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WGU Educational Psychology

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Western Governors University Online College | WGU

WGU Educational Psychology

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1. disabling conditions included in IDEA

autism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optionalresponding in different ways to similar stimuli1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccesseswhen a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.

2. What are the four types of behavior affected by self-efficacy

3. meaningful learning (IPT)

autism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optionalwhen a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.responding in different ways to similar stimuli1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccesses

4. discrimination (BLT)

when a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccessesresponding in different ways to similar stimuliautism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optional

5. conservation problems (Piaget)

when a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccessesautism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optionalthose that test their ability to recognize that certain properties stay the same despite a change in appearance or position.

6. discovery learning (CLT)

7. Information-processing/social cognitive approach to instruction

design lessons around principles of meaningful learning, teach students how to learn more effectively - communicate clear goals and objectives - use attention-getting devices - emphasize organization and meaningfulness - present information in learnable amounts and over realistic time periods - facilitate encoding of information into long-term memorywhen a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.autism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optional1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccesses

8. Suggestions for teaching (IPT)

Unpredictable changes in environment usually command attention - - Attention span can be increased with practice - - Distributed practice: short study periods at frequent intervals - - Concrete analogies can make abstract information meaningfulwhen a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccessesautism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optional

9. egocentrism (Piaget)

inability to take another person's point of view -- preoperational stage1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccesseswhen a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.autism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optional

10. Intelligence theory- Gardner

when a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccessesautism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optionalMultiple Intelligences Theory - - logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist

11. memory-directed learning tactics

when a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccessesautism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optionaltechniques that help produce accurate storage and retrieval of information - - rehearsal and mnemonic

12. Universal Design for Learning

when a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.an approach that seeks to eliminate the barriers to learning for all students no matter what challenges they bring with them to school.1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccessesautism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optional

13. Identify and explain the four parts of character development as an educational goal.

1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccessesintellectual character- ways of thinking that direct and motivate what a person does when faced with a learning task and that often lead to a meaningful outcome. curious, open-minded, reflective, strategic, and skeptical. once these habits of mind are acquired with one or two subject areas, they are likely to generalize to other domains. - - Moral character- a disposition to do both what is good and what is right. - - civic character- the desire and willingness to use one's knowledge and skills to become an engaged and responsible citizen - - Performance character- personal qualities that facilitate the achievement of one's goals. the willingness to persevere, especially in the face of obstacles, starting tasks in a timely manner, being able to recover from failure, being willing to take a stand or express a contrary point of view, having a positive outlook, and attending to detail. - autism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optionalwhen a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.

14. two-way bilingual programs

also known as bilingual immersion, two-way immersion, and dual language - - instruction in both languages to all studentswhen a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.autism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optional1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccesses

15. Vygotsky

critical constructivism - focuses on cultural misconceptions and how they affect interactions in the learning environment.autism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optional1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccesseswhen a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.

16. transition programs (ELL)

teach students wholly or partly in their native language so as not to impede their academic progress, but only until they can function adequately in English. Focus is on rapid shift to Englishwhen a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccessesautism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optional

17. Skinner's approach to instruction

be clear about what is to be taught teach first things first present material in small and logical steps let students learn at their own rate.when a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.autism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optional1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccesses

18. extrinsic motivation

when a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccessesautism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optionaloccurs when the learner does something to earn external rewards

19. Joplin Plan (ability group)

1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccessesautism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optionalwhen a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.combines students across grade levels. - - basis for successful reading program Success for All - - supported by research

20. How does self-efficacy affect students' choice of goal, outcome expectations, and attributions?

1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccesseschoice of goal: performance avoidance, task mastery, or performance approach goals - - outcome expectations: in terms of the outcomes that students expect. High self-efficacy= expectation of positive outcome, lower self-efficacy= expectation of disappointing outcome - - attributions: the reasons students cite to explain why they succeeded or failed at a taskautism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optionalwhen a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.

21. morality of constraint (Piaget)

autism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optional1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccesseswhen a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.moral realism - - up to age 10 - - absolute moral perspective (right or wrong) - - level of guilt determined by damage done - - rules are unbreakable - - rules should be obeyed because they are handed out by older authorities

22. Applying Theories of Development to the Middle School Years

when a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.autism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optionalPsychosocial development: transition from industry vs. inferiority to identity vs. role confusion. Growing independence leads to initial thoughts about identity. There is greater concern about appearance and gender roles than about occupational choice. - - Cognitive development: beginning of formal operational thought for some. There is increasing ability to engage in mental manipulations and test hypotheses. - - Moral development: transition to morality of cooperation, conventional level. There is increasing willingness to think of rules as flexible mutual agreements, yet 'official' rules are still likely to be obeyed out of respect for authority or out of a desire to impress others. - - General factors to keep in mind: A growth spurt and puberty influence many aspects of behavior. An abrupt switch occurs (for sixth graders) from being the oldest, biggest, most sophisticated students in elementary school to being the youngest, smallest, least knowledgeable students in middle school. Acceptance by peers is extremely important. Students who do poor schoolwork begin to feel bitter, resentful, and restless. Awareness grows of a need to make personal value decisions regarding dress, premarital sex, and code of ethics. - 1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccesses

23. constructivism (Piaget)

process of creating knowledge to solve a problem and eliminate a disequilibrium1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccesseswhen a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.autism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optional

24. sensory register (IPT)

the first memory store - holds information just long enough for us to decide whether we want to attend to it further1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccessesautism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optionalwhen a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.

25. Marcia's identity statuses #1. identity diffusion

1. selection processes 2. cognitive proccesses 3. motivational proccesses 4. affective proccessescrisis: not yet commitment: weak | Not self-directed; disorganized, impulsive, low self-esteem, alienated from parents; avoids getting involved in schoolwork and interpersonal relationships. - - foreclosure - crisis: not yet Commitment: strong | Close-minded, authoritarian, low in anxiety; has difficulty solving problems under stress; feels superior to peers; more dependent on parents and other authority figures for guidance and approval than in other statuses. - - moratorium - crisis: partially experienced commitment: weak - Anxious, dissatisfied with school; changes major often, daydreams, engages in intense but short-lived relationships; may temporarily reject parental and societal values. - autism - deaf-blindness - hearing impairment - intellectual disability - multiple disabilities - orthopedic impairment - other health impairment (asthma, diabetes, etc.) - emotional disturbances - specific learning disabilities - speech or language impairment - traumatic brain injury - visual impairment including blindness - - - developmental delay- only ages 3-9 and state optionalwhen a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.

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25 Questions

❤ If you liked Fatskills, consider supporting us by checking out The Life Manuals You Never Got.

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All trademarks, logos and brand names are the property of their respective owners. All company, product and service names used in this website are for identification purposes only. Use of these names, trademarks and brands does not imply endorsement.

About | Explore | User Guide | Topics | Subjects | Doubt Solver | Career Aptitude Test | Answers | Free Tools | What Should We Know?
Privacy | Terms |

Without work one finishes nothing. - Ralph Waldo Emerson
© 2026 Fatskills.com