Michael's Praxis PLT Preparation: Theories of Educational Psych

(Schemata) To deepen students' understanding by allowing them to make connections, a teacher should:

• make students organize information

• link different schemata

• activate prior knowledge

(Types of Information Transfer) Ms. Klondike teaches her elementary school children how to use flashcards when learning vocabulary words. The children then use flashcards to learn state capitals, knowing they can easily transfer the skill of using flashcards from one setting to another that is similar. Which type of transfer of information has occurred?

• high-road

• low-road

• negative

Your son doesn't like to clean his room. Every time you remind him to put away his things and make his bed, he complains until you give in and tidy the room for him to stop his whining. This is an example of _____ for your son.

• negative punishment

• positive reinforcement

• negative reinforcement

A pigeon receives a seed each time it pecks an electronic button on a device. If the button were to be turned off, the pigeon will peck at the button again and again, although no food comes out of the device. This is an example of _____.

• frustration response

• extinction burst

• conditioned response

The difference between the tasks that an individual can accomplish alone and the tasks that they can accomplish only with the assistance of a more advanced other represents the learner's _____.

• learning opportunity

• actual development level

• zone of proximal development

Using the principle of scaffolding involves which of the following?

• Providing clues in order to guide a student through problem solving.

• Allowing the student to use 'trial and error' methods in order to solve a problem.

• Grouping two students of the same cognitive level together in order to solve a problem.

Vygotsky's theory emphasizes the importance of a more advanced individual who serves as a guide to provide _____ for the learner.

• development

• scaffolding

• motivation

The first step in the process of assessing a learner's zone of proximal development is _____.

• allow the learner to work with a more advanced other to solve the problem

• allow the learner to perform independently to see how far along they can get in the problem

• demonstrate solving a problem and observe whether the child can imitate the demonstration