MZC1 WGU Fundamentals of Educational Psychology-Terms, Vocabulary, Quotes – Flashcards
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Piagetian Theory
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A cognitive developmental theory which describes "ages and stages" components that predicts what children can and cannot understand at different ages, and a theory of development that describes how children develop cognitive abilities.
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Piaget's Stages of Cognitive Development
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Sensorimotor, Pre-Operational, Concrete Operational, Formal Operational
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Neo-Piagetians
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This group believes that Piaget's theories of knowledge can be applied to kids as well as adults.
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Constructivist Instructional Strategy
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A learner-centered approach that emphasizes the importance of individuals actively constructing their knowledge and understanding with guidance from a teacher.
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action research
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Research carried out by teachers, often in their own classrooms or in collaboration with other teachers. The research goals and questions are local and specific to their own teaching environment.
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casual research
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Research designed to determine whether a change in one variable likely caused an observed change in another
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signs of Autism
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tend to avoid social contact, poor speech/echolalia, limited range of activities, difficulty reading emotions, unresponsiveness, lack of gesturing, avoiding eye contact, lining up toys
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cross-age tutoring
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an instructional method that pairs older students with younger students to facilitate learning
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intra-personal intelligence
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the capacity to understand oneself and one's thoughts and feelings, and to use such knowledge in planning and directing one's life.
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logical-mathematical intelligence
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the capacity to analyze problems logically, carry out mathematical operations, investigate issues scientifically, detect patterns and reason deductively
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scaffolding
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Vygotsky's idea that learners should be given only just enough help so that they can reach the next level.
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scaffolding
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A process where the child can move from a point of difficultly in learning to where, with help(teacher), he/she can eventually achieve the task independently.
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conditioning
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the process by which responses become linked to a particular stimuli and learning takes place.
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observational correlate
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methods to address research questions and test hypothesis.
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neutral stimulus
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stimuli that do not naturally prompt a particular response.
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Who is: James Marcia
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a Canadian developmental psychologist who expanded on Erikson's Stages of Psychosocial Development.
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Who is: James Marcia
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His research and writings have largely focused on adolescent development.
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Who is: James Marcia
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His work was to identify and classify processes (4-total) that adolescents go through when they experience identity crises.
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Who is: Jean Piaget
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His theory of cognitive development suggests that children move through four different stage of mental development.
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Who is: Jean Piaget
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His theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence.
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Who is: Erik Erikson
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He proposed a lifespan model of development, taking in 5-stages up to the age of 18, and 3-further stages beyond, and will into adulthood.
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Who is: Erik Erikson
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He suggests that there is still plenty of room for continued growth and development throughout one's life.
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Epigenic Principle
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Erik Erikson maintained that personality develops in a predetermined order, and builds upon each previous stage.
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behavioral motivation
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Skinner's theory reflects the principle that if the teacher displays interest in the students interests and wellbeing, she will create an emotional bond of respect and responsiveness from the student. The source of motivation is extrinsic, in which the students is influenced by reinforces, incentives, rewards and punishers.
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intrinsic motivation
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engaging in activities because they are personally rewarding or because they fulfill our beliefs and expectations.
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Who is: Donald Meichenbaum
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5-Steps for Self-Regulated Instruction (self-speech)
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unconditioned stimulus
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a stimulus that elicits a response, such as a reflex, without any prior learning.
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conditioned stimulus
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a previously neutral stimulus that has, through conditioning, acquired the capacity to evoke a conditioned response.
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conditioned response
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a response to a conditioned stimulus; a response that has been learned.
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unconditioned response
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a response that does not have to be learned, such as a reflex.
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informational outlines
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syllabus
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advanced organizers
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Commonly used to help set the stage for instruction. Since David Ausubel (1960) first described this concpet as a cognitive strategy to help students learn and retain information, teachers have developed a variety of forms for effectively organizing learning. The K-W-L chart, for example, lists what students know, what they want to find out, and what they have learned (Ogle, 1986). Graphic organizers show how new ideas or concepts relate, providing students with a visual framework for acquiring and organizing new information.
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problem-solving steps
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identify the problem, analyze the problem, establish and rank criteria, generate possible solutions, apply criteria to select best solution, implement and follow up
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locus of control
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the extent to which individuals believe they have control over events that effect them.
