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Educational Psychology

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academic discipline that: (1) systematically studies the nature of learning, child development, motivation, and related topics and (2) applies its research findings to the identification and development of effective classroom practices

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Evidence-Based Practice

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instructional method or other classroom strategy that research has consistently shown to bring about significant gains in students' development and/or academic achievement

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Quantitive Research

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research yielding information that is inherently numerical in nature or can easily be reduced to numbers

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Qualitative Research

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research yielding information that cannot be reduced to numbers; typically involves an in-depth examination of a complex phenomenon

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Descriptive Study

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research study that enables researchers to draw conclusions about the current state of affairs regarding an issue but not about correlation or cause-and-effect relationships

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Correlational Study

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research study that explores possible associations among two or more variables

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Correlation

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extent to which two variables are associated, such that when one variable increases, the other either increases or decreases somewhat predictably

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Experimental Study

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research study that involves both (1) the manipulation of one variable to determine its possible effect on another variable and (2) control of additional variables that might potentially have an impact on the outcome; allows conclusions about cause-and-effect relationships (randomly assigned groups)

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Treatment Group

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group of people in a research study who are given a particular experimental intervention (example: a particular method of instruction)

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Control Group

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group of people in a research study who are given either no intervention or a placebo treatment that is unlikely to have an effect on the dependent variable

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Quasi-Experimental Study

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involves manipulation of a variable to determine possible effects on another variable, but without total control of additional variables that may impact outcome (NOT randomly assigned groups

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Anecdotal Evidence

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a story or example used to support a theory or practice

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Mixed-Methods Study

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research study that includes elements of both quantitative and qualitative research

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Reflective Teaching

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regular, ongoing examination and critique of one's assumptions and instructional strategies, and revision of them as necessary to enhance students' learning and development

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Self-Efficacy

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belief that one is capable of executing certain behaviors or reaching certain goals

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Potential Value of Anecdotal Evidence

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can inform research questions, can be useful in illustrating a theory or practice that has already been subject to empirical research, can give us context for applying new learning (gives us examples of concepts)

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Premack Principle

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people are more likely to complete an unfavorable task if followed by a favorable task

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Piaget: Assimilation

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thinking about or interacting with new object in a way that is consistent with existing schema (example: car =toy that moves; sees boat and calls it "car")

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Piaget: Disequilibrium

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mismatch between what is known and what is encountered

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Piaget: Accommodation

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modification of schema when new information doesn't fit

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Piaget: Stages of Cognitive Development

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Sensorimotor (0-2 years), Preoperational (2-6 years), Concrete Operational (7-12 years), Formal Operational (12 years-adult) research supports stages, not ages

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Piaget's Mountain Task

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developing kids' spatial awareness and various perspectives (using a child in the preoperational stage)

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Conservation

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recognition that if nothing is added or taken away, amount stays the same regardless of alterations in shape or arrangement

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Decentration

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ability to attend to multiple attributes

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Reversibility

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during the Concrete Operational stage, the ability to recognize that numbers or objects can be changed and returned to their original condition

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Universals

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similar patterns in how children change and progress over time regardless of their specific environment

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Bronfenbrenner's Theory

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any large society encompasses various "layers" of environment that all have significant impacts on children's development (Cultural Behaviors and Belief System: family, neighborhood and community, state/province, country, and beyond)

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C.H.A.R.L.E.

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consequences, hedonism, approval, rules, law (changeable), ethics

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Concrete Thinkers

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rely on real objects rather than abstractions to think, use trial-and-error problem solving, sometimes reject hypothetical or contrary-to-fact

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Formal Operational

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can think about abstractions and hypothetical scenarios and engage in systematic problem solving with combinatorial reasoning

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Vygotsky: Theory of Sociocultural Development

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(very different than Piaget) role of social interaction in cognitive development, learning precedes development, role of culture (in contrast to Piaget's universal stages), role of language in shaping thought (social speech -> private speech -> inner speech)

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Zone of Proximal Development

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gap between independent performance and dependent performance

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Synapse

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junction between two neurons that allows transmission of messages from one to the other

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Neurotransmitter

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chemical substance through which one neuron sends a message to another

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Cortex

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upper part of the brain; site of complex, conscious thinking processes

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Neuron

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cell in the brain or another part of the nervous system that transmits information to other cells.

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Plasticity

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ability to reorganize in order to adapt to changing circumstances; term often used in describing the human brain

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Synaptic Pruning

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universal process in brain development in which many previously formed synapses wither away

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Myelination

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growth of a fatty sheath (myelin) around the axons of neurons, enabling faster transmission of electrical impulses

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Synaptogenesis

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universal process in early brain development in which many new synapses form spontaneously

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Clinical Method

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procedure in which an adult presents a task or problems and asks a child a series of questions about it, tailoring later questions to the child's responses to previous ones

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Class Inclusion

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recognition that an object simultaneously belongs to a particular category and to one of its subcategories

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Constructivism

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theoretical perspective proposing that learners actively construct (rather than passively absorb) knowledge from their experiences

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Equilibrium

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state of being able to address new events with existing schemes

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Sensorimotor Stage

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schemes are based largely on behaviors and perceptions; abilities acquired include: trail-and-error experimentation with physical objects, object permanence, symbolic thought

