Intro To Educational Psychology

Front 1

Your *BLANK* is a pervasive and dominant set of underlying qualities of a person reflecting a general and consistent tendency to behave in ways that are courageous, Honest, responsible, and respectful of the rights of others.

Back 1

Character

Front 2

The most widely accepted view of how people process information is the what?

Back 2

the two-store model.

Front 3

the *BLANK* Register is a temporary, large-capacity storage mechanism that holds information as it is directly obtained through the various sensory modality organs. It is the first stage of the two-store register.

Back 3

Sensory.

Front 4

The *BLANK* register is involved with the processing of information taken in visually.

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Iconic Storage.

Front 5

And the *BLANK* register has to do with the auditory-based information.

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Echoic Storage.

Front 6

The Iconic storage register has a memory capacity of *BLANK* second(s). The Echoic storage register has *BLANK* second(s)

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One, Four.

Front 7

*BLANK* is a cognitive process that has an extremely important role in the processing of information and is the beginning of the learning process.

Back 7

Attention.

Front 8

The second stage in the two-store model of information processing, and the first storage component, is called the working memory, or the what?

Back 8

Short-term memory.

Front 9

Two Types of rehearsal exist, the first is *BLANK* rehearsal.

Back 9

maintenance.

Front 10

The second type is Elaborate Rehearsal, also sometimes called what?

Back 10

Elaborate encoding.

Front 11

The process of combining elements into larger elements or units is referred to as what?

Back 11

Chunking.

Front 12

*BLANK* is the ability to perform an operation or a task with very little conscious effort.

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Automaticity.

Front 13

In the process of *BLANK*, the individual forms a mental representation of the stimuli that he or she has perceived through the sensory organs and processed in the working memory.

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Encoding.

Front 14

Within the working memory newly received information is assigned meaning in a process referred to as what?

Back 14

Perception.

Front 15

The second storage component in the two-store model of memory is the what?

Back 15

Long-term memory system.

Front 16

The long-term memory system comprises three separate but interrelated storage files. The first is *BLANK* which involves retention of factual knowledge and information.

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Semantic memory.

Front 17

The Second is the *BLANK* which contains memories of personal experiences and activities that the person has participated in or encountered.

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Episodic memory.

Front 18

The final memory file is *BLANK* which retains the knowledge about how to do things and defines the steps to take when specific conditions or circumstances exist.

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Procedual memory.

Front 19

*BLANK* are abstract stores of information that represent and contain knowledge describing what the world is like.

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Schemata.

Front 20

Two types of schemata exist. The first, Well-formed *BLANK* schemata provide the person with clear, useful expectations about situations and lead to comprehension and understanding of those situations.

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Specific.

Front 21

Second, Poorly formed, *BLANK* schemata typically lead to unclear and uncertain learning because the person is unable to use or rely on previously learned and retained information to make judgments and predictions about what is happening at a specific point in time.

Back 21

Vague.

Front 22

A form of elaborative encoding is the Duel Coding Hypothesis which says what?

Back 22

People can recall concrete words and concepts because they are encoded as both visual images and verbal labels whereas abstract concepts are encoded only as verbal labels.

Front 23

Helpful teaching methods include using analogies which are?

Back 23

They teach students to look for similarities between new concepts and previously learned concepts, and mnemonic devices.

Front 24

What is a mnemonic device that uses visual images with a set of well known locations to recall large quantities of information?

Back 24

The Method of Loci.

Front 25

What mnemonic device is involved with creating a SENTENCE based on the first letter of each word contained in a list of items to be remembered.

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The Acrostic Mnemonic device.

Front 26

What Occurs when a person loses the ability to retrieve information from memory?

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Forgetting.

Front 27

A well-defined problem, also called a routine problem, has a ready made what?

Back 27

Solution.

Front 28

A poorly defined problem, also called a non-routine problem, is more open ended and requires that the person develop a what to solve it?

Back 28

Strategy.

Front 29

Regardless of the type of problem presented *BLANK* is the application of knowledge, skills, and information to achieve a desired goal or outcome.

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Problem Solving.

Front 30

A problem solving strategy that helps students focus on the sequence of steps necessary to achieve solutions is the *BLANK* strategy.

Back 30

IDEAL.

Front 31

The IDEAL strategy is an acronym for each step in the process of problem solving. The first, *BLANK* problems and opportunities.

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Identify.

Front 32

Second, *BLANK* goals, and represent the problem by either breaking it into steps or using drawings, outlines, or charts to depict the information.

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Define.

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Third, *BLANK* possible strategies to approach solving the problem.

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Explore.

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Fourth, *BLANK* outcomes and act.

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Anticipate.

Front 35

Finally, *BLANK* back and learn.

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Look.

Front 36

*BLANK* is a measure of the relationship between test performance and the actual behavior, trait, or construct that the test claims to measure. *BLANK* types of it exist.

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Validity, Six.

Front 37

*BLANK* validity: describes the degree to which the contents, or information contained in the test items, represent the broad content domain that the test claims to measure.

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Content.

Front 38

*BLANK* validity: describes the physical appearance of a test to the person taking it.

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Face.

Front 39

*BLANK* validity: describes how well a test correlates with a direct and independent measure of what the test is designed to evaluate.

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Criterion-related.

Front 40

*BLANK* validity: describes how accurately a test can predict a person's future behavior several months or even years in advance.

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Predictive.

Front 41

*BLANK* validity: describes how well a test measures the trait or construct it is designed to measure.

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Construct.

Front 42

*BLANK* validity: involves administering two tests to the same group of people and correlating how well performance on one test predicts performance on the second test.

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Concurrent.

Front 43

*BLANK* is a measure of the consistency in the scores achieved on the same test for the same people who take the test on two or more different occasions. *BLANK* types of its procedures are used.

Back 43

Reliability, Four.

Front 44

*BLANK* Reliability: The same test is given to the same group of people on two occasions separated by several weeks or months.

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Test-Retest.

Front 45

*BLANK* Reliability: Two different tests are administered, each of which were developed to measure the same construct or skill.

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Alternate, or Parallel, Forms.

Front 46

*BLANK* Reliability: Sometimes known as Spearman-Brown Reliability: To measure the internal consistency of the contents of a test, a group of people is given one test.

Back 46

Split-Half.

Front 47

*BLANK* Reliability: A single administration of the test provides a measure of internal consistency using a different theoretical perspective than that used for split-half reliability.

Back 47

Kuder-Richardson.