Test Bank for Educational Psychology Developing Learners 8th Edition by Jeanne Ellis Ormrod

Chapter 1: TEACHING AND EDUCATIONAL PSYCHOLOGY

PART I. DEVELOPMENT AND DIVERSITY

Chapter 2: COGNITIVE AND LINGUISTIC DEVELOPMENT

Chapter 3: PERSONAL AND SOCIAL DEVELOPMENT

Chapter 4: GROUP DIFFERENCES

Chapter 5: INDIVIDUAL DIFFERENCES AND SPECIAL EDUCATIONAL NEEDS

PART II. LEARNING AND MOTIVATION

Chapter 6: LEARNING, COGNITION, AND MEMORY

Chapter 7: COMPLEX COGNITIVE PROCESSES

Chapter 8: LEARNING AND COGNITION IN CONTEXT

Chapter 9: BEHAVIORIST VIEWS OF LEARNING

Chapter 10: SOCIAL COGNITIVE VIEWS OF LEARNING

Chapter 11: MOTIVATION AND AFFECT

PART III. CLASSROOM STRATEGIES

Chapter 12: INSTRUCTIONAL STRATEGIES

Chapter 13: CREATING A PRODUCTIVE LEARNING ENVIRONMENT

Chapter 14: CLASSROOM ASSESSMENT STRATEGIES

Chapter 15: SUMMARIZING STUDENTS’ ACHIEVEMENT AND ABILITIES

APPENDICES

Appendix A: DESCRIBING ASSOCIATIONS WITH CORRELATION COEFFICIENTS

Appendix B: DETERMINING RELIABILITY AND PREDICTIVE VALIDITY

Appendix C: MATCHING BOOK AND MYEDUCATIONLAB CONTENT TO THE PRAXIS PRINCIPLES OF LEARNING AND TEACHING TESTS

Detailed Table of Contents:

Chapter 1: TEACHING AND EDUCATIONAL PSYCHOLOGY

CASE STUDY: THE “NO D” POLICY

TEACHING AS EVIDENCE-BASED PRACTICE

UNDERSTANDING AND INTERPRETING RESEARCH FINDINGS

Quantitative Research

Qualitative Research

Interpreting Research Results: A Cautionary Note

From Research to Practice: The Importance of Theories

COLLECTING DATA AND DRAWING CONCLUSIONS ABOUT YOUR OWN

STUDENTS

Assessing Students’ Achievements and Behaviors

Conducting Action Research

DEVELOPING AS A TEACHER

STRATEGIES FOR STUDYING AND LEARNING EFFECTIVELY

WHAT HAVE YOU LEARNED?

PRACTICE FOR YOUR LICENSURE EXAM: NEW SOFTWARE

PART I. DEVELOPMENT AND DIVERSITY

Chapter 2: COGNITIVE AND LINGUISTIC DEVELOPMENT

CASE STUDY: APPLE TARTS

GENERAL PRINCIPLES OF HUMAN DEVELOPMENT

The Multiple Layers of Environmental Influence: Bronfenbrenner’s Theory

ROLE OF THE BRAIN IN LEARNING AND DEVELOPMENT

PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

Piaget’s Basic Assumptions

Piaget’s Stages of Cognitive Development

Critiquing Piaget’s Theory

Considering Diversity from the Perspective of Piaget’s Theory

Contemporary Extensions and Applications of Piaget’s Theory

VYGOTSKY’S THEORY OF COGNITIVE DEVELOPMENT

Vygotsky’s Basic Assumptions

Critiquing Vygotsky’s Theory

Considering Diversity from the Perspective of Vygotsky’s Theory

Contemporary Extensions and Applications of Vygotsky’s Theory

Contrasting Piaget’s and Vygotsky’s Theories

LANGUAGE DEVELOPMENT

Theoretical Issues Regarding Language Development

Diversity in Language Development

Second-Language Learning and English Language Learners

WHAT HAVE YOU LEARNED?

PRACTICE FOR YOUR LICENSURE EXAM: STONES LESSON

Chapter 3: PERSONAL AND SOCIAL DEVELOPMENT

CASE STUDY: HIDDEN TREASURE

PERSONALITY DEVELOPMENT

Temperament

Environmental Influences on Personality Development

The “Big Five” Personality Traits

Temperament, Personality, and Goodness of Fit

DEVELOPMENT OF A SENSE OF SELF

Factors Influencing Sense of Self

Developmental Changes in Sense of Self

Diversity in Sense of Self

DEVELOPMENT OF PEER RELATIONSHIPS AND INTERPERSONAL UNDERSTANDINGS

Roles of Peers in Children’s Development

Characteristics of Peer Relationships

Social Cognition

Aggression

Technology and Peer Relationships

Diversity in Peer Relationships and Social Cognition

Promoting Healthy Peer Relationships

MORAL AND PROSOCIAL DEVELOPMENT

Developmental Trends in Morality and Prosocial Behavior

Factors Influencing Moral and Prosocial Development

Diversity in Moral and Prosocial Development

Encouraging Moral and Prosocial Development in the Classroom

WHAT HAVE YOU LEARNED?

