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The concerns of educational psychology… |
Relate to improving learning and instruction |
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Descriptive studies |
-Based only on observations, interviews, surveys -Correlation research |
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Correlation |
A statistical description indication the direction and strength of a relationship |
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Types of correlation |
Positive=high IQ & high achievement -increase or decrease together Negative=less education & more jail time -high value on one, low value on other |
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Experimental research |
*Random assignments are most critical -Equal treatment of groups (helps control for extra variables) -Examine cause & effect Ex: using a study strategy CAUSED good grades for students assigned to a particular group |
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Random samples |
Participants used for studies of case-and-effect relationship |
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All developmental theories have the following general principle in common… |
Development is gradual |
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According to Piaget, people pass through the four stages of cognitive development in what way? |
In the same sequence |
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Sensorimotor stage |
Age 0-2 Learn object permanence No longer "out of sight, out of mind" |
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Preoperational stage |
Age 2-7, begins to represent the world symbolically -Semiotic functions -Egocentrism: everything is seen from their POV Ex: Michelle covers her own eyes, because she thinks her friends will not see her |
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Concrete operational stage |
Age 7-12 -Conservation (same amount in different cups, not understanding because of appearance) -Identity -Compensation -Reversibility |
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Formal operational stage |
Age 12-adult -Can go beyond concrete situations -Think about the future Ex: David’s car has engine trouble, he is able to systematically locate the problem |
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An increasingly influential view of cognitive development proposed by Vygotsky is based on… |
Culture and socioculture theory |
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Vygotsky’s view of cognitive development differs from Piaget’s in the importance and emphasis on… |
Interpersonal interactions |
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Scaffolding |
(Vygotsky) external support for helping children solve problems on their own |
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Zone of proximal development |
The area where students may solve a problem with help/support |
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Erikson’s stage theory |
8 stages *Emphasis on formation of the personal identity |
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According to Erikson, if a child fails to resolve a crisis at an early stage… |
The child is likely to encounter problems with resolutions of later crises |
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Erikson’s notion of developmental crises can be defined as… |
Conflict between a positive and unhealthy alternative |
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Industry vs. inferiority |
Martin now takes pride completing his 4th grade homework and doing them well. He’s disappointed when the teacher give him an "A" when he thought he deserved an A+ |
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Integrity vs. despair |
LEAST likely to encounter in a K-12 classroom |
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Identity vs. role confusion |
Resolution of this may be an extended process Ages 12-18 |
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Diffusion |
Christine can’t decide what she wants to pursue when she graduates from high school this year. "Life is so confusing, perhaps it is best not to think about theses decisions at all." |
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Achievement (I.A.) |
17 year old Carl has considered several career options and has developed a firm career goal. |
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Pre-conventional moral realism |
(Kohlberg) judgment is based on personal needs and others’ rules Punishment obedience-Rules are obeyed to avoid punishment Personal reward-Personal needs determine right and wrong Ex: hitting two children deserves a stronger punishment than hitting one child |
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Conventional moral realism |
(Kohlberg) judgment is based on others’ approval, family expectations, traditional values, the laws of society, and loyalty to country Good boy/nice girl-Good means nice, it is determined by what pleases, aids, and is approved by others Law and order-Laws are absolute, authority must be respected and social order maintained Ex: if I were starving, I’d steal a loaf of bread, but it would be wrong and against the law |
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Post-conventional moral realism |
Social contract-Good is determined by socially agreed-upon standards of individual rights, morality similar to Constitution Universal ethical principles-Good and right are matters of individual conscience and involve abstract concepts of justice, human dignity, and equality |
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Which one of the following statements is TRUE about intelligence? |
It is theorized to be a collection of abilities by many psychologists |
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Fluid and crystallized intelligence |
Cattell and Horn, two types of intelligence Fluid: what you know Crystallized: applying what you know |
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Gardner’s theory of multiple intelligences |
Defines intelligence as encompassing at least eight separate kinds of intelligence (linguistic, logic-mathematical, musical, spatial, bodily-kinesthetic, intrapersonal, interpersonal, naturalist) |
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Alfred Binet |
Developed the concept of mental age (vs C.A.) 1st intelligence test in France, govt paid See if any kids would benefit from special ed. |
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Deviation IQ score indicates… |
How a person compares with others in his/her age group |
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Approximately what percent of the general population scores over 100 on a standardized IQ test? |
50% |
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Advantage of using standardized intelligence tests |
Provide ways of comparing a child’s performance with those of other children in the same situation |
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The typical correlation between deviation IQ scores from an individual intelligence test and school achievement for the general population of school-age students |
Moderately positive |
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Assessment that provides the most valid basis for identifying students who are academically gifted |
An individual IQ test |
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Current belief about teaching the gifted |
View both acceleration and enrichment as beneficial |
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Recent research has indicated that acceleration of students who are gifted… |
Has been unnecessarily discouraged in the past |
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Largest category of students with disabilities |
Students with a learning disability Ex: Bill, 16, is bright/articulate and will try almost anything but his reading level is low (4th grade level) and doesn’t succeed in most courses |
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Hyperactivity |
Variable set of conditions with differing sets of causes |
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Stimulants |
Medication that works best for treating hyperactivity |
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Behavior management strategies |
Type of intervention that appears to be the most successful in helping students with attention deficits |
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Attention Deficit Disorder |
