Educational Psychology Exam 1

Front 1

Piaget's Stages

Back 1

Sensory-Motor

Pre-Operational

Concrete Operational

Formal Operational

Front 2

Sensory Motor

Back 2

Birth to 2

Front 3

Pre-Operational

Back 3

2 to 7

Front 4

Concrete Operational

Back 4

7 to 11

Front 5

Formal Operational

Back 5

12 to adulthood

Front 6

Assimilation

Back 6

Making sense of the world by fitting new information into preexisting themes.

Front 7

Accommodation

Back 7

Changing existing knowledge to make sense of new information

Front 8

Egocentrism

Back 8

The belief that others experience the world as you do.

Front 9

Classification

Back 9

Grouping objects together by category

Front 10

Conservation

Back 10

Amount remains the same even if appearance or arrangement is changed

Front 11

Equilibration

Back 11

Searching for a balance among new and existing information by organizing or adapting

Front 12

Disequilibration

Back 12

Occurs when a person realizes their way of thinking is not working.

Front 13

Object Permanence

Back 13

The understanding that objects have a separate, permanent existance.

Front 14

Reversible Thought

Back 14

Thinking backwards, From end to beginning

Front 15

Seriation

Back 15

Orderly arrangements from small to large

Front 16

Collective Monologue

Back 16

Self directed talk within a group without any interaction with others

Front 17

Vygotsky's Sociocultural Perspective

Back 17

Every function in a child's development happens twice: first at a social level, and later at an individual level.

Front 18

Private Speech

Back 18

Child regulates behavior by using self talk

Front 19

Instructed Learning

Back 19

Clear statement of what students are expected to learn through instruction.

Front 20

Scaffolding

Back 20

Support with prompts and structures to aid in completing a task.

Front 21

Zone of Proximal Development

Back 21

Time in which a child can master a task with support from a more capable other

Front 22

Erikson's Stages

Back 22

Basic Trust Vs. Mistrust

Autonomy Vs. Shame/Doubt

Initiative Vs. Guilt

Industry Vs. Inferiority

Identity Vs. Role Confusion

Intimacy Vs. Isolation

Generativity Vs. Stagnation

Ego Integrity Vs. Dispair

Front 23

Self-Concept

Back 23

Individual's knowledge and beliefs about themselves

Front 24

Self-Esteem

Back 24

Feeling of self-worth that incorporates all self-concepts

Front 25

Kohlberg's Moral Development Stages

Back 25

Pre-conventional Stage

Conventional Stage

Post-convetional stage

Front 26

Pre-Conventional Stage

Back 26

Own needs are basis for judgment

Front 27

Conventional Stage

Back 27

Expectations of laws, rules, and society determine judgement

Front 28

Post-Conventional Stage

Back 28

Personal principles determine judgment

Front 29

Gardner's Theory of Multiple Intelligences

Back 29

1. Logical-Mathematical

2. Linguistic

3. Musical

4. Spacial

5. Body-Kinestetic

6. Interpersonal

7. Intrapersonal

8. Naturalist

Front 30

Spearman's Theory of Intelligence

Back 30

Intelligence can be determined by General Intelligence or "G-Factor"

Front 31

G-Factor

Back 31

Overall ability to perform mental tasks

Front 32

Sternberg's Triarchy Theory

Back 32

1. Analytic Intelligence/Computational Intelligence

2. Creative Intelligence/Experimental Intelligence

3. Practical Intelligence/Contextual Intelligence

Front 33

I.E.P.

Back 33

Individualized Education Program-

Written if a disorder adversely impacts a child's educational performance, determined by a team of professionals.

Front 34

RtI

Back 34

Response to Intervention-

To ensure students receive research based instruction and support as soon as they demonstrate a need for it.

Front 35

504 Plan

Back 35

Vocational Act of 1973- Special accommodations for those who need them (especially those with medical needs or ADHD) to participate in school activities. Disability but substantially limit participation.

Front 36

Metalinguistic Awareness

Back 36

Understanding ones use of language, and understanding how language works.

