aspects

A

Explicit memory: knowledge we can easily recall and explain (how you brush your teeth)
Implicitly memory: knowledge we can’t consciously recall or explain but that nevertheless affects our behavior (how your legs move when you skip)

31
Q

Least effective strategy for long term memory

A

Rehearsal, using repitition. An example is chunking rehearsal where you memorize things like phone numbers

32
Q

Effective strategy for storing information

A
  1. CONTEXT
    A more effective strategy for long term memory is elaboration because you are adding in more details as you go and thinking about things in different ways through elaborative rehearsal. An example would be putting the information into your own words.
  2. MNEMONIC DEVICES
    Never eat sour worms (north, south, east, west)
33
Q

What is schema

A

Mental filing cabinet
How we organize knowledge and make connections between different information. An example, would be when a child calls their pet dog “doggy” so they associate that with any other four legged animal until further information is provided to them

34
Q

Schema development?

Schema activation?

A

Schema development is where your information continues to form and reform as more information is gathered about certain things and more connections are made.
Schema activation is when the information is put into context by the individual.

35
Q

Retrieval

A

Memory lane

Remembering information stored in long-term memory

36
Q

Activation

A

Accessing our memory and knowledge

37
Q

Automaticity

A

Automaticity is when something has been done so many times that the response to do it becomes immediate without thought, taking up very little space in working memory. An example would be brushing your teeth or driving a car.

38
Q

What is the Tip-of-the-tongue phenomenon?

A

Cannot recall exactly what you need to but can recall similar things.
An example of this is youre trying to tell your friend what shop you got your bracelet from on your trip to florida, you can remember what city it was in and what restaurant is next to it but the name of the shop youre having trouble accessing through retrieval

39
Q

What are retrieval cues

A

Things in the surrounding environment that aid in recalling something. It is important because it shows that we are able to develop schemas

Retrieval causes are hints about where to “look” when searching for information in your memory. They are important because they are the “organizers” in our “filing cabinet” brain. It keeps our memory organized.

40
Q

Flashbulb memories

A

Memories from something so shocking, surprising, etc that the memories associated with it are very vivid and clear when they are recalled. For example, someone going through a traumatic event like a car crash where they can recall exactly how the glass sounded when it broke and the screeching of the tires

41
Q

What are some resons we forget things?

A

Negative feelings, defensice mechanism, wasnt stored properly

42
Q

Reasons we miss-remember things

A

We could have related it into our schema in a way that isnt practical when we stored the information

43
Q

What does the bio part of Bronfenbrenner’s Bioecological theory refer to?

A

Who the individual is

44
Q

What does the ecology part of the name refer to?

A

The relationship an individual has within their immediate environment and the broader environments

45
Q

What are the five systems

A

Microsystem— things closest to the individual that they interact with everyday (a. home, family, school)
Mesosystem— interactions between the different parts of a person’s microsystem (a. relationship between parents and teachers)
Exosystem— setting that does not involve the person as an active participant, but it still affects them (a. Parents workplace)
Macrosystem— cultural environment in which the person lives (a. economy, civil rights).
Chronosystem— detention of time in relation to a person’s development (a. death of a parent would effect a three year old differently than a teenager) (technology in our world today) Chronosystem is in historical time or life history.

46
Q

Be able to idenitfy individual and entire process of how they interact with their life

A

Student

47
Q

Maslows Hierarchy of needs: Humanistic view of Motivation

How many levels?

A 
8 levels
Transcendence
Self-actualisation
Aethetic
Cognitive
Esteem
Belongingness and love
Safety needs
Biological
48
Q

To figure out what “need someone is striving to fulfill what must we do?

A

Start at bottom and work way up

49
Q

What level do you start at?

A

Bottom

50
Q

What level do you stop at?

A

The person is at the level where the need is NOT fulfilled

51
Q

What is the highest level a young child could reach?

A

Cannot go above cognitive needs except for brief periods of time

52
Q

How do needs influence students motivation to learn

A

The student must have thier needs— such as safety, food, shelter, met before they can focus on anything else

53
Q

How does this hierarchy of needs influence parents motivaiton to help their children learn

A

their child cannot learn to be independent unless their needs are met and they can learn

54
Q

How does hierarchy influence teachers abiltiy to teach

A

Teacher has to make sure that all the children are on the same level to teach.

55
Q

How does this hierarchy both of the therapist and client, influence the therapists ability to help client

A

Can slip easily between levels

Ed Psych (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions