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Ed Psych 301 > Test 3 > Flashcards

Test 3 Flashcards

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1
Q

intersectionality

A

intersection of identities, example soccer and running

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2
Q

Identities

A

social, shifting, temporary construction, performative,

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3
Q

stereotypes

A

belief that certain attributes are characteristics of members of particular groups

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4
Q

prejudice

A

a negative (or positive) attitude towards a certain group that is applied to its individual members

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5
Q

discrimination

A

denial of equal treatment and opportunity of members of a particular group based on their membership in that group

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6
Q

social identity

A

our self-concepts formed by being members of various social groups based on intergroup behaviors rathers than interpersonal ones

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7
Q

stereotype threat

A

situational predicament in which people are or feel themselves to be at risk of conforming negative stereotypes about their social group

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8
Q

identity salience

A

the likelihood that the identity will be invoked in diverse situations

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9
Q

code-switching

A

occurs when a speaker alternates between 2 or more ways of speaking in a single conversation

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10
Q

nature

A

developed from forces in nature (uncontrollable things like place born, family, hair color, etc.)

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11
Q

institutional

A

positions we occupy in society that are granted to us

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12
Q

discourse

A

an identity that is produced and reproduced in the ways in which people talk to and about others in dialogue

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13
Q

affinity

A

experiences we have had within certain sorts of “affinity groups”, participation in practices

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14
Q

stereotype exception-to-the-rule

A

when people see or interact with a person that doesn’t conform to a particular stereotype, they make an exception for that particular person

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15
Q

culture

A

the knowledge, values, traditions that guide the behavior of a group of people and allow them to solve the problems of living in their environment

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16
Q

cultural capitol

A

refers to the non-financial social assets that promote social mobility beyond economic means

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17
Q

analogical problem solving

A

noticing, mapping, applying

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18
Q

transfer

A

applying knowledge or skills in new ways, new situations, or familiar situation but new context

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19
Q

vertical transfer

A

knowledge of previous topic is essential to aquire new knowledge

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20
Q

lateral transfer

A

knowledge of previous topic may be helpful, but is not essential, to learn a new topic

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21
Q

positive transfer

A

what is learned in one context enhances learning in a different setting (PowerPoint, and Presi)

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22
Q

negative transfer

A

what is learned in one context interferes with learning in another (mac and pc)

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23
Q

near transfer

A

old and new concepts are similar, overlap between situations

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24
Q

far transfer

A

old and new context are not similar, little overlap

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25
Q

low road transfer

A

transfer of well-established skills happens in an automatic or almost automatic fashion

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26
Q

high road transfer

A

purposeful and effortful formulation of ideas about relations and connection amoung contexts (not automatic)

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27
Q

well-defined problems versus ill-defined problems

A

one answer versus lots of possible answers

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28
Q

3 parts of a problem

A

goal, givens, operations

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29
Q

trial and error

A

guessing and checking

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30
Q

insight

A

sudden awareness of a likely solution

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31
Q

heuristic

A

mental shortcut

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32
Q

algorithm

A

sequence of operations

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33
Q

brainstorming

A

thinking up as many possible answers as possible

34
Q

means-end analysis

A

breaking down the problem

35
Q

working backwards

A

starting at the goal and working backwards toward the problem

36
Q

analogies

A

drawing an analogy between the current situation and another previously solved situation

37
Q

motivation

A

an internal state that arouses us to action

38
Q

extrinsic motivation

A

an environmentally created reason to engage in an action or activity

39
Q

intrinsic motivation

A

the inherent desire to engage in an activity and to exercise and develop ones capacities

40
Q

situated motivation

A

motivation is partly a function of the learning environment

41
Q

situational interest

A

psychological state characterized by effort, attention, and affect

42
Q

personal interest

A

a pre-disposition to re-engage with certain content

43
Q

the ideal self

A

goals are related to who we want to be

44
Q

the actual self

A

goals are related to who we think we are

45
Q

mastery goal

A

focused on acquiring knowledge or mastering a skill

46
Q

performance-approach goal

A

want to display competency and garner approval

47
Q

performance-avoidance goal

A

doesn’t want to display incompetency and receive unfavorable judgement

48
Q

types of goals

A

work-avoidance, social, career,

49
Q

goal intersectionality

A

goals overlapping

50
Q

growth mindset versus fixed minset

A

hard work versus intelligence

51
Q

how to praise a growth mindset

A

focus on effort

52
Q

self-efficacy

A

belief in one’s ability to succeed tasks

53
Q

learned helplessness

A

the belief that we can’t change the course of negative events, that failure in inevitable and insurmountable

54
Q

content knowledge

A

knowing ‘what’ to teach

55
Q

pedagogical content knowledge

A

knowing “how” to teach

56
Q

key principles of expertise

A

fluent retrieval, meaningful patterns, content and access to knowledge, organization of knowledge, expertise and pedagogical content knowledge, adaptive expertise and flexible approaches

57
Q

4 goals of assessments

A

assist learning and increase motivation (student)
measure individual student achievement (student)
evaluate programs and inform instructional decisions (teacher)
develop meta cognition (student)

58
Q

measurement

A

assigning a numeric value

59
Q

assessment

A

information gained relative to a goal

60
Q

evaluation

A

making judgements

61
Q

assessment (what is)

A

a tool designed to observe students behavior and produce data that can be used to draw reasonable inferences about what students know

62
Q

observation

A

things students do, say, or create

63
Q

interpretation

A

tools used for measurement

64
Q

cognition

A

theories and assumptions of learning

65
Q

formal assessment

A

planned, announced ahead of time

66
Q

informal assessment

A

spontaneous, day to day observations

67
Q

formative assessment

A

assessment for learning, occurs on a daily basis

68
Q

summative assessment

A

occurs at the end of a period, assessment of learning

69
Q

norm-referenced assessment

A

compares students to other students and puts them on a curve, encourages competition

70
Q

criterion-referenced assessment

A

compares students to a predetermined criteria

71
Q

traditional assessment

A

school tests, standardized tests

72
Q

authentic assessment

A

meaningful activities that require real world application of knowledge like portfolios, exhibitions, demonstrations, preformances

73
Q

reliability

A

consistency of the assessment

74
Q

validity

A

how well the assessment measures what it claims to

75
Q

fairness

A

unbiased so that all students have an equal likelihood of success

76
Q

MOOC

A

Massive Open Online Course

77
Q

games as content

A

gamers play games to learn domain-specific content like math or history

78
Q

games as bait

A

gamers play games to have fun and learn as a side effect.

79
Q

games as assessments

A

games can adjust difficulty as the student answers questions

80
Q

games as architecture for engagement

A

games are socially situated learning environments that motivate students to be interested

81
Q

4 key elements to games

A

core problem, characters and setting, activities and deliverables, simulation tool

Ed Psych 301 (3 decks)

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