Test Questions on Educational Psychology – Flashcards
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Lortie
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10,000 student hours, apprenticeship teaching. Don't teach from past experiences!
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Fuller
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Three Levels of Teacher Development: 1. Survival 2. Task 3. Impact
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McCown, Driscoll, and Roop
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Reflective Teaching Cycle: Create Plan, Implement, Evaluate Results, Situation
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Piaget
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4 Stages of Development
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Sensorimotor Stage
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in Piaget's theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities
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Preoperational Stage
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in Piaget's theory, the stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic
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Concrete Operational Stage
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in Piaget's theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events
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Formal Operational Stage
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in Piaget's theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts
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Lee Vygotsky
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Three Premises of Cognitive Development
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Three Premises of Cognitive Development
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Language-Cultural Toolbox, Social Interactions, Zones of Proximal Development
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Language-Cultural Toolbox
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Starts with making sense of sounds, then finding patterns. The environment shapes the development of language. Talking to oneself is encouraged. Allow students to speak
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Social Interactions
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Ask questions and build discussions from answers.
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ZPD
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Underlying known skills are mastered, so the students are prepared to learn things in ZPD.
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Scaffold
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Teacher-provided support that allows a student to accomplish a skill
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Schema
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A concept or framework that organizes and interprets information.
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Accommodation
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The modification of internal representations in order to accommodate a changing knowledge of reality
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Assimilation
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The application of a general schema to a particular instance
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Known Zone
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Zone where student says "I know this. I can do it by myself"
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Zone of Proximal Development
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Zone where student needs guidance.
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Frustration Zone
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Zone where student cannot accomplish task even with help.
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Self-Concept
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Student: who or what am i? Our attempt to explain our role in the world.
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Self-Esteem
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Student: summary evaluation of how well he fulfills his role in the world
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Erikson
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8 Stages of Development
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Present Crisis
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Determined by age. What is the present focus of life?
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Past Crisis
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What scars and strengths show how they have been resolved?
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Trust vs. Mistrust (Infancy)
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1st Crisis. Positive: trusting people Negative: no trust in world
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Autonomy vs. Shame (Toddler)
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2nd Crisis. The need to develop a sense of confidence in taking care of themselves. Positive: Independence Negative: Low confidence
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Initiative vs. Guilt (Play Age)
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3rd Crisis. Child wants to imitate what they see. Positive: Child can take tasks Negative: Child lacks confidence in taking initiative
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Industry vs. Inferiority (School Age)
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4th Crisis. Child begins to compare self with others. Looks for success.
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Identity vs. Identity Diffusion (Adolescence)
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5th Crisis. Self-Discovery. Positive: Find an identity for oneself Negative: Follow the crowd without direction in life.
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Intimacy vs. Isolation (Young Adult)
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6th Crisis. Some enter before they pass last crisis. Can lead to mid-life crises. Negative: Locking into relationships which don't define who we are.
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Generativity vs. Self-Absorption (Adulthood)
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7th Crisis. Positive: Person seeks to contribute to the following generation Negative: Bitter, self-absorbed, trapped, and betrayed by life.
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Integrity vs. Disgust (Mature Age)
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Final Crisis. Positive: Allows one to look back with a sense of fulfillment. Negative: Leads to bitterness and sadness.
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Marcia
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Theorist: identities are constructed in one of the following four ways: diffusion, moratorium, foreclosure, and achievement.
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Moratorium
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Taking time to explore what God desires for our lives.
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Foreclosure
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Situation where others establish place/standing for somebody
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Kohlberg
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Theory of Moral Reasoning
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Pre-Conventional Stage
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Kohlberg Stage: contains punishment/obedience and personal reward
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Conventional Stage
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Kohlberg Stage: contains good girl/boy and law and order
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Post-Conventional Stage
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Kohlberg Stage: contains social contract orientation and universal ethical principle
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Punishment/Obedience
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Kohlberg Level: It's okay as long as I don't get caught.
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Personal Reward
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Kohlberg Level: Doing what is best for my friend and me.
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Good Girl/Good Boy
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Kohlberg Level: Makes decision based on pleasing others.
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Law and Order
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Kohlberg Level: The rule follower.
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Social Contract Orientation
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Kohlberg Level: Socially agreed upon standards (interpreting law selflessly)
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Universal Ethical Principle
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Individual justice, ethics, code of honor (selfless definition of who you are)
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Modal + One
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ZPD-scaffold. Punishment is not the same as discipline. Discipline students to include practice that is one level above acting level.
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Spearman
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Limited "g" view of intelligence.
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Cattell and Horn
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Fluid Intelligence: tied to biological aspects; increases until adolescent. Crystallized Intelligence: tied to culture; learned skills and processes.
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Guilford's Model of the Structure of Intellect
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Multi-faceted view. PROCESSES content, operation, and product
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Gardner's Theory of Multiple Intelligences
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PRODUCTS. 8 Areas of Strength
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Intelligences
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Linguistic, logical/mathematical, visual/spatial, musical, interpersonal, intrapersonal,naturalist, bodily/kinesthetic
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Sternberg's Triarchic Model
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Analytical, Creative, Practical
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Analytical Intelligence
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Componential. Ability to think abstractly and process information effectively.