Front 37

Inside-Out Skills

Back 37

Knowledge of letter names, sounds, decoding, syntax, spelling, writing

Front 38

Outside-In Skills

Back 38

Connecting meaning to words, telling stories, understanding that books tell stories, concepts of print

Front 39

Immersion

Back 39

Mix students who are learning a second language with native speakers

Front 40

Sheltered Instruction

Back 40

Teaching ELL students buy putting concepts into context to make them understandable

Front 41

Balanced Bilingualism

Back 41

Adding a second language capability without losing your heritage language

Front 42

Academic Language

Back 42

The range of language used in schools, encompassing subject matter, abstract concepts, and words.

Front 43

Banks Dimensions of Multicultural Integration

Back 43

Context Integration

Knowledge Construction Process

Prejudice Reaction

Equity Pedagogy

Empowering School Culture and Social Structure

Front 44

Context Integration

Back 44

Use of content and examples from a variety of cultures to illustrate concepts

Front 45

Knowledge Construction Process

Back 45

Implicit cultural assumptions within discipline influence the way knowledge in constructed within it

Front 46

Prejudice Reaction

Back 46

Modify student attitudes

Front 47

Equity Pedagogy

Back 47

Match teaching styles to students learning styles

Front 48

Empowering School Culture and Social Structure

Back 48

Create a school community thats empowers students from all groups

Front 49

Elements of a Resilient Classroom

Back 49

Students may thrive and actively engage in school despite circumstances

Two strands of elements are important:

Self Agency Strand

Relationship Strand

Front 50

Self Agency Strand

Back 50

1. Academic self-efficiency (belief in own ability to learn)

2. Behavioral self-control/Self-regulation

3. Academic determination (set goals and follow through)

Front 51

Relationship Strand

Back 51

1. Caring student-teacher relationships

2. Effective peer relationships

3. Effective home-school relationships

Front 52

Participation Structures

Back 52

Appropriate ways to engage in each class activity

Front 53

Erikson Stage 1.

Back 53

Basic Trust Vs. Mistrust

Front 54

Basic Trust Vs. Mistrust

Back 54

Birth - 18 months

The infant must learn a first loving, trusting relationship with it's caregiver or will develop a sense of mistrust.

Front 55

Erikson Stage 2.

Back 55

Autonomy Vs. Same/Doubt

Front 56

Autonomy Vs. Shame/Doubt

Back 56

18 months - 3 years

The child's energies are directed toward the development of physical skills, including walking, grasping, controlling the sphincter. The child learns control but may develop shame/doubt if not handled correctly.

Front 57

Erikson Stage 3.

Back 57

Initiative Vs. Guilt

Front 58

Initiative Vs. Guilt

Back 58

3 - 6 years

The child continues to become more assertive and and take more initiative but may be too forceful, which can lead to feelings of guilt.

Front 59

Erkison Stage 4

Back 59

Industry Vs. Inferiority

Front 60

Industry Vs. Inferiority

Back 60

6 - 12 years

The child must deal with the demands of learning new skills or risk a sense of inferiority, failure, or incompetence

Front 61

Erikson Stage 5

Back 61

Identity Vs. Role Confusion

Front 62

Identity Vs. Role Confusion

Back 62

Adolescence

The teenager must gain identity in occupation, gender roles, politics, and religion.

Front 63

Erikson Stage 6

Back 63

Intimacy Vs. Isolation

Front 64

Intimacy Vs. Isolation

Back 64

Young Adulthood

The young adult must develop intimate relationships or suffer feelings of isolation

Front 65

Erikson Stage 7

Back 65

Generativity Vs. Stagnation

Front 66

Generativity Vs. Stagnation

Back 66

Middle Adulthood

Each adult must find some way to satisfy and support the next generation.

Front 67

Erikson stage 8

Back 67

Ego Integrity Vs. Despair

Front 68

Ego Integrity Vs. Despair

Back 68

Late Adulthood

The culmination is a sense of acceptance in oneself and a sense of fulfillment.