A condition that affects an individual’s ability to focus on tasks and/or be patient |
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Student conditions covered under Section 504 |
(Not poverty) Diabetes, alcoholism, ADHD |
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Emphasis of behavioral theories of learning |
Observable actions |
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Classical conditioning |
Pavlov; association of automatic responses with new stimuli Ex: In music class, Lisa sings with her class and is insulted by teacher. Now she feels sick/ anxious before she goes to music class |
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Conditioned response |
Lisa feeling ill at the idea of going to the music class |
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A neutral stimulus is paired with an unconditioned stimulus that brings about an unconditioned response. Through repeated pairings of the neutral stimulus and the unconditioned stimulus, the… |
Conditioned stimulus will trigger a conditioned response |
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In an experiment, an electric can opener is used to open a can, and no salivation by the subject is detected. After a number of pairings between the can opener’s operation and food, any time the can opener is used, the subject salivates. The conditioned response in this study is the… |
Salivation to the can opener |
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B.F. Skinner is to ____ as Ivan Pavlov is to ____ |
Operant conditioning; classical conditioning |
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Difference between operant and classical conditioning |
Classical-involuntary behaviors, reflexes Operant-voluntary behavior |
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Consequence (Skinner’s definition) |
Reinforcer or a punisher depending on whether it increases or decreases the frequency of the behavior that it follows |
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Negative reinforcement |
Removing an aversive stimulus to increase the frequency of a behavior Ex: teacher lets Nate leave the uncomfortable bus 1st because he behaved so well on the trip |
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Difference between negative reinforcement and punishment |
Punishment decreases the behavior Negative reinforcement increases it |
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Removal punishment |
-Kelly receives a ticket for speeding. Her parents take away the privilege of using the car. -Mr. Smith uses a token economy system in his history class so when a student breaks a rule they lose a "chip" |
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Variable-ratio |
Reinforcement after a varying # of responses Ex: slot machines that pay off after an indeterminate number of uses |
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Variable-interval |
Reinforcement after varying lengths of time Ex: pop quizzes |
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Premack Principle |
A preferred activity is a reinforcer for a less-preferred activity |
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Contingency contract program |
Teachers set up individual performance contracts with each student |
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Procedural memory |
Ex: Alec still remembers how to touch-type, even though it has been three years since he has practiced |
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Working memory |
Where the things you are thinking about right now are held Items can typically be stored about 20 seconds Capacity: 5-9 (7+/-2) |
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Ability to conserve something in working memory is most directly affected by… |
-Perceptual factors that we apply to the stimulus -Executive control processes |
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Educational implication of sensory memory |
Attention is necessary if children are to remember information |
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While Mr. Lindsey was explaining the social studies assignment, Missy was finishing homework due for her next class. When the class began the assignment, Missy did not know what to do. According to the information-processing model of cognitive learning, Missy was lost because… |
She did not pay attention to the instructions that were given |
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Elaborative rehearsal |
Keeping info in working memory by associating it with something else you already know (good for transferring info to long term memory) Ex: Megan remembers the address, 10 Anchor Street by imagining a $10 bill attached to the anchor on a ship |
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Chunking |
Memory strategy -Increase the amount of information to be stored in the long-term memory -Reduce the amount of information to be stored in the working memory |
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Elaboration |
Adding and extending meaning by connecting new info to existing info Ex: John recognizes that he can use percentages in calculating his team’s batting average |
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Mnemonic aids |
(Woolfolk) Purpose is to make connections between the information to be memorized |
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Loci method |
Associate an item with a place Ex: Remember the things her husband asked her to pick up at the grocery story by imagining the items she needed placed on her desk, bookshelf, and file cabinet. |
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Chaining |
Associate one element in a series with the next element Ex: "I before E except after C" |
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Acronym |
Use first letters of each word to form a new/memorable phrase Ex: HOMES (Huron, Ontario, Michigan, Erie, Superior) |
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(Bandura) The main limitation of traditional views of learning |
These views are incomplete |
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Social learning theory |
Main focus of Bandura’s early work that challenged and expanded on behavioral conceptions of learning |
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Self-efficacy |
A person’s sense of being able to deal effectively with a particular task Ex: high self-efficacy "I am usually good at math, so I will do will in this class" *Teachers with high self-efficacy will try harder when students have learning disabilities |
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Quality of self-regulated learners |
Less likely to get defensive when failure occurs Good self-control abilities Academic learning skills |
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Triarchic Reciprocal Causality |
Bandura-dynamic interplay between three influences: Personal-beliefs, *expectations, knowledge Environmental-resources, other people Behavioral-actions, choices, verbal statements |
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Steps in self-regulated learning |
Analyzing the task Setting goals Devising plans Enacting strategies |
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Social cognitive theory |
Bandura (Bobo Doll experiment) Places the greatest emphasis on presenting models so that students can learn from observing others complete a task |
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Functional Behavior Assessment |
Determine the environmental variables that is maintaining a behavior Purpose-stop reinforcement for undesired behavior and continue reinforcement for desired behavior |
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Rules about classroom rules |
-Rule of thumb is 5 -Keep them short and clear |
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First day of class |
Enforce & teach the classroom guidelines/rules Monitor whole group Stop misbehavior quickly |
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Who should be involved when addressing bullying? |
The person being bullied and the person who is doing the bullying |
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Findings of the Safe Schools (Secret Service) Report |
-The person has been bullied in the past -Someone other than a police officer has gotten to them first (a teacher in the school) |
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How should you respond to a threat of suicide? |
You should always respond quietly, seriously, and don’t overreact |
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