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Preoperational Stage

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children can think about objects and events beyond their immediate views but do not yet reason in logical, adult like ways; abilities acquired include: language, extensive pretend play, intuitive thought

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Preoperational Egocentrism

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inability of children in Piaget's proportional stage to view situations from another person's perspective

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Concrete Operational Stage

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adult like logic appears but is limited to concrete reality; abilities acquired include: distinction between one's own and others' perspectives, class inclusion, conservation

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Formal Operational Stage

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logical reasoning processes are applied to abstract ideas as well as to concrete objects; abilities acquired include: logical reasoning about abstract, hypothetical, and contrary-to-fact ideas, proportional reasoning, formulation of multiple hypotheses, separation and control of variables, idealism

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Formal Operation Egocentrism

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inability of adolescents to separate their own abstract logic from the perspectives of others and from practical considerations

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Sociocultural Theory

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theoretical perspective emphasizing the importance of society and culture in promoting learning and development

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Self-Talk

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process of talking to oneself as a way of guiding oneself through a task

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Inner Speech

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process of talking to and guiding oneself mentally rather than aloud

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Internalization

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process through which a learner gradually incorporates socially based actives into his or her internal cognitive processes

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Appropriation

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process of internalizing but also adapting the cognitive tools of one's culture for one's own use

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Vygotsky: Actual Developmental Level

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upper limit of tasks that a learner can successfully perform independently

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Vygotsky: Level of Potential Development

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upper limit of tasks that a learner can successfully perform with the assistance of a more competent individual

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Vygotsky: Zone of Proximal Development (ZPD)

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range of tasks that a learner can perform with the help and guidance of others but cannot yet perform independently

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Metalinguistic Awareness

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ability to think consciously about the nature and functions of language

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Authoritative Parenting

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parenting style characterized by emotional warmth, high standards for behavior, explanation and consistent enforcement of rules, and inclusion of children in decision making

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Authoritarian Parenting

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parenting style characterized by rigid rules and expectations for behavior that children are asked to obey without question

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Temperament

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genetic predisposition to respond in particular ways to one's physical and social environments

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Child Maltreatment

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consistent neglect or abuse of a child that jeopardizes the child's physical and psychological well-being

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Socialization

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process of molding a child's behavior and beliefs to be appropriate for his or her cultural group

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Culture Shock

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sense of confusion when a student encounters a new environment with behavioral expectations very different from those previously learned

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"Big Five" Personality Traits: O.C.E.A.N.

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openness, conscientiousness, extraversion, agreeableness, neuroticism

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Neuroticism

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the extent to which one is prone to negative emotions (opposite of agreeableness)

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Goodness of Fit

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situation in which classroom conditions and expectations are compatible with students' temperaments and personality characteristics

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Sense of Self

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perceptions, beliefs, judgments, and feelings about oneself as a person; includes self-concept and self-esteem

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Erikson's 8 Stages of Psychsocial Development

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trust vs mistrust (infancy), autonomy vs shame and doubt (toddler years), initiative vs guilt (preschool years), industry vs inferiority (elementary school years), identity vs role confusion (adolescence), intimacy vs isolation (young adulthood), generatively vs stagnation (middle age), integrity vs despair (retirement years)

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Imaginary Audience

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belief that one is the center of attention in any social situation

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Personal Fable

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belief that one is completely unlike anyone else and so cannot be understood by others

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Ethnic Identity

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awareness of one's membership in a particular ethnic or cultural group, and willingness to adopt behaviors characteristic of the group

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Self-Socialization

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tendency to integrate personal observations and others' input into self-constructed standards for behavior and to choose actions consistent with those standards

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Subculture

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group that resists the ways of the dominant culture and adopts its own norms for behavior

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Social Cognition

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process of thinking about how other people are likely to think, act, and react

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Recursive thinking

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thinking about what other people may be thinking about oneself, possibly through multiple interactions

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Theory of Mind

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self-constructed understanding of one's own and other people's mental and psychological states

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Mirror Neuron

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neuron in the brain that fires either when a person is performing a particular behavior or when the person sees someone else perform the behavior

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Psychological Aggression

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action intended to cause mental anguish or reduce self-esteem

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Proactive Aggression

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deliberate aggression against another as a means of obtaining a desired goal

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Relational Aggression

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action that can adversely affect interpersonal relationships, a form of psychological aggression

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Moral Transgression

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action that causes harm or infringes on the needs or rights of others

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Conventional Transgression

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action that violates a culture's general expectations regarding socially appropriate behavior

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Kohlberg: Preconventional Morality

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preschool age, Stage 1: Punishment-avoidance and Obedience; Stage 2: Exchange of favors; lack of internalized standards about right and wrong; decision making based primarily on what seems best for oneself

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Kohlberg: Conventional Morality

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middle school through mainly high school, Stage 3: Good boy/good girl; Stage 4: Law and Order; uncritical acceptance of society's conventions regarding right and wrong

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Kohlberg: Postconventional Morality

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rarely seen before college, Stage 5: Social Contract; Stage 6: Universal Ethical Principle; thinking in accordance with self-constructed, abstract principles regarding right and wrong

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Induction

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explanation of why a certain behavior is unacceptable, often with a focus on the pain or distress that someone has caused another

Educational Psychology (Chapters 1-3) – Flashcards

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