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Creative Intelligence
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Experiential. Ability to formulate new ideas, to combine seemingly unrelated facts or information
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Practical Intelligence
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Contextual. Ability to adapt to changing environmental conditions and to shape environment to play to strengths and compensate for weaknesses.
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IDEIA
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Individual Disability Education Improvement Act
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Behavioral
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View of Learning: external process where our experiences (things we do or are done to us) cause an observable and relatively permanent change in our behavior.
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Contiguous
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(Aristotle) (Flashcards) Repeated pairings of a stimulus and response
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Classical
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(Pavlov and dogs) Begins with automatic physical/emotional response
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Operant Conditioning
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(Skinner/Thorndike) Antecedent, Behavior, Consequence, Reinforcers, Schedules of Reinforcers, Cues, Shaping, 4 Types of Punishment, Self-Management, Ripple Effect, and Positive Practice
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Cognitive
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View of Learning: A change in a person's mental structures that provides the capacity to demonstrate different behaviors.
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Information Processing Model (IPM)
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(Atkinson, Ashcraft) Sensory Registers, Working Memory, Long Term Memory, to Executive Control
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Gestalt Perception
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Whole picture! Top-Down Processing
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Field Dependent
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Big Picture
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Field Independent
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Small Details...Individual Details
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Declarative Knowledge
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The facts. Generalities and rules.
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Procedural Knowledge
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Knowing the steps in the process and putting the steps into action
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Self-Regulatory Knowledge
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Understanding and responding to the conditions of when to use the knowledge and skills.
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Implicit
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Knowledge that is retrieved automatically. examples: priming, classical conditioning, procedural knowledge, etc.
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Explicit
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Knowledge that takes time and effort to retrieve. examples: semantic and episodic knowledge
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Semantic
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Dictionary knowledge. examples: images, propositions, concepts, schema, and prototypes
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Episodic
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Rich collection of knowledge that can be semantic, but is associated with a sensory rich episode.
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Serial Position Effect
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The beginning and end are remembered more than the middle. Mix things up to avoid this
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Handles
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Examples/questions that take us back to a particular answer.
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Joyce and Weil Concept Lesson
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1. Name the concept 2. Establish a definition 3. Give examples and non-examples 4. Discuss relevant and irrelevant attributes 5. Include visual aids 6. Give guided practice 7. Give independent practice 8. Give application for transfer
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Bruner
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Associated with Guided Discovery Lesson Cognitive
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Ausubel
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Associated with Expository Method (advanced organizer or something like that) Behavioral
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IDEAL Problem Solving Method
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Identify the problem Define the problem Explore possible solutions Anticipate/Act on strategies Look back (evaluate)
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Algorithm
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Set pattern of how to solve something that we have learned/is present for us to use.
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Heuristics
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Means-end (break into little pieces, solve one at a time); goal and back (start at end and move backward), analogical thinking (little bit like this part and this part), self talk, trial and error (scientifically).
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Rigid Response Set
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Students become programmed to answer in only one direction with thinking.
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Functional Fixedness
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Students only use something the way it has been given to them.
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Constructive Theories
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View the learners as actively developing their knowledge, rather than receiving it, in package form, from outside sources.
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Cooperative Learning
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Students working together to help each other learn.
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Features of Effective Cooperative Learning
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Small heterogeneous groups, established clear goals, established behavior guidelines, interdependence of group members, individual accountability, active teacher monitoring, evaluation of members and group process
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Behavioral
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Type of learning from experience
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Social Cognitive (Bandura)
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View of Learning: transfer of modeled events into symbolic representations (schema) which guide our future actions
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Four Factors Influencing Vicarious Learning
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Grab attention of learner, retention, production/coaching, motivation/incentive
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Grab Attention of Learner
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Factor influencing vicarious learning: prestige, vicarious, help learn from mistakes
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Retention
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Factor influencing vicarious learning: coding/rehearsal. Guided practice.
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Production (coaching)
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Factor influencing vicarious learning: implement new knowledge, practice with feedback.
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Motivation (incentive)
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Factor influencing vicarious learning: likelihood of receiving a positive outcome affects probability of studying.
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Extrinsic (source of motivation)
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Temporary motivation: good grades, on schedule, etc.
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Intrinsic (source of motivation)
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Motivation: desire to learn, care about things, etc.
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Skinner
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1st motivation is behavioral. Antecedent behavior consequences. Don't become addicted to reinforcers
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Maslow's Hierarchy of Needs
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Concept that involves deficiency needs (physiological, safety, love, esteem) and growth needs (aesthetics, need to know, self actualization)
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Greeno, Lave, and Wenger
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Cultural view of motivation: motivation of students is affected by community, home situation, parents, etc.
