Educational Psychology Exam 1 – Flashcards
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No Child Left Behind
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Students in 3rd-8th grade as well as once in high school must take standardized achievement tests in reading, math, science and based on these scores, schools were judged to determine if students were making adequate yearly progress toward becoming proficient in subjects tested
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Educational Psych
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Goals of it are to understand and to improve the teaching and learning processes; these psychologists use knowledge and methods of psychology and other related disciplines to study learning and teaching in everyday situations. "A distinct disciple with its own theories, research methods, problems and techniques"
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Ethnography
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Studying the naturally occurring events in the life of a group to understand the meaning of these events to the people involved
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Descriptive studies
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Their purpose is simply to describe events in a particular class or several classes
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Case study
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Investigates one person or situation in depth
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Correlations- positive and negative
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Positive: 2 factors increase or decrease together Negative: increases in one factor are related to decreases in the other
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Statistical significance
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Things probably didn't happen simply by chance (p ; .05: the result reported could happen by chance less than 5 times out of 100)
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Participants/Subjects
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The people being studied (such as teachers or 8th grades)
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Theory
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An interrelated set of concepts that is used to explain a body of data and to make predictions about the results of future experiments
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What is a correlation coefficient? What would a CC of 0.10 indicate? A CC of 0.90?
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A # that indicates both the strength and the direction of a relationship between 2 events or measurements (closer the correlation is to either 1.00 or -1.00, the stronger the relationship), ex: 0.10 represents a weak or small association, 0.90 represents a stronger or larger correlation
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Why are random assignments so essential in experimental research?
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This is done to make sure that groups of participants are the same by assigning each person to a group using a random procedure (each participant has an equal chance of being in any group)
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The nature of theories
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Theories offer perspectives for analyzing almost any situation that may arise: theories can explain how language develops, how differences in intelligence occur, how people learn, etc. based on systematic research and are the beginning and ending points of the research cycle
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Experimental designs
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Allows educational psychologists to go beyond predictions and study cause and effect. Instead of just observing and describing an existing situation, the investigators introduce changes and note the results
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What do educational psychologists think about the "common sense" approach in teaching? Is it acceptable, why or why not?
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They do more than just "discovering the obvious." "The issue is not what sounds sensible but what is demonstrated when the principal is put to test in the research"
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How should the results of an observational study be reported?
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This allows the researcher to actually participate in group to understand the actions from the perspectives of the people in the situation
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What is self-concept? What is true of older children's self-concepts?
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Our perceptions of ourselves-how we see our abilities, attitudes, attributes, beliefs and expectations. Older children: cynical, less optimistic, more realistic
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What age group might have the most difficulty assessing others' intentions?
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Younger children ?
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Can you explain what a collective monologue is?
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2 or more children playing in close proximity. May be playing 2 different games and commenting on them and taking turns vocalizing but about 2 different things
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According to Woolfolk, what are some effective ways to increase student self-esteem?
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Teachers feedback, grading practices, evaluations and communication of caring for students
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Definition of Parenting styles and the types
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The ways of interacting with and disciplining children Authoritarian: high control, little warmth: Mrs. Ford Authoritative: high control, high warmth: mom and dad Uninvolved: low control, low warmth: Mrs. H Permissive: low control, low warmth: Mrs. O
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Microsystem
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First and smallest, Childs immediate relationships and activities immediate friends, family members, teachers, activities of play and learning at school
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Mesosystem
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Second ring, interactions and relationships among all elements of microsystem (family members interacting with teacher), these are reciprocal and actions of these relationships affect the child
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Exosystem
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All social settings that affect the child even if child is not a direct member of system (teachers relations with school board, parents jobs, employment, etc.
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Macro system
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Largest ring, all embedded within, larger society's values, laws, traditions
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Peer cultures
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Groups of children or adolescents with their own rules and norms, particularly about dress, appearance, music, social values, etc.