PRACTICE FOR YOUR LICENSURE EXAM: THE SCARLET LETTER

Chapter 4: GROUP DIFFERENCES

CASE STUDY: WHY JACK WASN’T IN SCHOOL

CULTURAL AND ETHNIC DIFFERENCES

Navigating Different Cultures at Home and at School

Examples of Cultural and Ethnic Diversity

Creating a Culturally Inclusive Classroom Environment

GENDER DIFFERENCES

Research Findings Regarding Gender Differences

Origins of Gender Differences

Making Appropriate Accommodations for Gender Differences

SOCIOECONOMIC DIFFERENCES

Challenges Associated with Poverty

Fostering Resilience

Working with Homeless Students

STUDENTS AT RISK

Characteristics of Students at Risk

Why Students Drop Out

Supporting Students at Risk

WHAT HAVE YOU LEARNED?

PRACTICE FOR YOUR LICENSURE EXAM: THE ACTIVE AND THE PASSIVE

Chapter 5: INDIVIDUAL DIFFERENCES AND SPECIAL EDUCATIONAL

NEEDS

CASE STUDY: TIM

INTELLIGENCE

Theoretical Perspectives of Intelligence

Measuring Intelligence

Nature and Nurture in the Development of Intelligence

Cultural and Ethnic Diversity in Intelligence

Being Smart about Intelligence and IQ Scores

COGNITIVE STYLES AND DISPOSITIONS

EDUCATING STUDENTS WITH SPECIAL NEEDS IN GENERAL EDUCATION CLASSROOMS

Public Law 94-142: Individuals with Disabilities Education Act (IDEA)

Potential Benefits and Drawbacks of Inclusion

Identifying Students’ Special Needs: Response to Intervention and People-First

Language

STUDENTS WITH SPECIFIC COGNITIVE OR ACADEMIC DIFFICULTIES

Learning Disabilities

Attention-Deficit Hyperactivity Disorder (ADHD)

Speech and Communication Disorders

General Recommendations

STUDENTS WITH SOCIAL OR BEHAVIORAL PROBLEMS

Emotional and Behavioral Disorders

Autism Spectrum Disorders

General Recommendations

STUDENTS WITH GENERAL DELAYS IN COGNITIVE AND SOCIAL

FUNCTIONING

Intellectual Disabilities

STUDENTS WITH PHYSICAL OR SENSORY CHALLENGES

Physical and Health Impairments

Visual Impairments

Hearing Loss

General Recommendations

STUDENTS WITH ADVANCED COGNITIVE DEVELOPMENT

Giftedness

CONSIDERING DIVERSITY WHEN IDENTIFYING AND ADDRESSING SPECIAL

NEEDS

GENERAL RECOMMENDATIONS FOR WORKING WITH STUDENTS WHO HAVE SPECIAL NEEDS

WHAT HAVE YOU LEARNED?

PRACTICE FOR YOUR LICENSURE EXAM: QUIET AMY

PART II. LEARNING AND MOTIVATION

Chapter 6: LEARNING, COGNITION, AND MEMORY

CASE STUDY: THE NEW WORLD

BASIC ASSUMPTIONS OF COGNITIVE PSYCHOLOGY

A MODEL OF HUMAN MEMORY

The Nature of the Sensory Register

Moving Information to Working Memory: The Role of Attention

The Nature of Working (Short-Term) Memory

Moving Information to Long-Term Memory: Connecting New Information with

Prior Knowledge

The Nature of Long-Term Memory

Learning, Memory, and the Brain

Critiquing the Three-Component Model

LONG-TERM MEMORY STORAGE

How Knowledge Can Be Organized

How Declarative Knowledge Is Learned

How Procedural Knowledge Is Learned

Roles of Prior Knowledge and Working Memory in Long-Term Memory Storage

Encouraging a Meaningful Learning Set and Conceptual Understanding

Using Mnemonics in the Absence of Relevant Prior Knowledge

WHEN KNOWLEDGE CONSTRUCTION GOES AWRY: ADDRESSING

LEARNERS’ MISCONCEPTIONS

Obstacles to Conceptual Change

Promoting Conceptual Change

LONG-TERM MEMORY RETRIEVAL

Factors Affecting Retrieval

Why Learners Sometimes Forget

DIVERSITY IN COGNITIVE PROCESSES

Facilitating Cognitive Processing in Students with Special Needs

WHAT HAVE YOU LEARNED?

PRACTICE FOR YOUR LICENSURE EXAM: VISION UNIT

Chapter 7: COMPLEX COGNITIVE PROCESSES

CASE STUDY: TAKING OVER

METACOGNITION AND LEARNING STRATEGIES

Effective Learning Strategies

Factors Affecting Strategy Use

Diversity, Disabilities, and Exceptional Abilities in Metacognition

TRANSFER

Factors Affecting Transfer

PROBLEM SOLVING

Problem Encoding

Problem-Solving Strategies: Algorithms and Heuristics

Working Memory and Problem Solving

Metacognition in Problem Solving

Using Computer Technology to Teach Problem-Solving Skills

CREATIVITY

Fostering Creativity

CRITICAL THINKING

Fostering Critical Thinking