((Educational Psychology Final Exam, Key Concepts:: 2026- 2027.))
Educational Psychology Final Exam, Key Concepts
Study online at https://quizlet.com/_igenl1
1. Neurodevelop- Neurodevelopmental disorders are conditions that emerge in childhood and in-
mental Disorders volve impairments in personal, social, or academic functioning. Examples include
autism spectrum disorder and attention-deficit/hyperactivity disorder (ADHD).
2. Types of Neurodevelopmental disorders are a group of conditions that begin in childhood
Neurodevelop- and involve difficulties in personal, social, academic, or occupational functioning.
mental Disorders Common types include intellectual disabilities, autism spectrum disorder, at-
tention-deficit/hyperactivity disorder (ADHD), communication disorders, specific
learning disorders, and motor disorders such as Tourette’s disorder.
3. Atten- Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder
tion-Deficit/Hy- characterized by persistent patterns of inattention, hyperactivity, and impulsivity
peractivity that interfere with daily functioning or development.
Disorder (ADHD)
4. Executive Dys- Executive dysfunction is trouble with higher-level cognitive processes like plan-
function ning, organizing, controlling emotions, and finishing tasks. It is common in people
with ADHD.
5. Autism Spectrum Autism Spectrum Disorder (ASD) is a neurodevelopmental condition marked by
Disorder (ASD) challenges in social communication and the presence of restricted or repetitive
behaviors and interests. The severity and symptoms can vary widely among
individuals.
6. Social Communi- Social communication deficits refer to difficulties in using language and nonverbal
cation Deficits communication in social contexts. This can include trouble understanding and
responding to social cues, maintaining conversation, and forming peer relation-
ships. These difficulties are a core feature of autism spectrum disorder.
7. Emotion and the Emotions are complex responses involving changes in the brain, body, and be-
Brain havior. Specific brain regions, such as the amygdala and prefrontal cortex, are
involved in processing and regulating emotions.
Page 1 of 27 3/31/2026
, ((Educational Psychology Final Exam, Key Concepts:: 2026- 2027.))
Educational Psychology Final Exam, Key Concepts
Study online at https://quizlet.com/_igenl1
8. Threat Detection Threat detection is the brain's ability to recognize and react to potential dangers
in the environment. The amygdala is crucial for quickly identifying threats and
triggering appropriate emotional responses.
9. Neurons and Neurons are specialized cells in the nervous system that transmit information
Neural Commu- through electrical and chemical signals. Neural communication refers to the
nication process by which these cells send messages to one another across synapses.
10. Ethical Issues in Ethical issues in clinical assessment involve respecting clients' privacy, obtaining
Clinical Assess- informed consent, using fair and unbiased tools, and ensuring results are inter-
ment preted responsibly and confidentially.
11. Test Bias Test bias refers to a flaw in an assessment tool that unfairly advantages or
disadvantages certain groups. This can lead to inaccurate or unjust results for
individuals from different backgrounds.
12. Psychological Psychological testing and measurement use standardized tools to evaluate specif-
Testing and ic mental functions and behaviors. Examples include intelligence tests, person-
Measurement ality assessments, and symptom checklists, which help clinicians make informed
decisions.
13. Interpreting and Interpreting and using test results involves analyzing test scores in the light of
Using Test Re- norms and individual differences. Clinicians must apply these results carefully to
sults inform diagnosis, treatment planning, and decision-making while considering
other information about the individual.
14. Norm-Refer- Norm-referenced tests compare an individual's score to the scores of a group,
enced vs showing how they perform relative to others. Criterion-referenced tests measure
Criterion-Refer- an individual's performance against a fixed set of standards or criteria, showing
enced whether specific skills or knowledge have been mastered.
15. Score Interpreta-
tion Score interpretation is the process of assigning meaning to test scores by com-
Page 2 of 27 3/31/2026
, ((Educational Psychology Final Exam, Key Concepts:: 2026- 2027.))
Educational Psychology Final Exam, Key Concepts
Study online at https://quizlet.com/_igenl1
paring them to established standards or expectations. It helps determine what
the scores say about a person's abilities or characteristics.
16. Applications of Applications of cognitive psychology involve using its findings to solve real-world
Cognitive Psy- problems, such as improving learning, memory, decision-making, and mental
chology health.
17. Educational Ap- Educational applications in cognitive psychology refer to the use of cognitive
plications principles to improve teaching and learning. This includes strategies for memory,
problem-solving, and understanding how students process information.
18. Metacognition Metacognition is the awareness and regulation of one’s own thinking and learning
processes. It involves monitoring understanding, planning learning strategies,
and evaluating progress.
19. Retrieval Practice Retrieval practice is the act of recalling information from memory to enhance
long-term retention. This technique strengthens memory by requiring frequent
recall of learned material.
20. Attention Limits Attention limits are the boundaries of how much information a person can notice
or process at one time. Technology and interface design need to consider these
limits to prevent cognitive overload.
21. Attention and Attention is the process of focusing mental resources on certain information, while
Awareness ignoring others. Awareness refers to the conscious experience or perception of
that information.
22. Types and Mech- Types and mechanisms refer to the different forms of attention—such as selec-
anisms tive, divided, sustained, and alternating—and the mental processes and brain
systems responsible for managing each type. These mechanisms determine how
we prioritize and process information from our environment.
