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62 Cards in this Set
- Front
- Back
educational psychology
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The study of learning and teaching
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pedagogy
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The study of teaching and learning with applications to the instructional process
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intentionality
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Doing things for a purpose; teachers who use intentionality plan their actions based on the outcomes they want ot achieve.
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teacher efficacy
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The degree to which teachers feel that their own efforts determine the success of their students.
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critical thinking
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Evaluation of conclusions through logical and systematic examination of the problem, the evidence, and the solution.
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principle
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Explanation of the relationship between factors, such as the effects of alternative grading systems on student motivation.
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theory
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A set of principles that explains and relates certain phenomena.
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treatment
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A special program that is the subject of an experiment.
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variable
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Something that can have more than one value.
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experiment
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Procedure used to test the effect of a treatment.
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random assignment
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Selection by chance into different treatment groups; intended to ensure equivalence of the groups.
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laboratory experiment
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Experiment in which conditions are highly controlled.
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internal validity
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The degree to which an experiment's results can be attributed to the treatment in question, not to other factors.
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randomized field experiment
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Experiment conducted under realistic conditions in which individuals are assigned by chance to receive different practical treatments or programs.
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experimental group
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Group that receives treatment during an experiment.
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control group
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Group that receives no special treatment during an experiment.
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external validity
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Degree to which results of an experiment can be applied to real-live situations.
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single-case experiment
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Experiment that studies a treatment's effect on one person or one group by contrasting behavior before, during, and after application of the treatment.
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correlational study
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Research into the relationships between variables as they naturally occur
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positive correlation
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Relationship in which high levels of one variable correspond to high levels of another.
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negative correlation
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Relationship in which high levels of one variable correspond to low levels of another.
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uncorrelated variables
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Variables for which there is no relationship between high/low levels of one and high/low levels of the other.
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descriptive research
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Research study aimed at identifying and gathering detailed information about something of interest.
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action research
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Research carried out by educators in their own classrooms or schools.
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development
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Orderly and lasting growth, adaptation, and change over the course of a lifetime.
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continouous theory of
development |
Theory based on the belief that human development prrogresses smoothly and gradually from infancy to adulthood.
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discontinous theories of
development |
Theories describing human development as occurring throgh a fixed sequence of distinct, predictable stages goverened by inborn facotrs.
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cognitive development
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gradual, orderly changes by which mental processes become more complex and sophisticated.
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*Piaget
schemes |
mental patterns that guide behavior.
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*Piaget
adaption |
The process of adjusting schemes in response to the environment by means of assimilation and accommodation
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*Piaget
assimilation |
Understanding new experiences in terms of existing schemes.
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*Piaget
accommodation |
modifying existing schemes to fit new situations
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*Piaget
equilibration |
the process of restoring balance between present understanding and new experiences
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*Piaget
constructivism |
view of cognitive development that emphasizes the active role of learners in building their own understanding of reality
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*Piaget
sensorimotor stage |
stage during which infants learn about their surroundings by using their senses and motor skills
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*Piaget
reflexes |
inborn, automatic responses to stimuli (e.g. eye blinking in response to bright light)
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*Piaget
object permanence |
the fact that an object exists even if it is out of sight
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*Piaget
preoperational stage |
stage at which childrn learn to represent things in the mind
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*Piaget
conservation |
the concept that certain properties of an object (such as weight) remain the same regardless of changes in other properties (such as length)
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*Piaget
centration |
paying attention to only one aspect of an object or situation
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*Piaget
reversibility |
the ability to perform a mental operation and then reverse one's thinking to return to the starting point
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*Piaget
egocentric |
believing that everyone views the world as you do
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*Piaget
concrete operational stage |
stage at which children develop the capacity for logical reasoning and understanding of conservation but can use these skills only in dealing with familiar situations
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*Piaget
inferred reality |
the meaning of stimuli in the context of relevant information
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*Piaget
seriation |
arranging objects in sequential order according to one aspect, such size, weight or volume
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*Piaget
transivity |
a skill learned during the concrete operational stage of cognitive development in which individuals can mentally arrange and compare objects
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*Piaget
class inclusion |
a skill learned during the concrete operational stage of cognitive development in which individuals can think simultanerously about a whole class of objects and about relationships among its subordinate classes
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*Piaget
formal operational stage |
stage at which one can deal abstractly with hypothetical situations and can reason logically
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*Piaget
developmentally appropriate education |
instruction felt to be adapted to the current developmental status of chidren (rather than to their age alone)
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*Vygotsky
sign systems |
symbols that cultures create to help people think, communicate and solve problems
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*Vygotsky
self-regulation |
the ability to think and solve problems without the help of others
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*Vygotsky
private speech |
children's self-talk, which guides their thinking and action; eventually internalized as silent inner speech
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*Vygotsky
zone of proximal development |
level of development immediately above a person's present level
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*Vygotsky
scaffolding |
support for learning and problem solving; might include clues, reminders, encouragement, breaking the problem down into steps, providing an example or anything else that allows the student to grow in independence as a learner
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*Erikson
psychosocial theory |
a set of principles that relates social environment to psychological development
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*Erikson
psychosocial crisis |
according to Erikson, the set of critical issues that individuals must address as they pass through each of the eight life stages
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*Piaget
heteronomous morality |
in Piaget's therory of moral development, the stage at which children think that rules are unchangeable and that breaking them leads automatically to punishment
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*Piaget
autonomous morality |
in Piaget's theory of moral development, the stage at which a person understands that people make rules and that punishments are not automatic
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*Kohlberg
moral dilemmas |
in Kohlberg's theory of moral reasoning, hypothetical situations that require a person to consider values of right and wrong
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*Kohlberg
preconventional level of morality |
stages 1 and 2 in Kohlberg's model of moral reasoning, in which individuals make moral judgments in their own interests
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*Kohlberg
conventional level of morality |
stages 3 and 4 in Kohlberg's model of moral reasoning, in which individuals make moral judgments in consideration of others
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*Kohlberg
postconventional level of morality |
stages 5 and 6 in Kohlberg's model of moral reasoning, in which individuals make moral judgments in relation to abstract principles
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