Brainscape's Knowledge GenomeTM

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


See full index

Educational Psychology > Midterm > Flashcards

Midterm Flashcards

1
Q

Development

A

Orderly, adaptive changes from conception to detah

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

Maturation

A

Genetically programmed, naturally ocurring changes over time

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

Which theorist is discontinuous (based on qualitative)

A

Piaget

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

3 general principles of development

A

People develop at different rates
Development is relatively orderly
Takes place gradually

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

Cerebellum

A

Balance and smooth, skilled movements

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

Hippocampus

A

Recalling new information

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

Amgydala

A

Emotions

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

Thalmaus

A

Learn new information, especially verbal

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

fMRI

A

Blood flow during cognitive tasks

- Excellent spatial, terrible temporal

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

Event related potential

A

Assess electrical activity in brain as neurons fire

- Excellent temporal, poor spatial

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

Positron Emission Tomography

A

Track brain activity under different conditions

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

Weight of brain

A

1 pound at birth, 3 at adulthood

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Experience-Expectant pruning

A

Synapses are overproduced in certain regions in anticipation of stimulation

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

Experience-Dependant pruning

A

Synaptic connections form based on experience, in response to neural activity in regions that are unable to process information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Cortical Hypoarousal

A

Diminished brain activity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What fills the spaces between neurons?

A

Glial cells: White matter that fights infections, controls blood flow and provides myelin

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

Myelination

A

Coating of axon fibres with insulating fatty glial covering

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Cerebral cortex

A

Thin, outer sheet covering and largest brain area – responsible for complex thinking

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

What brain areas develop first and last

A

Motor first

Frontal lobe last

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

Temporal lobe

A

Emotions and judgement

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

Lateralization

A

Specialization of the two hemispheres results in faster processing

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

Who has less specialization

A

Women and left handed people

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

Left and right hemisphere specializations

A

Left: Language
Right: Spatial processing and emotions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

How much sleep do teens need

A

9-10 hours

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Two systems controlling impulses and risky behaviour

A

Limbic system

Prefrontal cortex

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Limbic system

A

Growth causes teens to become more responsive to pleasure seeking stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Sensory Store

A

Very large capacity but decays in a few seconds

- Attention guides information to short term or working memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Short-term Memory

A

7+/- 2 chunks for 20 seconds

Either pulled from sensory register or long-term memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Working memory

A

2 items fewer than STM

Can come from sensory or long-term

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Capacity of working memory

A

2 items in childhood

4-5 in adulthood

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Working memory sub system levels

A

Central executive
Visuospatial sketchpad, episodic buffer, Phonological loop
Long term memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

When does working memory grow rapidly

A

8-12

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Recall

A

Generating mental representation of an absent stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Reconstruction

A

Select and interpret information as it is encoded, stored or retrieved

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Do kids do better with verbatim or gist?

A

Verbatim

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

3 steps in creating automatic memories

A

Cognitive
Associative
Autonomous

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

First memory

A

3.5 years

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Amnesia

A

Infantile– 0-2

Childhood– 2-6– memories are flaky

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

When does the hippocampus stop developing

A

7

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

4 pre-literacy skills

A

Vocabulary
Alphabet recognition
Phonological skills
Listening comprehension

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Morrison grade 1 reading

A

Computer gives student an individualized prescription for mix of phonics and whole word learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Sustained attention

A

Staying on task

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

When does sustained attention increase sharply

A

2-3 years

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Production deficency

A

Preschoolers open all the doors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Control deficency

A

Strategy but no inhibition – 5

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Utilization Deficency

A

6 year olds master the strategy but do not yet see improved performance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

Script

A

Repeated events, usually in causal order– earliest efforts at planning actions to lead to desired goal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Cognitive views of learning

A

Learning as an active mental process of acquiring and using knowledge – kids play an active role in their own learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

Perception

A

Interpretation of sensory information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

Bottom up processing

A

Perceiving based on separate, defining features and assembling them into a recognizable pattern

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Gestalt processing

A

People organize their perceptions into coherent wholes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

Top down processing

A

Making sense of information by using context and what we already know

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

Cognitive load

A

Volume of resources needed to complete a task

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

Intrinsic CL

A

Unavoidable– resources required by the task itself, regardless of other stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

