Praxis: Early Childhood PLT 5621 Exam Questions With Correct Answers
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Praxis: Early Childhood PLT 5621
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Praxis: Early Childhood PLT 5621
Praxis: Early Childhood PLT 5621 Exam Questions With Correct Answers
behaviorism - Answer-learning through direct interaction with the environment;motivation is often the result of drives, internal states caused by a lack of something necessary for optimal functioning. Consequences of behavior (...
Praxis: Early Childhood PLT 5621 Exam
Questions With Correct Answers
behaviorism - Answer-learning through direct interaction with the
environment;motivation is often the result of drives, internal states caused by a lack of
something necessary for optimal functioning. Consequences of behavior (reinforcement,
punishment) are effective only to the extent that they either increase or decrease a
learner's drive state (Skinner, Watson, Thorndike)
/.social learning (cognitive) theory - Answer-learning from observing one another;
modeling; environmental stimuli affect behavior; importance of self-efficacy; human
behavior is typically goal directed (Bandura)
/.self-efficacy - Answer-extent to which a person believes they can successfully do a
task
/.self-regulation - Answer-taking charge of and directing own actions
/.information processing theory - Answer-focuses on the cognitive processes involved in
learning, memory, and performance; human thinking is similar to how a computer
works;
/.constructivism - Answer-people create knowledge through observations and
experience; people combine much of what they learn into integrated bodies of
knowledge and beliefs (schemas); by working together, two or more people can often
gain better understandings than anyone could gain alone (social constructivism)
/.sociocultural theory - Answer-emphasize that the social, cultural, and historical
contexts in which children grow up have profound influences on thinking, learning, and
effective instructional practice; Because of their varying environments, historical
circumstances, and needs, different cultures have developed somewhat different ways
of thinking, learning, and teaching
/.classical conditioning (Pavlov) - Answer-when automatic and reflexive responses to
stimuli become associated with new stimuli that previously had no effect (When a
conditioned stimulus (e.g., a buzzer regularly paired with the puff of air) evokes a
conditioned response (e.g., blinking), learning has occurred)
/.operant conditioning (Skinner) - Answer-occurs as a result of the consequences of
behavior; Behaviors that are reinforced are strengthened — they are repeated.
Reinforcers can be positive (e.g., presentation of a reward) or negative (e.g., removal of
an aversive stimulus). Behaviors that are punished are extinguished; punishments, too
can be positive (e.g., presentation of an aversive stimulus) or negative (removal of a
positive stimulus)
, /.sensory register (short term memory) - Answer-Component of memory that holds
incoming information in an unanalyzed form for a very brief time (perhaps one to two
seconds)
/.working memory - Answer-Component of memory that holds and actively thinks about
and processes a limited amount of information
/.long term memory - Answer-Component of memory that holds knowledge and skills for
a relatively long time
/.semantic knowledge - Answer-Knowledge of the meanings of words and word
combinations
/.procedural knowledge - Answer-Knowledge concerning how to do something (e.g., a
skill)
/.how to move info into long term memory - Answer-Rehearsal
Meaningful learning
Elaboration
Organization
Visual imagery
Mnemonics
/.accommodation - Answer-required when people must incorporate a new experience by
modifying an old scheme or forming a new scheme (The period of flux when individuals
are attempting to adjust prior schemes with new experiences that do not fit into their
existing schemes is known as disequilibrium, and the process of moving from
disequilibrium to a new state of learning is known as equilibration)
/.assimilation - Answer-when people deal with a new experience in a manner that is
consistent with a present scheme
/.scheme - Answer-organized group of similar actions or thoughts that are used
repeatedly in response to the environment
/.Piaget's stages of cognitive development - Answer-sensorimotor (0-2)
preoperational (2-7)
concrete operational (7-11)
formal operational (11+)
/.how to use Vygotsky's sociocultural theory to teach (ZPD&scaffolding) - Answer-Relate
new knowledge to prior knowledge
Design the curriculum so that tasks develop from less to more complex as the student
becomes increasingly sophisticated
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