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locus of control (external)
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these people believe the environment has more of an effect on the control over events that effect them. They also believe that forces such as luck, chance, or fate control their lives and determine their rewards and punishments.
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locus of control (internal)
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these people believe they can control events in their lives through their own efforts. They believe that the rewards they receive are internally controlled by their own actions (knowledge, effort, skill)/
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instructional strategies
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broad range of teaching strategies that represent the ways in which teachers organize learning situations.
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reciprocal reading
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refers to an instructional activity that takes place in the form of a dialogue between teachers and students regarding segments of text. The dialogue is structured by the use of four strategies: summarizing, question generating, clarifying, and predicting.
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direct instruction
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a teacher-led instructional procedure that provides students with specific instructions on a task, teacher-led practice, independent practice, and immediate corrective feedback. Also referred to as explicit instruction.
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small group work
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a small group of students who work together in order to complete a task or a series of tasks. It helps students practice social skills, problem solving and communication skills in order to complete the task. This technique can be beneficial for shyer students, and allows students to move at their own pace.
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peer tutoring
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approach to instruction in which one student provides instruction to help another student master a classroom topic.
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Who is: B.F. Skinner
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American psychologist who developed the operant conditioning model of learning; emphasized studying the relationship between environmental factors and observable actions, not mental processes, in trying to achieve a scientific explanation of behavior.
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Who is: Albert Bandura
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behaviorist theorist known for his social learning theory; did modeling experiment using "Bobo" doll; studied observational learning, self-regulation.
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Who is: Lev Vygotsky
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believed that cognitive development was largely the result of the child's interaction with members of his or her own culture rather than his or her interaction with concrete objects
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classical conditioning
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learning occurs when a neutral stimulus becomes associated with a stimulus to which the learner has an automatic, inborn response.
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operant conditioning
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atype of learning in which behavior is strengthened if followed by a positive reinforcement or diminished if followed by a punisher. A theory developed by B.F. Skinner.
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Epstein's parent involvement model
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Communicating, Decision making, Volunteering, Learning at home, Abdicating
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inclusion classroom
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a classroom where students with disabilities are taught together with their nondisabled peers.
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Who is: Jean Piaget
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Cognitive Development Theory
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Who is: B.F. Skinner
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Operant Behaviorism
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Who is: Erik Erikson
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Psychosocial Theory
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Who is: Lev Vygotsky
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discussed the importance of mentors and others in a child's learning and leading the child through their zpd: zone of proximal development.
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Who is: Lev Vygotsky
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Socialcultural Theory
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Who is: Ivan Pavlov
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Classical Behaviorialism
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key processes involved in developing cognition
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1. notice sensory data in the environment 2. recall tangible data and experiences 3. notice abstract patterns as they emerge 4. receive "ah-ha" insights and realizations
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information processing compon
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sensory memory: screen incoming stimuli working memory: information is assigned meaning long-term memory: repository for facts and knowledge
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metacognition
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"Thinking about thinking" Requires self-awareness and self-regulation of thinking. A student who demonstrates a high level of _____________ is able to explain his or her own thinking and describe which strategies he or she uses to read or to solve a problem.
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Who is: Abraham Maslow
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Hierarchy of Needs
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Who is: Abraham Maslow
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he believed that there are 5 needs similar to instincts that play a major role in motivating behavior.
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Maslow: Physiological Needs (first/bottom of pyramid)
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Maslow believed that these needs are the most basic and instinctive needs in the hierarchy because all needs become secondary until these are met. Examples: vital to survival, such as the need for water, air, food, and sleep.
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Maslow: Security Needs (second)
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These include needs for safety and security. Examples: desire for steady employment, health care, safe neighborhoods, and shelter from the environment.
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Maslow: Social Needs (third)
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These include needs for belonging, love, affection, companionship, and acceptance Examples: relationships such as friendships, romantic attachments, families, involvement in social/community, or religious groups.
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Maslow: Esteem Needs (fourth)
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These include the need for things that reflect on personal worth, social recognition and accomplishment. Important: this need can only be met after the first three needs have been satisfied.
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Maslow: Self-actualizing Needs (fifth/top of pyramid)
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These people are self-aware, concerned with personal growth, less concerned with the opinions of others, and interested fulfilling their potential. Important: this is the highest level of Maslow's hierarchy of needs.
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Maslow's Hierarchy of Needs
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Physiological, Security, Social, Esteem, Self-actualizing