Extraneous CL

A

Avoidable/Manageable– Resources required to process irrelevant stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

Germane CL

A

Desirable– Deep processing of information related to task, including application of prior knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

Maintenance rehearsal

A

Repeating yourself to keep information in working memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

Elaborative rehearsal

A

Keeping information in working memory by associating it with something you already know

59
Q

Interference

A

Processing new information interferes or gets confused with old info

60
Q

Declarative knowledge

A

Verbal information, facts, knowing that something is the case

61
Q

Procedural knowledge

A

Knowing how to do something

62
Q

Self-regulatory knowledge

A

Knowing how to manage your own learning, when to use procedural or declarative knowledge – conditional knowledge

63
Q

Explicit memories

A

Long-term memories requiring conscious recall

64
Q

Semantic memory

A

Memory for meaning and declarative knowledge

65
Q

Propositional Network

A

Set of interconnected concepts and relationships where long-term knowledge is held– recall of one will trigger recall of related

66
Q

Dual coding theory

A

Information is stored in LT as either visual images, verbal units or both

67
Q

Prototype

A

Best representation of a category

68
Q

Exemplar

A

Actual memory of specific object, compared with the item in question to see if they are in the same category

69
Q

Productions

A

Contents of procedural memory, rules about what action to take

70
Q

Priming

A

Activating a concept in memory, or the spread of action from one concept to another

71
Q

Generative learning

A

Meaningful learning happens when students focus on relevant information and build connections

72
Q

Levels of processing theory

A

Recall of info based on how deeply its processed

73
Q

Spreading activation

A

Retrieval of pieces of info base don their relatedness to one another

74
Q

Loci method

A

Associating items with specific places

75
Q

Rote memorizing

A

Remembering info by repetition without understanding the meaning

76
Q

Serial-position effect

A

Tendency to remember the beginning and end of a list

77
Q

Metacogntion

A

Use procedural, declarative and self-regulatory knowledge to solve problems

78
Q

When does metacognition develop

A

5-7

79
Q

LINCS Vocabulary strategy

A

Stories and imagery help students learn and remember words and their meanings

80
Q

Schema-driven problem solving

A

Recognizing a problem as a disguised version of an old problem for which you have a solution

81
Q

Algorithm

A

Step by step procedure for solving a problem

82
Q

Heuristic

A

General strategy used in problem solving

83
Q

Means end analysis

A

Heuristic in which goal is divided into sub goals

84
Q

Analogical thinking

A

Heuristic in which one limits the search for solutions to situations that are similar

85
Q

Functional fixedness

A

Inability to use objects or tools in a new way

86
Q

Response set

A

Rigidity; respond in the most familiar way

87
Q

Representativeness heuristic

A

Making judgements based on prototypes

88
Q

Availability heuristic

A

Judgements base don availability of info in memory

89
Q

Confirmation bias

A

Seeking info that confirms our beliefs

90
Q

Creativity

A

Ability to produce work that is original, appropriate and useful

91
Q

Divergent thinking

A

Coming up with many possible solutions

92
Q

3 sources of creativity

A

Domain-relevant skills
Creativity-relevant processes
Intrinsic task motion

93
Q

Piaget

A

People learn by acting on their environment

People are active constructors of their own knowledge

94
Q

4 factors that influence thinking

A

Biological maturation
Activity
Social experiences
Equilibration

95
Q

Disequilibrium

A

If the scheme does not match the situation, motivates us to look for a solution using accommodation and assimilation

96
Q

2 basic instincts of species

A

Organization

Adaptation

97
Q

Sensoromotor Stage

A

Basic mental representations begin at 2
Develop object permanence
Beginning of goal directed behaviour

98
Q

Circular reaction

A

Something happens by accident and baby learns to repeat it

99
Q

Tertiary circular reaction

A

Start experimenting with objects around them– 12-18 months

100
Q

Schemes

A

Psychological structures, units of thought

101
Q

Assimilation

A

Adding new information to existing schema

102
Q

Accomodation

A

Change schema to fit new incoming information

103
Q

Object permanence

A

Understanding that objects exist even when they are out of sight – 8 months

104
Q

A- not- B error

A

With increasing age, babies first look correctly before they reach correctly – the more they reach for A, the harder it is to reach for B