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Bandura's Formula for Motivation
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Expectancy x Value - Risk = Motivation
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Elements of Expectancy
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Enactive, Vicarious, Persuasive, Emotive
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Enactive Expectancy
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Successfully experienced something before.
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Vicarious Expectancy
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Observed others successfully achieving something before.
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Persuasive Expectancy
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Support/encouragement from a trusted person.
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Emotive Expectancy
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Complete comfort in doing something. No problem!
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Elements of Value
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Utility, Extrinsic, Intrinsic, Calling/Service
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Utility Value
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This will be a very useful thing to do/learn.
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Extrinsic Value
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Profit/gain from learning to do something.
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Intrinsic Value
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Genuinely wants to learn how to do something.
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Weiner
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Attribution: Listen to students complain. what do they blame for success/failure?
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Locus of Control
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Blame: extrinsic (external factors: environment, etc.) and intrinsic (internal factors: study habits, self issues)
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Extrinsic (locus of control)
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External factors are blamed.
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Intrinsic (locus of control)
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Internal factors are blamed.
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Stable
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Situation is uncontrollable
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Unstable
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Situation is controllable. More hopeful and truthful.
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Unstable and controllable
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How do you want your classroom to be? Stable, unstable, controllable, uncontrollable. Choose 2.
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DeCharms
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Origins vs. Pawns: People like to originate their own ideas.
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Performance Goals
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Ego-Involved Students set... is Failure Avoiding
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Learning Goals
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Task-Involved Students set... is Mastery Oriented
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Kounin
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Theorist: 4 Bad Behavior Prevention Strategies
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Teacher is with it
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Kounin: Teacher knows what is happening in the classroom.
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Overlapping activities
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Kounin: students are not left doing nothing while others are working.
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Maintenance of Group Focus
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Kounin: all students are paying attention.
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Movement Management
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Kounin: time management/transitions.
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Proximity
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Subtle Technique: get close to a student.
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Call on a Student
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Subtle Technique: having a student answer questions.
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Name a Student
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Subtle Technique: say a student's name to get his attention.
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Eye Contact
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Subtle Technique: give a student a look that shows that you want them to stop being disruptive.
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Gordon
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Theorist: Problem Ownership. Change a student's behavior by changing his understanding of the behavior.
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Teacher-Owned Problems
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Behavior that disrupts the whole class. Class must be stopped to deal with the issue.
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Student-Owned Problems
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Behavior that doesn't disrupt the rest of the class. Localized.
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I Messages
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Gordon: "I cannot teach when..."
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Canter
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Theorist: Assertive Discipline. No Nonsense.
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Assertive Discipline
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Gordon: Establish clear rules, communicate rules to students, teach students how to follow them, use positive reinforcement with each and every student. If rules are broken, use consistent negative consequences.
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Anticipatory Set
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First part of any lesson plan.
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Observable and Measurable
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Behavioral Objectives in a Lesson Plan: verbs describing student performance must be... ex. TSWBAT list, describe, identify, build, etc.
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Minimum Level of acceptable performance
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Behavioral Objectives in a Lesson Plan: criteria must state... ex. to 75% accuracy, for 8/10, etc.
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Conditions
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Behavioral Objectives in a Lesson Plan: the behavior will be observed and performed under specific.... ex. outline, while using a calculator, while working alone, etc.
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Behavioral Assessment
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Gronlund: Traditional Assessment. Quantitative: essays, short responses, multiple choice, true/false, etc.
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Cognitive Assessment
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Wiggins: Authentic Assessment. Qualitative: presentations, projects, analysis papers, demonstrations, etc.
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Reliability
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Good assessment: Results in re-test are same as first time. consistency of results.
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Standardization
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Good assessment: Population and administration match. give tests that match the language it was taught in.
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Validity
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Good assessment: Test measures what it purports to measure. Test is real and uses senses.
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Practicality
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Good assessment: Assessment costs time. could be why we over-rely on quantitative.
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Formal Assessment
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Assessment type: Testing, writing
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Informal Assessment
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Assessment type: discussion, looking at what students are writing/doing.
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Summative Assessment
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Assessment type: at the end of a period of study. usually graded.
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Formative Assessment
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Assessment type: informs the teacher as to how the learning is going/how to proceed.
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Norm-referenced Assessment
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Assessment type: compares student to peers either locally or on a larger scale. scores given in percentiles.
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Criterion-reference Assessment
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Assessment type: compares student to a fixed standard. scores given in percentages or pass/fail.
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Traditional Assessment
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Assessment type: Gronlund. multiple choice, true/false, watch 's' and 'v', be careful to avoid errors in test construction
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Bloom's Taxonomy
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Areas of triangle: from knowledge to evaluation.
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Item Analysis
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HSG (top 1/3) and LSG (bottom 1/3)
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Portfolio Assessment
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Assessment type: working (entire collection), growth (evidence of learning), or showcase (best works)
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Grading Purposes
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inform parents, feedback to students, motivate students, grade on a curve, establish fair system.