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Instrumental aggression
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Strong actions aimed at claiming an object, place, or privilege - not intended to harm, but may lead to harm
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Hostile aggression
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Bold, direct action that is intended to hurt someone else, unprovoked attack
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Overt aggression
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A form of hostile aggression that involves physical attack
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Relational aggression
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A form of hostile aggression that involves verbal attacks and other actions meant to harm social relationships
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Psychosocial
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Describing the relation of the individual's emotional needs to the social environment
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Self-esteem
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The value each of us places on our own characteristics, abilities and behaviors
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Autonomy
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Independence
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Theory of mind
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An understanding that other people are people too with their own minds, thoughts, feelings, beliefs, desires and perceptions
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Perspective taking ability
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Understanding that others have different feelings and experiences
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Moral reasoning
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The thinking process involved in judgements about questions of right and wrong
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Distributive justice
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Beliefs about how to divide materials or privileges fairly among members of a group, follows a sequence of development from equality to merit to benevolence
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Moral realism
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Stage of development wherein children see rules as absolute
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Morality of cooperation
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Stage of development wherein children realize that people make rules but that they can also change them
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Moral dilemmas
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Situations in which no choice is clearly and indisputably right
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Kohlberg's Theory of Moral Development: Level 1
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Pre-Conventional: Judgement is based on personal needs and perceptions Stage 1: avoid punishment: a good or bad action is determined by physical consequences Stage 2: personal gain- getting what one wants/needs (you scratch my back, I'll scratch yours)
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Kohlberg's Theory of Moral Development: Level 2
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Conventional: judgement is based on others approval, family expectations, traditional values, laws of society, and loyalty to country Stage 3: good boy/nice girl- good equals nice. A focus on what pleases, aids, and is approved by others Stage 4: law and order- laws are absolute: authority must be respected and social order maintained
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Kohlberg's Theory of Moral Development: Level 3
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Post-Conventional: Conventions are useful but changeable too-based on abstract principles like justice and mercy Stage 5: Social Contract- personal rights/Consensus: good is determined by socially-agreed upon standards of individual rights Stage 6: 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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Maturation
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Changes that occur naturally and spontaneously and that are to a large extent, genetically programmed
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Development
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Certain changes that occur in human beings between conception and death
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Assimilation
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Fitting new info. Into existing schemes (Thinking a raccoon is a kitty), assuming
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Accommodation
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Altering existing schemes or creative new ones in response to new info. (Knowing difference between a horse and a dog)
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Sensorimotor
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Involving the senses and motor activity (0-2 years old): seeing, touching, hearing. If ball is hidden under blanket, they know it's not "gone"
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Object Permanence
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The understanding that objects have a separate, permanent existence
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Operations
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Actions a person carries out by thinking them through instead of literally performing the actions
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Preoperational
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The stage before a child masters logical mental operations (3-7 years old)
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Semiotic Function
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The ability to use symbols (language, pics, signs, or gestures) to represent actions or objects mentally
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Conservation
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Principle that some characteristics of an object remain the same despite changes in appearance (amount of juice doesn't change if put in thin vs. short, fat glass)
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Decentering
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Focusing on more than one aspect of a time
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Egocentric
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Assuming that others experience the world the way you do
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Concrete Operations
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Mental tasks tied to concrete objects and situations, (8-11 years old), using visual aids, understanding past, present or future
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Identity
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Principle that a person or object remains the same over time. Piaget: the complex answer to the question: "Who am I?"-Erikson
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Compensation
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The principle that changes in one dimension can be offset by changes in another
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Classification
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Grouping objects into categories
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Seriation
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Arranging objects in sequential order according to one aspect such as size, weight, or volume
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Formal operations
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Mental tasks involving abstract thinking and coordination of a number of variables, adolescence-adulthood
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Adolescent Egocentrism
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Assumption that everyone else shares one's thoughts, feelings, and concerns
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Sociocultural theory
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Emphasizes role in development of cooperative dialogues between children and more knowledgeable members of society, children learn the culture of their community
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Co-con structured process
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A process in which people interact and negotiate (usually verbally), to create an understanding or to solve a problem. Final product is shaped by all participants
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Cultural tools
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The real tools (computers, scales) and symbol systems (numbers, language, graphs) that allow ppl in a society to communicate, think, solve problems and create knowledge
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Zone of Proximal Development
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Vygotsky's Theory: phase at which a child can master a task if given appropriate help and support
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Scaffolding
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Support for learning and problem solving (clues, reminders, examples, etc)
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Assisted Learning
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Providing strategic help in the initial stages of learning, gradually diminishing as students gain independence
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Syntax
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The order of words in phrases or sentences
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Emergent Literacy
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Skills and knowledge usually developed in preschool years that are foundation for the development of reading and writing
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Criticisms of Piaget's Theory
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Questioning where there are 4 separate stages, processes may be more continuous than they seem, changes can be both continuous and discontinuous, underestimating children's abilities, overlooks important effects of child's cultural and social group
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Equilibration
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Search for mental balance between cognitive schemes and info from the environment
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Disequilibrium
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In Piaget's theory, "the out of balance" state that occurs when a person realized that his or her current ways of thinking are not working to solve a problem or understand a situation
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Private speech
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Children's self talk, which guides their thinking and action. Eventually these verbalizations are internalized as silent inner talk
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Reversibility
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Piaget: ability to think through a series of steps, then mentally reverse the steps and return to the starting point
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Autism Spectrum Disorder
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Developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 and ranging from mild to major
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IEP team
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Students parents, general education teacher, special education teacher, school district representative, school psychologist, and possibly the student
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Intelligence-influences (heredity and environment)
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Today most psychologists believe that differences in intelligence are a result of both
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General intelligence
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A general factor in cognitive ability that is related in varying degrees to performance on all mental tests
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Crystallized intelligence
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Ability to apply culturally approved problem-solving methods
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Fluid intelligence
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Mental efficiency, nonverbal abilities grounded in brain development
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Intelligence Quotient
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Score comparing mental and chronological ages (IQ)
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Theory of Multiple Intelligences- Howard Gardner
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Linguistic (verbal), musical, spatial, logical-mathematical, bodily-kinesthetic (movement), interpersonal, interpersonal and naturalist
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Insight
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In problem solving, the sudden realization of a solution. In the triarchic theory of intelligence the ability to deal effectively with novel situations
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Learning styles: what are they and what are some cautions surrounding their use for teachers and learners?
