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CI 333
| culture- | the knowledge, skills, rules, norms, practices, language, and values that shape and guide beliefs and behavior in a particular group of people |
| Researchers have suggested that some students with low SES may become part of a resistance culture in which: | students refuse to adopt the behaviors and attitudes of the majority culture. |
| resistance culture- | group values and beliefs about refusing to adopt the behaviors and attitudes of the majority culture. Note that resistance cultures are not restricted to students with low SES or to members of particular ethnic groups. |
| Using inclusive language is: | one of the guidelines for teaching students who live in poverty. |
| When students are in situations that provoke stereotype threat, they tend to: | adopt performance-avoidance goals to avoid feelings of failure. |
| Achievement gaps between ethnic groups can lead to long-term opportunity gaps for many students of color, and ultimately to education gaps such as lower rates of school completion. In recent years, high school completion rates were highest among: | ASIAN: Across all the United States in 2011, about 76% of White students graduated from high school, compared to 60% of African American students, 58% of Hispanic students, and 79% of Asians and Pacific Islanders |
| Stereotype threat is | the belief and fear that one's performance in an academic situation might confirm a stereotype that others hold. |
| If a person has rigid, irrational beliefs and negative feelings about a particular category of people, researchers describe the person as: | Prejudice: Prejudice is a rigid and unfair generalization—a prejudgment—about an entire category of people. Prejudice is made up of beliefs, emotions, and tendencies toward particular actions. |
| Gender bias | refers to an attitude toward males and females that favors one gender over the other. |
| Constructivism- | view that emphasizes the active role of the learner in building, making sense, and understanding information. |
| Constructionist | how public knowledge in disciplines such as science, math, economics, or history is constructed. |
| Which group of children will probably receive the least amount of attention from the teacher in class? | High-achieving girls generally receive the least teacher attention compared to other students. |
| Fixed-interval schedule | you get rewarded after a continuous period of time. |
| Which one of the following statements best describes the process of extinction? | Gradual decrease of a learned response that is not followed by reinforcement |
| Negative reinforcement | increases a particular behavior by removing a particular stimulus |
| presentation punishment. | Decreasing the chances that a behavior will occur again by presenting an aversive stimulus following the behavior |
| Continuous reinforcement | it involves presenting a reinforcer after every appropriate response. |
| Operant conditioning | requires reinforcers that are contingent upon particular behavior. |
| Give an example of operant conditioning: | Ms. Rogers reinforces behavior with plusses and minuses that are then converted into more recess or less recess. This very clearly connects the rewards or lack of rewards with behaviors. |
| A boy fails the first several quizzes. He is very frustrated because math used to be his favorite subject. Now, whenever he sees multiplication tables on a test, he becomes anxious. What is the unconditioned response in this situation?* | The unconditioned stimulus is failing at math, and the unconditioned response is frustration after failure in math. His conditioned stimulus is seeing multiplicationtables, and his conditioned response is anxiety. |
| By asking her students to investigate specific experiences of prejudicial behavior, Ms. Martin is encouraging prejudice reduction. (James Banks' five dimensions of multicultural education) | integrating content, helping students understand how knowledge is influenced by beliefs, reducing prejudice, creating social structures in school that support learning and development for all students, and using teaching methods that reach all students. |
| dimensions outlined by Roland Tharp(1989)- Soliciting feedback from students and parents, especially regarding the values and classroom activities that are most important to them, helps in creating a culturally compatible classroom. | |
| Culturally relevant pedagogy | involves helping students to achieve academicsuccess, developing and maintaining cultural competence, and developing a critical consciousness to challenge the status quo. |
| Equity pedagogy refers to | the need for teachers to use methods that are accessible to all students. This is an example of prejudice reduction. |
| Premack principle | The students first complete the work they do not want to do and then get a reward in the form of the movie. |
| Group consequences | a more general term, referring to rewards or punishments given to a class as a whole for adhering to or violating rules of conduct. It does not necessarily involve dividing the class into competing teams. |
| he good behavior game | an arrangement where the class is divided into teams and each team receives demerit points for breaking agreed-upon rules of good behavior. After a prespecified amount of time, the team with the fewest demerits receives a reward. |
| a contingency contract | In a contingency contract program, the teacher draws up an individual contract with each student, describing exactly what the student must do to earn a particular privilege or reward. |
| Response cost | punishment by loss of reinforcers. |
| functional behavioral assessment | procedures used to obtain info about antecedents, behaviors, and consequences to determine the reason or function of the behavior. |
| positive behavioral supports | identify the context for a student's misbehavior, modify the situation to make this behavior less likely, and reward her for positive behaviors in the new context. |
| social learning theory | Theory that emphasizes learning through observation of others. |
| The ABC framework of functional behavioral assessment | The ABC framework of functional behavioral assessment refers to antecedents, behaviors, and consequences—that is, the misbehaviors in question and the antecedents and consequences that lead to them. |
| The taking of baseline measurements and application of interventions is more typical of __________________. | applied behavior analysis |
| developing a self-management program | Goal setting, Self-reinforcement, Monitoring and evaluating progress |
| strict behaviorist | Behavioral theories assume a consistent link between reinforcement and response. |
| cognitive approach | Cognitive approaches emphasize the student's active engagement with their own learning. |
| Because we choose what stimuli to attend to in our environment, the current cognitive view of learning is that we: | are active participants or agents in our own learning process. |
| Sherita tells her dad the names of the planets in the solar system. What type of knowledge is she demonstrating? | Knowledge in the cognitive perspective includes both general and domain-specific knowledge. Sherita demonstrates domain-specific knowledge. This knowledge applies mainly to one specific topic. |
| Three basic aspects of memory improve over time: | memory span, or the amount of information that can be held in short-term/working memory; memory processing efficiency; and speed of processing. |
