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PSYC TEST 4 > TEST 4 > Flashcards

TEST 4 Flashcards

1
Q

Group Differences

A

Distinctions on average among students based on; cultural and ethnic background, genders, socioeconomic status

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2
Q

Acculturation

A

When students adopt some of the new culture’s values and customs

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3
Q

Cultural Mismatch

A

When students experience different cultural norms at home versus at school

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4
Q

Multicultural Education

A

Incorporates the values, perspectives, and experiences of diverse groups into the classroom materials and activities.

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5
Q

How do you break down stereotypes?

A

Use materials that represent all cultures and ethnic groups. Assign materials that depict diverse culture backgrounds.

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6
Q

Fluid Intelligence

A

Ability to acquire knowledge quickly using abstract reasoning and adapting to new situations

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7
Q

Sternberg’s Theories of Intelligence

A

Analytical (making sense of academic information)
Creative (innovation in new situations)
Practical (applying information appropriately)
Wisdom (using skills for the good of oneself and others)

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8
Q

Gardner’s Theory of Intelligence

A

All humans have 9 distinct abilities. Having specific strengths in some areas and average abilities in others.

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9
Q

Sternberg’s vs Gardner’s Theories

A

Sternberg: reasearch supports, evidence limited
Gardner: research support is weak, but popular

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10
Q

Measuring Intelligence

A

IQ score is a comparison of one’s performance with that of others in the same age group: 100 indicated average performance

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11
Q

Relationship between IQ scores and classroom performance

A

Children with higher IQ scores tend to have higher course grades, higher scores on achievement tests, and complete more years of education

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12
Q

Students with special education needs

A

Students with differences that require adaptations to the general education curriculum or instruction

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13
Q

Individuals with Disabilities Education Act (IDEA)

A

Grants educational rights to people with cognitive, emotional, physical disabilities

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14
Q

Concept of Inclusion

A

The practice of educating students with identified special needs in the general classroom-mandated by federal legislation

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15
Q

Cognitive Styles

A

Ways that students think/perceive; students have little conscious control

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16
Q

Attention

A

Limited processing capacity that is shifting from moment to moment

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17
Q

Encoding

A

modifying information in order to store it in memory, such as changing its form or adding to one’s existing knowledge

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18
Q

Storage

A

the process of putting new information in memory

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19
Q

Retrieval

A

the process by which people find the information they’ve previously stored so they can use it again

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20
Q

Three-component model of memory

A

Encoding, Storage, Retrieval

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21
Q

Characteristics of sensory register

A

Capacity- has a very large capacity
Forms of storage- information appears to be stored in basically the same form in which it has been sensed
Duration- information remains in the sensory register for only a very brief period

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22
Q

Characteristics of working memory

A

Capacity- very limited
Forms of storage- a good deal or the info in wm is encoded in an auditory form, especially when it is language based
Duration- short-term about 20 seconds
Control processes- organization and maintenance rehearsal

23
Q

Characteristics of long-term memory

A

Capacity- unlimited
Forms of storage- in a variety of ways but mostly in semantic form. Some is explicit knowledge or it is implicit knowledge
Duration- theorists disagree on this

24
Q

Cultural groups

A

Behaviors and belief systems of a long-standing social group. Can change over time as new ideas are adopted or rejected.

25
Q

Ethnic group

A

Individuals who have common historical roots, values, beliefs, and behaviors. Can include shared race, national origin, or religious background.

26
Q

Gender Differences

A

Physical activity & motor skills, cognitive & academic abilities, experience with technology, motivation in academic activities, sense of self, interpersonal/classroom behavior

27
Q

Origin of gender differences

A

Hereditary & Environmental factors

28
Q

Crystallized Intelligence

A

Knowledge and skills accumulated through experience

29
Q

Common factors of intelligence definitions

A

Adaptive
Related to learning ability
Involves use of prior knowledge
Involves many different mental processes
Culture specific

30
Q

Sternberg’s Theory

A

Believes “successful intelligence” involves environmental context, relevance of prior experience, and cognitive processes. Meaning individuals behave intelligent rather than are/are not

31
Q

Differentiated Instruction

A

Instruction tailored to align with each student’s current knowledge, skills, and needs

32
Q

IDEA guarantees

A

Free and appropriate education
Fair and no discriminatory evaluations for special education
Education in the least restrictive environment
Individualized education program
Due process

33
Q

Dispositions

A

Strategies students voluntarily, intentionally employ and their meanings overlap

34
Q

Cognitive Styles: Analytic

A

Breaking new stimuli and tasks into component parts, largely independent of context

35
Q

Cognitive Styles: Holisitc Thinking

A

Perceiving situations as integrated, indivisible wholes closely tied to their context

36
Q

Declarative knowledge

A

Concerns the nature of how things are, were, or will be. In two forms: episodic memory-one’s memory of personal life experiences and semantic memory-one’s general knowledge of the world independent of those experiences

37
Q

Procedural knowledge

A

Involves knowing how to do things

38
Q

Explicit knowledge

A

Knowledge that you can easily recall and explain

39
Q

Implicit knowledge

A

Knowledge that you can’t consciously recall or explain but that nevertheless affects your behavior

40
Q

Why Learners Forget

A

Failure to store or consolidate information
Decay
Insufficient search of long-term memory
Interference
Reconstruction error

41
Q

Well-defined problems

A

Clearly stated goals, information needed to solve problem is given, only one correct answer

42
Q

Ill-defined problems

A

Desired goal unclear, information needed to solve problem is missing, several possible solutions exist

43
Q

Algorithms

A

Specific sequence of steps that guarantees a correct solution. Example- mathematical formulas or assembly instructions

44
Q

Heuristics

A

General strategy that facilitates problem solving. Example- brainstorm, draw an analogy or diagram

45
Q

Knowledge Transfer

A

Using/applying content after learning it, particularly in new contexts

46
Q

Positive Transfer

A

Something learned before helps to learn something new

47
Q

Negative Transfer

A

Something learned before makes it harder to learn something new

48
Q

General Transfer

A

Earlier learning affects learning and performance in somewhat dissimilar situation. Example- general strategies like note taking

49
Q

Specific Transfer

A

Earlier learning affects learning and performance in a very similar situation. New content overlaps with what was learned before, typically academic.

50
Q

Factors affecting transfer

A

Meaningfulness of original learning, similarity to original learning, material, relevance, practice, cultural expectations

51
Q

Three Models of Memory

A

Dual-Store Model of Memory
Levels of Processing Memory
Activation Model of Memory

52
Q

Dual-Store Model of Memory

A

A distinction between the two major memory stores, namely short term and long term

53
Q

Levels of Processing Memory

A

Info is processed at different levels of complexity

54
Q

Activation Model of Memory

A

working memory and long term memory are, in reality, different activation states of a single memory. All info stored in memory is in either an active or inactive state

PSYC TEST 4 (1 decks)

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