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Auditory, visual, and kinesthetic Matching learning with teaching styles didn't improve learning; people's judgements represented preferences rather than superior skills in the 3 learning styles
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Americans with Disabilities Act
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(1990): Federal legislation prohibiting discrimination against persons with disabilities in employment, transportation, public access, local gov. And telecommunications
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Learning disability
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Problem with acquisition and use of language; may show up as difficulty with reading, writing, reasoning and/or math
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Handicap
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A disadvantage in a particular situation, sometimes caused by a disability
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Learned helplessness
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The expectation based on previous experiences with a lack of control, all of one's efforts will lead to failure
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IEP
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Annually revised program for an exceptional student detailing present achievement level, goals, and strategies drawn up by teachers, parents, specialists, and if possible the student
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Section 504
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A part of civil rights law that prevents discrimination against people with disabilities in programs that receive federal funds like public schools
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Inclusion
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The integration of all students including those with severe disabilities into regular classes
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Special Education
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A form of learning provided to students with exceptional needs such as students with learning disabilities or mental challenges
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Why might it be dangerous to label children as learning disabled? Why might it be beneficial?
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Can affect the guidance given to students and labels are mistaken for explanations, but they can also provide protection (so others are more willing to accept their behavior)
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Where does the word handicap come from? Why do many argue it should not be used at all?
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The source of the word is very demeaning: comes from the phrase "cap-in-hand" describing people with disabilities who once were forced to beg just to survive
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Learning styles: "-----centered"
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Cognitive centered: assess the way ppl process info for ex. By being reflective or impulsive in responding Personality-centered: assess more stable personality traits such as being extroverted or introverted Activity-centered: assess a combo of cognitive and personality traits that affect how people approach activities
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What are some possible explanations for the over representation of African Anerican students in special Ed?
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Higher poverty rates, systematic biases in teachers attitudes, teachers lack of preparation for working effectively with minority students
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What are some ways teachers can make informed decisions on what programs might be appropriate for children who may have special needs?
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These students need much more structured and complete teaching and guidance
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How are these different kinds of intelligence (fluid, crystallized, general) connected to one another?
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Intelligence is composed of different abilities that interact and work together to produce overall individual intelligence
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What are the 2 most important lessons for teachers when using Multiple Intelligence theory according to Gardner?
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Teachers should take the individual differences among students seriously and differentiate their instruction to connect with each student. Any discipline, skill or concept should be taught in several appropriate ways (but not all 8)
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Can you describe what least restrictive environment means?
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A setting that is as close to the general education class setting as possible
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Why must regular classroom teachers have an awareness of IEPs and not just special Ed teachers?
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Not all students may have been diagnosed, better help all students
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How are Section 504 and IDEA different in the kinds of students they help protect?
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Not all students needing special accommodations are covered by IDEA, Section 504: all school-age children are ensured an equal opportunity to participate in school activities
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Why might students with disabilities be more likely to develop learned helplessness?
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Automatically given more help and assumed that they need it. Not given as much independence
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What is an intellectual disability?
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A disability characterized by significant limitations in both intellectual functioning and adaptive behaviors as expressed in conceptual, social, and practical adaptive skills
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In what ways might professionals diagnose students with an intellectual disability?
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Having an IQ score of less than 70, problems with adaptive behavior, day to day independent living and social functioning