| The human mind's activity of taking in, storing, and using information is known as: | information processing. |
| sequential multitasking vs simultaneous multitasking | Because sequential multitasking involves focused attention on one task at a time, individuals generally are able to focus on that task. Multitasking is more problematic when the tasks are simultaneous. |
| Reconstruction | s re-creating information by using memories, expectations, logic, and existing knowledge. |
| Conditional knowledge | is knowing when and why to apply procedures and strategies. |
| Declarative knowledge | is "knowing that" something is the case. |
| mplicit knowledge | is knowledge that we are not conscious of recalling but that influences behavior or thought without our awareness. |
| Procedural knowledge | is "knowing how" to do something. |
| Explicit memory | long-term memories that involve deliberate or conscious recall. |
| Episodic memory | Long-term memories for information tied to a particular time and place, especially memory of the events in a person's life. |
| Implicit memory | Knowledge that we are not conscious of recalling but that influences our behavior or thought without our awareness. |
| Schemas are: | abstract knowledge structures that organize vast amounts of information. |
| dual coding | visual and verbal materials are processed in different systems |
| elaboration | adding meaning to new information by connecting it with already existing knowledge. |
| Which of the following statements most accurately reflects researchers' views on whether students should use rote memorization to learn? | Rote memorization involves simple repetition of information, without organization or elaboration or any deeper process. Some research suggests rote memorization can lead to long-term learning of basic concepts. |
| Highlighting and note taking are most effective as study strategies when | the learner organizes and transforms important ideas and themes without using too much working memory capacity |
| Functional fixedness | is the inability to use objects or tools in a new way. |
| confirmation bias | she ignores information that does not fit with her beliefs |
| A response set is: | a tendency to respond in the most familiar way. |
| Several barriers to effective problem solving are: | activating the wrong schema, having faulty translation of the problem, and deciding too quickly what the question is asking. |
| Representative heuristics | usually reflect stereotypes. Representative heuristic are also often based on more general beliefs about a group rather than specific memories or incidents that can be listed. |
| convergent thinking | involves narrowing possibilities to a single answer |
| divergent thinking | starting at a single point and generating many ideas that go in different directions. |
| Recognizing a problem as a "disguised" version of an old problem for which one already has a solution is referred to as: | schema-driven problem solving. |
| Positive transfer skills | involves using previously learned material on new material to solve a problem. An important consideration for teachers in teaching for positive transfer is being aware of what the future is likely to hold for students, both as a group and as individuals. |
| critical thinking | evaluating information or lines of reasoning in terms of their accuracy and worth. |
| Negative transfer | refers to attempts to apply familiar but inappropriate strategies to a new situation. |
| Mindful abstraction | occurs when there is overlap in content |
| embodied cognition theory | states that cognitive processes develop from real-time, goal-directed interactions between humans and their environment. |
| deep learning | This approach helps learners relate a new concept to something they already know. |
| constructivist principles | recommend that teachers embed learning in complex, realistic, and relevant learning environments. |
| reciprocal teaching | With reciprocal teaching, everyone reads the passages, and the students gradually begin to assume the teacher's role. When students learn to ask higher-level questions, they are able to see how their partners process information. |
| Jigsaw strategy | When teachers use the Jigsaw strategy, they assign part of the material to each member of a group. Each member becomes the expert on his or her part and teaches other group members. |
| Structured controversy | involves researching a particular controversy. |
| Cognitive apprenticeship | a less experienced learner acquires knowledge and skills under the guidance of an expert. |
| inquiry learning | is an approach in which the teacher presents a puzzling situation and students solve the problem by gathering data and testing their conclusions. Ms. Fernandez presented a puzzling situation. Students gathered data, tested |
| problem-based learning | The goals of problem-based learning are to help students develop knowledge that is useful and flexible. Therefore, problem-based learning often provides students with realistic problems that do not necessarily have a right answer. |
| cooperative learning | Effective cooperative learning requires students working together to achieve a shared learning goal. Providing a set of prompts helps to ensure that students work together, rather than independently, toward a single goal. |
| In cooperative learning activities, a competitive atmosphere with extrinsic rewards can be most helpful when: | When the task is highly structured, extrinsic rewards for the group can lead to enhanced motivation, greater effort, and persistence. |
| service learning | The students are serving the community by using academic skills and knowledge. The service is organized around the curriculum. |
| distributed learning | Distributed learning refers to instruction involving information technologies, such as Web-based instruction. |
| distance learning | n distance learning, students learn via technology, and the teacher is not present. |
| personal learning network (PLN) | is a framework in which knowledge is constructed through online peer interactions. PLNs consist of both synchronous (real-time) and asynchronous technologies using interactive Web conferencing, hybrid classes, or online discussions. |
| In general, developmentally appropriate computer-based activities for preschool children should: | encourage creativity and problem-solving. |
Which of the following best describes procedural knowledge?
Which of the following best describes procedural knowledge? A. Procedural knowledge is about the process, so if we read or discuss a new process, we can change in that way.
Which one of the following statements best characterizes a cognitive approach to learning?
Which one of the following statements best characterizes cognitive psychology's approach to learning? Students' learning is a function of what they do, mentally, with the information they receive.
Which one of the following teaching strategies best illustrates many educational psychologists belief that in some situations less is more?
Which one of the following teaching strategies best illustrates many educational psychologists' belief that, in some situations, less is more? C. Teach fewer topics, but teach each one more thoroughly.
Which one of the following best describes our current knowledge about the brain and learning?
Which one of the following best describes our current knowledge about the brain and learning? We know that learning is often associated with the formation of new synapses. In the human brain, a great deal of synaptic pruning occurs in early childhood.