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EPSY 2130 > Test 1 > Flashcards

Test 1 Flashcards

1
Q

Teacher’s Sense of Efficacy

A

A teacher’s belief that he or she can reach even difficult students to help them learn

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2
Q

Reflective

A

Thoughtful and inventive. Reflective teachers think back over situations to analyze what they did and why, and to consider how they might improve learning for their students

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3
Q

Differentiated Instruction

A

Teaching that takes into account students’ abilities, prior knowledge, and challenges so that instruction matches not only the subject being taught but also students’ needs

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4
Q

Educational Psychology

A

The discipline concerned with teaching and learning processes; applies the methods and theories of psychology and has its own as well

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5
Q

Descriptive Studies

A

Studies that collect detailed information about specific situations, often using observation, surveys, interviews, recordings, or a combination of these methods

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6
Q

Ethnography

A

A descriptive approach to research that focuses on life within a group and tries to understand the meaning of events to the people involved

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7
Q

Participant Observation

A

A method for conducting descriptive research in which the researcher becomes a participant in the situation in order to better understand life in that group

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8
Q

Case Study

A

Intensive study of one person or one situation

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9
Q

Correlations

A

Statistical descriptions of how closely two variables are related

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10
Q

Positive Correlation

A

A relationship between two variables in which the two increase of decrease together

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11
Q

Negative Correlation

A

A relationship between two variables in which a high value on one is associated with a low value on the other

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12
Q

Experimentation

A

Research method in which variables are manipulated and the effects recorded

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13
Q

Quasi-experimental Studies

A

Studies that fit most of the criteria for true experiments, with the important exception that the participants are not assigned to groups at random. Instead, existing groups such as classes or schools participate in the experiments.

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14
Q

Statistically Significant

A

Not likely to be a chance occurrence

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15
Q

Action Research

A

Systematic observation or tests of methods conducted by teachers or schools to improve teaching and learning for their students

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16
Q

Microgenetic Studies

A

Detailed observation and analysis of changes in a cognitive process as the process unfolds over a several day or several week period of time

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17
Q

Single Subject Experimental

A

Systematic interventions to study effects with one person, often by applying and then withdrawing a treatment

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18
Q

Cognitive Strategies

A

Directly teach knowledge and skills that support student learning and deep processing of valuable information

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19
Q

Metacognitive Strategies

A

Directly teach students to monitor, regulate, and evaluate their won cognitive processes, strengths, and weaknesses as learners; teach them about when, where, why, and how to use specific strategies

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20
Q

Behavioral Strategies

A

Directly teach students strategies and tactics for managing, monitoring, and evaluating their action, motivation, affect, and environment, such as skills in: Time management, Test Taking, Help Seeking, and Note Taking

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21
Q

Development

A

Orderly, adaptive changes we go through between conception and death and remain for a reasonably long period of time

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22
Q

Physical Development

A

Changes in body structure and function over time

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23
Q

Personal Development

A

Changes in personality that take place as one grows

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24
Q

Social Development

A

Changes over time in the ways we relate to others

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25
Q

Cognitive Development

A

Gradual orderly changes by which mental processes become more complex and sophisticated

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26
Q

Maturation

A

Genetically programmed, naturally occurring changes over time

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27
Q

Coactions

A

Joint actions of individual biology and the environment, each shapes and influences the other

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28
Q

Sensitive Periods

A

Times when a person is especially ready for or responsive to certain experiences

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29
Q

Organization

A

Ongoing process of arranging information and experiences into mental systems or categories

30
Q

Adaptation

A

Adjustment to the environment

31
Q

Schemes

A

Mental systems or categories of perception and experience

32
Q

Assimilation

A

Fitting new information into existing schemes

33
Q

Accommodation

A

Altering existing schemes or creating new ones in response to new information

34
Q

Equilibration

A

Search for mental balance between cognitive schemes and information from the environment

35
Q

Disequilibrium

A

In Piagets theory, the “out of balance” state that occurs when person realizes that his or her current ways of thinking are not working to solve a problem or understand a situation

36
Q

Sensorimotor

A

Involving the sense and motor activity 0-2 years

37
Q

Object Permanence

A

The understanding that objects have a separate, permanent existence

38
Q

Pre-operational

A

Begins about the time the child starts talking to about 7 years old

39
Q

Concrete Operational

A

Begins about the first grade, to early adolescence around 11 years old

40
Q

Formal Operational

A

Adolescence to adulthood

41
Q

Decentering

A

Focusing on more than one aspect at a time

42
Q

Egocentric

A

Assuming that others experience the world the way

43
Q

Reversibility

A

A characteristic of Piagetian logical operations the ability to think through a series of steps, then mentally reverse the steps and return to the starting point

44
Q

Seriation

A

Arranging objects in sequential order according to one aspect, such as size, weight, or volume

45
Q

Neo Piagetian Theories

A

More recent theories that integrate findings about attention, memory, and strategy use with Piaget’s insights about children’s thinking and the construction of knowledge

46
Q

Sociocultural Theory

A

Emphasizes role in development of cooperative dialogues between children and more knowledgeable members of society. Children learn the culture of their community through these interactions

47
Q

Scaffolding

A

Support for learning and problem solving. The support would be clues, remainders, encouragement, breaking the problem down into steps, providing and example or anything else that allows the student to grow in independence as a learner

48
Q

Assisted Learning

A

Providing strategic help in the inthrall stages of learning, gradually diminishing as students gaining independence

49
Q

Cognitive View of Learning

A

a general approach that views of learning as an active mental process of acquiring, remembering, and using knowledge

50
Q

Cognitive Science

A

The interdisciplinary study of thinking, language, intelligence, knowledge creation and the brain

51
Q

Mirror Systems

A

Areas of the brain that fire both during perception of an action by someone else and when performing the action

52
Q

Domain Specfic Knowledge

A

Information that is useful in many different kinds of tasks, in information that applies to many situations

53
Q

Information Processing

A

The human mind’s activity of taking in, storing, and using information

54
Q

Sensory Memory

A

System that holds sensory information very briefly

55
Q

Bottom up Processing

A

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

56
Q

Top Down

A

Making sense of information by using context and what we already know about the situation; sometimes called conceptually driven perception

57
Q

Working Memory

A

the information that you are focusing on at a given moment

58
Q

Short term Memory

A

Component of memory system that holds information for about 20 seconds

59
Q

Cognitive Load

A

The volume of resources necessary to complete

60
Q

Intrinsic Cognitive Load

A

The resources required by the task itself, regardless of other stimuli

61
Q

Extraneous Cognitive Load

A

The resources required to process stimuli irrelevant to the task

62
Q

Germane Cognitive Load

A

Deep processing of information related to the task, including the application of prior knowledge to a new task or problem

63
Q

Chunking

A

Grouping individual bits of data into meaningful larger units

64
Q

Elaborative Rehearsal

A

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

65
Q

Interference

A

Processing new information interferes or gets confused with old information

66
Q

Declarative Knowledge

A

Verbal information; facts; knowing that something is the case

67
Q

Procedural Knowledge

A

Knowledge that is demonstrated when we perform a task; “knowing how”

68
Q

Self Regulatory Knowledge

A

Knowing how to manage your learning, or knowing how and when to use your declarative and procedural

69
Q

Explicit Memory

A

Long term memories that involve deliberate or conscious recall

70
Q

Implicit Memory

A

Knowledge that we are not conscious of recalling, but that influences our behavior or thought without our awareness

71
Q

Metacognition

A

Knowledge about our own thinking processes

EPSY 2130 (2 decks)

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