Praxis: Early Childhood PLT 5621 Exam Questions and Answers 100% Pass

Praxis: Early Childhood PLT 5621 Exam Questions and Answers 100% Pass behaviorism - 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 - learning from observing one another; modeling; environmental stimuli affect behavior; importance of self-efficacy; human behavior is typically goal directed (Bandura) self-efficacy - extent to which a person believes they can successfully do a task self-regulation - taking charge of and directing own actions information processing theory - focuses on the cognitive processes involved in learning, memory, and performance; human thinking is similar to how a computer works; 2Emily Charlene © All Rights Reserved 2025. constructivism - 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 - 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) - 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) - 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) 3Emily Charlene © All Rights Reserved 2025. sensory register (short term memory) - Component of memory that holds incoming information in an unanalyzed form for a very brief time (perhaps one to two seconds) working memory - Component of memory that holds and actively thinks about and processes a limited amount of information long term memory - Component of memory that holds knowledge and skills for a relatively long time semantic knowledge - Knowledge of the meanings of words and word combinations procedural knowledge - Knowledge concerning how to do something (e.g., a skill) how to move info into long term memory - Rehearsal Meaningful learning Elaboration Organization Visual imagery Mnemonics accommodation - 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 4Emily Charlene © All Rights Reserved 2025. 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 - when people deal with a new experience in a manner that is consistent with a present scheme scheme - organized group of similar actions or thoughts that are used repeatedly in response to the environment Piaget's stages of cognitive development - sensorimoto