23. Sustained attention is the ability to keep focus on a specific task or stimulus over
a prolonged period of time. Executive attention is the ability to manage, shift, and
Page 3 of 27 3/31/2026
Educational Psychology Final Exam, Key Concepts
Study online at https://quizlet.com/_igenl1
1. Neurodevelop- Neurodevelopmental disorders are conditions that emerge in childhood and in-
mental Disorders volve impairments in personal, social, or academic functioning. Examples include
autism spectrum disorder and attention-deficit/hyperactivity disorder (ADHD).
2. Types of Neurodevelopmental disorders are a group of conditions that begin in childhood
Neurodevelop- and involve difficulties in personal, social, academic, or occupational functioning.
mental Disorders Common types include intellectual disabilities, autism spectrum disorder, at-
tention-deficit/hyperactivity disorder (ADHD), communication disorders, specific
learning disorders, and motor disorders such as Tourette’s disorder.
3. Atten- Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder
tion-Deficit/Hy- characterized by persistent patterns of inattention, hyperactivity, and impulsivity
peractivity that interfere with daily functioning or development.
Disorder (ADHD)
4. Executive Dys- Executive dysfunction is trouble with higher-level cognitive processes like plan-
function ning, organizing, controlling emotions, and finishing tasks. It is common in people
with ADHD.
5. Autism Spectrum Autism Spectrum Disorder (ASD) is a neurodevelopmental condition marked by
Disorder (ASD) challenges in social communication and the presence of restricted or repetitive
behaviors and interests. The severity and symptoms can vary widely among
individuals.
6. Social Communi- Social communication deficits refer to difficulties in using language and nonverbal
cation Deficits communication in social contexts. This can include trouble understanding and
responding to social cues, maintaining conversation, and forming peer relation-
ships. These difficulties are a core feature of autism spectrum disorder.
7. Emotion and the Emotions are complex responses involving changes in the brain, body, and be-
Brain havior. Specific brain regions, such as the amygdala and prefrontal cortex, are
involved in processing and regulating emotions.
Page 1 of 27 3/31/2026
, ((Educational Psychology Final Exam, Key Concepts:: 2026- 2027.))
Educational Psychology Final Exam, Key Concepts
Study online at https://quizlet.com/_igenl1
8. Threat Detection Threat detection is the brain's ability to recognize and react to potential dangers
in the environment. The amygdala is crucial for quickly identifying threats and
triggering appropriate emotional responses.
9. Neurons and Neurons are specialized cells in the nervous system that transmit information
Neural Commu- through electrical and chemical signals. Neural communication refers to the
nication process by which these cells send messages to one another across synapses.
10. Ethical Issues in Ethical issues in clinical assessment involve respecting clients' privacy, obtaining
Clinical Assess- informed consent, using fair and unbiased tools, and ensuring results are inter-
ment preted responsibly and confidentially.
11. Test Bias Test bias refers to a flaw in an assessment tool that unfairly advantages or
disadvantages certain groups. This can lead to inaccurate or unjust results for
individuals from different backgrounds.
12. Psychological Psychological testing and measurement use standardized tools to evaluate specif-
Testing and ic mental functions and behaviors. Examples include intelligence tests, person-
Measurement ality assessments, and symptom checklists, which help clinicians make informed
decisions.
13. Interpreting and Interpreting and using test results involves analyzing test scores in the light of
Using Test Re- norms and individual differences. Clinicians must apply these results carefully to
sults inform diagnosis, treatment planning, and decision-making while considering
other information about the individual.
14. Norm-Refer- Norm-referenced tests compare an individual's score to the scores of a group,
enced vs showing how they perform relative to others. Criterion-referenced tests measure
Criterion-Refer- an individual's performance against a fixed set of standards or criteria, showing
enced whether specific skills or knowledge have been mastered.
15. Score Interpreta-
tion Score interpretation is the process of assigning meaning to test scores by com-
Page 2 of 27 3/31/2026
, ((Educational Psychology Final Exam, Key Concepts:: 2026- 2027.))
Educational Psychology Final Exam, Key Concepts
Study online at https://quizlet.com/_igenl1
paring them to established standards or expectations. It helps determine what
the scores say about a person's abilities or characteristics.
16. Applications of Applications of cognitive psychology involve using its findings to solve real-world
Cognitive Psy- problems, such as improving learning, memory, decision-making, and mental
chology health.
17. Educational Ap- Educational applications in cognitive psychology refer to the use of cognitive
plications principles to improve teaching and learning. This includes strategies for memory,
problem-solving, and understanding how students process information.
18. Metacognition Metacognition is the awareness and regulation of one’s own thinking and learning
processes. It involves monitoring understanding, planning learning strategies,
and evaluating progress.
19. Retrieval Practice Retrieval practice is the act of recalling information from memory to enhance
long-term retention. This technique strengthens memory by requiring frequent
recall of learned material.
20. Attention Limits Attention limits are the boundaries of how much information a person can notice
or process at one time. Technology and interface design need to consider these
limits to prevent cognitive overload.
21. Attention and Attention is the process of focusing mental resources on certain information, while
Awareness ignoring others. Awareness refers to the conscious experience or perception of
that information.
22. Types and Mech- Types and mechanisms refer to the different forms of attention—such as selec-
anisms tive, divided, sustained, and alternating—and the mental processes and brain
systems responsible for managing each type. These mechanisms determine how
we prioritize and process information from our environment.
23. Sustained attention is the ability to keep focus on a specific task or stimulus over
a prolonged period of time. Executive attention is the ability to manage, shift, and
Page 3 of 27 3/31/2026
