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Praxis Early Childhood PLT 5621 Exam Questions and Answers
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Praxis Early Childhood PLT 5621 Exam Questions and Answers
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Praxis: Early Childhood PLT 5621 ExamQuestions and Answers
behaviorism ii- iiAnswers ii-learning iithrough iidirect iiinteraction iiwith iithe
iienvironment;motivation iiis iioften iithe iiresult iiof iidrives, iiinternal iistates iicaused iiby iia
iilack iiof iisomething iinecessary iifor iioptimal iifunctioning. iiConsequences iiof iibehavior
ii(reinforcement, iipunishment) iiare iieffective iionly iito iithe iiextent iithat iithey iieither
iiincrease iior iidecrease iia iilearner's iidrive iistate ii(Skinner, iiWatson, iiThorndike)
social iilearning ii(cognitive) iitheory ii- iiAnswers ii-learning iifrom iiobserving iione iianother;
iimodeling; iienvironmental iistimuli iiaffect iibehavior; iiimportance iiof iiself-efficacy; iihuman
iibehavior iiis iitypically iigoal iidirected ii(Bandura)
self-efficacy ii- iiAnswers ii-extent iito iiwhich iia iiperson iibelieves iithey iican iisuccessfully iido
iia iitask
self-regulation ii- iiAnswers ii-taking iicharge iiof iiand iidirecting iiown iiactions
information iiprocessing iitheory ii- iiAnswers ii-focuses iion iithe iicognitive iiprocesses
iiinvolved iiin iilearning, iimemory, iiand iiperformance; iihuman iithinking iiis iisimilar iito iihow
iia iicomputer iiworks;
constructivism ii- iiAnswers ii-people iicreate iiknowledge iithrough iiobservations iiand
iiexperience; iipeople iicombine iimuch iiof iiwhat iithey iilearn iiinto iiintegrated iibodies iiof
iiknowledge iiand iibeliefs ii(schemas); iiby iiworking iitogether, iitwo iior iimore iipeople iican
iioften iigain iibetter iiunderstandings iithan iianyone iicould iigain iialone ii(social
iiconstructivism)
sociocultural iitheory ii- iiAnswers ii-emphasize iithat iithe iisocial, iicultural, iiand iihistorical
iicontexts iiin iiwhich iichildren iigrow iiup iihave iiprofound iiinfluences iion iithinking, iilearning,
iiand iieffective iiinstructional iipractice; iiBecause iiof iitheir iivarying iienvironments,
iihistorical iicircumstances, iiand iineeds, iidifferent iicultures iihave iideveloped iisomewhat
iidifferent iiways iiof iithinking, iilearning, iiand iiteaching
classical iiconditioning ii(Pavlov) ii- iiAnswers ii-when iiautomatic iiand iireflexive iiresponses
iito iistimuli iibecome iiassociated iiwith iinew iistimuli iithat iipreviously iihad iino iieffect ii(When
iia iiconditioned iistimulus ii(e.g., iia iibuzzer iiregularly iipaired iiwith iithe iipuff iiof iiair) iievokes
iia iiconditioned iiresponse ii(e.g., iiblinking), iilearning iihas iioccurred)
operant iiconditioning ii(Skinner) ii- iiAnswers ii-occurs iias iia iiresult iiof iithe iiconsequences
iiof iibehavior; iiBehaviors iithat iiare iireinforced iiare iistrengthened ii— iithey iiare iirepeated.
, iiReinforcers iican iibe iipositive ii(e.g., iipresentation iiof iia iireward) iior iinegative ii(e.g.,
iiremoval iiof iian iiaversive iistimulus). iiBehaviors iithat iiare iipunished iiare iiextinguished;
iipunishments, iitoo iican iibe iipositive ii(e.g., iipresentation iiof iian iiaversive iistimulus) iior
iinegative ii(removal iiof iia iipositive iistimulus)
sensory iiregister ii(short iiterm iimemory) ii- iiAnswers ii-Component iiof iimemory iithat iiholds
iiincoming iiinformation iiin iian iiunanalyzed iiform iifor iia iivery iibrief iitime ii(perhaps iione iito
iitwo iiseconds)
working iimemory ii- iiAnswers ii-Component iiof iimemory iithat iiholds iiand iiactively iithinks
iiabout iiand iiprocesses iia iilimited iiamount iiof iiinformation
long iiterm iimemory ii- iiAnswers ii-Component iiof iimemory iithat iiholds iiknowledge iiand
iiskills iifor iia iirelatively iilong iitime
semantic iiknowledge ii- iiAnswers ii-Knowledge iiof iithe iimeanings iiof iiwords iiand iiword
iicombinations
procedural iiknowledge ii- iiAnswers ii-Knowledge iiconcerning iihow iito iido iisomething
ii(e.g., iia iiskill)
how iito iimove iiinfo iiinto iilong iiterm iimemory ii- iiAnswers ii-Rehearsal
Meaningful iilearning
Elaboration
Organization
Visual iiimagery
Mnemonics
accommodation ii- iiAnswers ii-required iiwhen iipeople iimust iiincorporate iia iinew
iiexperience iiby iimodifying iian iiold iischeme iior iiforming iia iinew iischeme ii(The iiperiod iiof
iiflux iiwhen iiindividuals iiare iiattempting iito iiadjust iiprior iischemes iiwith iinew iiexperiences
iithat iido iinot iifit iiinto iitheir iiexisting iischemes iiis iiknown iias iidisequilibrium, iiand iithe
iiprocess iiof iimoving iifrom iidisequilibrium iito iia iinew iistate iiof iilearning iiis iiknown iias
iiequilibration)
assimilation ii- iiAnswers ii-when iipeople iideal iiwith iia iinew iiexperience iiin iia iimanner iithat
iiis iiconsistent iiwith iia iipresent iischeme
scheme ii- iiAnswers ii-organized iigroup iiof iisimilar iiactions iior iithoughts iithat iiare iiused
iirepeatedly iiin iiresponse iito iithe iienvironment
Piaget's iistages iiof iicognitive iidevelopment ii- iiAnswers ii-sensorimotor ii(0-2)
preoperational ii(2-7)
concrete iioperational ii(7-11)
formal iioperational ii(11+)
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