Psych of Ed Exam 2

General Inteligence used in al cognitive tasks

• fluid- reasoning
• crystallized- facts

at least 8 different intelligences

-tiarchic theory of successful intelligences- three part description of the mental abilities (thinking processes, coping with new experiences, and adapting to context) that lead to intelligent behavior

the probability of a student succeeding in schools

system of grouping in which students are assigned to classes based on their measured ability or acheivements

students in a class are divided into different groups based on ability

grouping and regrouping based on learning needs

• individualized education program
• -annually revised program for an exceptional student, detailing present achievement level, goals, and strategies, drawn up by teachers, parents, specialists, and the student

• leastrestrictive environment
• educating each child with peers in the regular classes to the greatest extent possible

curiculum compacting- asessing students knowledge of the aterial in the instructional unit, then teaching only for goals not reached

• -For minorities
• - content based on state systems

education that promotes equity in schooling of all students

known level of social standing

• SES
• -relative standing in society based on income, power, background, and prestige

students with higher SES succeed more frequently

hispanic and african american students acheive less

extra emotional and cognitive burden that your performance can confirm a stereotype that others hold about you

prejudgement or irrational judgement about an entire category of people

treating or acting unfairl toward particular categories of people

different views of males and females, often favoring one gender over another

excelentteaching for students of color that includes academic success, deviloping or maintining cultural competence, and developing a critical consciousness to challenge the students

ability to adapt successfuly in spite of difficultcircumstances and threats to development

learning by association; pairing of 2 things together results in those things being associated

learning of involuntary responses

learn to behave certain ways when we interact with an environment

thing that initially elicits no response

no need for training; naturally occuring

no need for training; naturally occuring

things that cause a response

response from a presentation of a conditioned stimulus

stimulus immediately prior to behavior

• stimulus that occurs immediately after the behavior
• -positive- adding something
• -negative- removing something

afer every response

after a set period of time

random interval of time

reinrcement after a set number of responses

reinforcement after random number of responses

reminder of te expected behavior

secondary cue that follows the first

• -define behavior
• -measure amount
• -set atainable goals
• -identify reinforcers
• -select teaching procedures
• -rehearse key elements
• -impliment the plan
• -monitor results
• -maintain and generalize your gains

high frequency behavior can be a good reinforcer for a low frequency behavior

• focused on why the bahavior not what the behavior is
• 4 categories
• -recieve afttention from others
• -escape an unpleasant situation
• -get something a child wants
• -meet necessary needs

learn from observing others

learn not only how to do it, but what happens when you do it