105
Q

When do mental representations develop

A

2-7 years

106
Q

Preoperational thought

A

Cannot perform mental operations

107
Q

2 relapses of egocentric thought in teens

A

Personal fable

Imaginary audience

108
Q

4 reasons Piaget was wrong

A

Kids begin thinking abstractly earlier than he thought
Adults are less logical than he thought
Formal operations are not universal
Cognition isnt as broadly stage like

109
Q

Neopiagetian Theories

A

Retian Piaget’s insights about construction of knowledge, with added findings from information processing theories

110
Q

3 tiers children go through when learning a new skill

A

Actions
Representations
Abstractions

111
Q

3 educational principles form Piaget

A

Discovery learning
Sensitivity to child’s readiness to learn
Acceptance of individual difference

112
Q

Vygotsky

A

Social influence can create cognitive structures and thinking processes- role of language

113
Q

Zone of proximal development

A

Tasks child cannot do on their own, but can learn with the help of an adult

114
Q

Cultural tools

A

Real tools and systems that help people communicate and create knowledge

115
Q

Sociocultural theory

A

Cognition based on social interactions and language

– how interactions with older adults changed the way kids think

116
Q

Private speech

A

Piaget thought it was immature, Vygotsky thought it was the foundation for all higher order processes

117
Q

Piaget play

A

emerges spontaneously in second year

– by 2 years play is initiated just as much by kids as mother

118
Q

3 principles of Vygotsky education

A

Assisted discovery
Differentiated learning
Peer collaboration

119
Q

2 reasons vygotsky was right

A

Explains cultural diversity

Emphasizes importance of teaching

120
Q

2 reasons vygotsky was wrong

A

Deemphasizes observation and other learning methods

Viewed child as passive

121
Q

Sequential design

A

Balance trade offs of longitudinal and cross sectional design

122
Q

Disability

A

Inability to do something specific

123
Q

Handicap

A

Disadvantage in a particular situation

124
Q

Intelligence

A

Ability to acquire knowledge for solving problems and adapting to the world

125
Q

Fluid intellugence

A

Mental efficency that is culture free and non-verbal – grounded in brain development

126
Q

Crystallized intelligence

A

Ability to apply culturally approved problem solving methods – can increase though lifespan

127
Q

Spearman general intelligence

A

(g) general factor in cognitive ability that is related to varying degrees of performance on mental tests– mental energy

128
Q

8 Gardner intelligences

A 
Linguistic
Musical
Spatial
Logical-mathematical
Bodily
Intrapersonal
Interpersonal 
Narturalist
129
Q

6 entry points for curriculum

A 
Narrative
Logical/quantitative
Aesthetic 
Experiential
Interpersonal 
Existential/Foundational
130
Q

3 intellugences in Sternberg Triarchic Theory

A

Analytic– applying components to familiar situations
Creative
Practical– choosing an environment where you can succeed

131
Q

3 components in Stenberg theory

A

Metacomponents– executive functions
Performance – implementing strategies
Knowledge acquisition–Separating relevant information when learning

132
Q

WICS

A

Wisdom, Intelligence, creativity synthesized

133
Q

Binet

A

Determined mental age and IQ

134
Q

Flynn Effect

A

Steady rise in IQ over generations due to better social conditions

135
Q

Stuttering

A

Age 3-4

136
Q

Theory of mind

A

Awareness that they and others have minds, thoughts and emotions– autistic kids lack this

137
Q

Standard deviation numbers

A

65
95
99.7
–outside of 2 SD is exceptional– 2.5%

138
Q

Reliability

A

Does the test give you the same score if you took it again

– consistency

139
Q

Content validity

A

Did it cover the range of abilities you were trying to test

140
Q

Criterion validity

A

Did it make the predictions you want it to

141
Q

Construct validity

A

Are you assessing what you think you are

142
Q

Normed comparison

A

How you did relative to peers

143
Q

Standard error of measurement

A

Hypothetical estimate of variation in scores if testing were repeated

Educational Psychology (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions