MZC1 Educational Psychology Final? – Flashcards
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pedagogy
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The study of teaching and learning with applications to the instructional process.
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theory
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A set of principles that explains and relates certain phenomena.
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Behavioral learning theories
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Explanations of learning that emphasize observable changes in behavior.
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Social learning theories
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learning theories that emphasize not only reinforcement but also the effects of cues on through and of thought on action.
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cognitive learning theories
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explanations of learning that focus on mental processes.
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stimuli
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environmental conditions that activate the senses
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unconditioned stimulus
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a stimulus that naturally evokes a particular response
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unconditioned response
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a behavior that is prompted automatically by a stimulus
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neutral stimuli
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stimuli that have no effect on a particular response.
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conditioned stimulus
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a previously neutral stimulus that evokes a particular response after having been paired with an unconditioned stimulus.
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classical conditioning
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the process of repeatedly associating a previously neutral stimulus with an unconditioned stimulus in order to evoke a conditioned response.
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operant conditioning
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the use of pleasant or unpleasant consequences to control the occurrence of behavior
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intrinsic reinforcers
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behaviors that a person enjoys engaging in for their own sake, without any other reward.
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modeling
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imitation of others behavior
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vicarious learning
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learning based on observation of the consequences of others behavior
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self-regulation
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rewarding or punishing one's own behavior
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Loci method
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a strategy for remembering lists by picturing items in familiar locations
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pegwood method
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a strategy for memorization in which images are sued to link lists of facts to a familiar set of words or numbers
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Role learning
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memorization of facts or associations that might be essentially arbitrary.
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inert knowledge
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learned information that could be applied to a wide range of situations but whose use is limited to restricted often artificial applications.
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schema theory
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theory stating that infomation is stored in long term memory in schemata (network of connected facts and concepts) which provide a structure for making sense of new info.
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metacognition
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knowledge about one's own learning or about how to learn (thinking about thinking)
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metacognitive skills
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methods for learning studying or solving problems.
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Piaget's theory of cognitive development
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schema, accommodation, assimilation, adaptation, equilibration,
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schema
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mental patterns that guide behavior
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accommodation
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modifying existing schemes to fit new situations
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assimilation
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process of understanding a new object or event in terms of an existing scheme
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adaptation
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process of adjusting schemes in response to the environment by means of assimilation.
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equilibration
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process of restoring balance between present understanding and new experiences.
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Vygostsky's theory of cognitive development
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scaffolding, private speech, Zone of proximal development.
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scaffolding
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support for learning and problem solving, clues, reminders,encouragement, breaking downs
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private speech
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self talk guides thinking and actions
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ZPD
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zone of proximal development, level of development immediately above a person's present level.
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linguistic
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ability to understand and use spoken and written communication
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spatial
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ability to orient and manipulate 3d space.
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random field experiment
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experiment conducted under realistic conditions in which individuals are assigned by chance to receive different particular treatments or problems.
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single-case experiments
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experiment that studies a treatments effect on one person or one group by contrasting behavior before during and after application of the treatment.
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correlational study
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research into the relation ships between variables as they naturally occur.
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positive correlation
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relationship in which high levels of one variable corresponds to high level of another.
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negative correlation
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relationship in which high levels of one variable corresponds to low levels of another.
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uncorrelated variables
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variables for which there is no relationship between levels of one compared to another.
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descriptive research
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research study aimed at identifying and gathering detailed information about a topic or interest.
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action research
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research carried out by educators in their own classrooms or schools.
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Piagets stages of cognitive development.
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Sensorimortor (birth-2y), Preoperational (2y-7y), concrete operational (7y- 11y), formal operational (11y-adult)
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sensorimotor
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stage during which infants learn about their surroundings by using their senses and motor skills.
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pre-operational stage
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stage at which children learn to represent things in their minds
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conservation
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the concept that certain properties of an object remain the same regardless of changes in to other properties.
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concrete operational
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improvement in ability to think logically. new abilities include the use of operations that are reversible. thinking is de-centered and problem solving is less restricted by ego centrism. abstract thinking is not possible
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formal operational
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abstract and purely symbolic thinking possible. problems can be solved through the use of systematitc experimentation.
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Eriksons stages
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1. birth-18m, trust vs. mistrust 2. 18m-3y, autonomy vs, doubt, 3. 3 to 6 y, initiative vs. guilt 4. 6 to 12y, industry vs. inferiority 5. 12 to 18y, identity vs. role confusion, 6. young adult, intimacy vs. isolation, 7. middle adult, generativity vs. self-absorption, 8. late adult, integrity vs. despair.
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Trust vs. Mistrust
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Erkson Stage I (birth-18 mo) Significant Relationships - maternal Emphasis - to get- to give in return
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Autonomy vs. Doubt
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Erikson Stage II(18 mo - 3 yr) Significant Relationships - parents Emphasis - to hold on - to let go
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Initiative vs. Guilt
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Erikson Stage III (3 - 6 yr) Significant Relationships - basic family- Emphasis - to make- to make like
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Industry vs. Inferiority
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Erikson Stage IV (6 - 12 yr) Significant Relationships - neighborhood, schools Emphasis - make things- to make together.
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Identity vs. Roll Confusion
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Erikson Stage V (12 - 18 yr) Sgnfcnt. Relationships - peer grps & models of leadership Emphasis - to be one self- to share onself
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Intimacy vs. Isolation
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Erikson Stage VI (young adults) Significant Relationships - partners in friendship, sex competition, cooperation Emphasis - to loose and find oneself in another
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Generativity vs. Self-Absorption
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Erikson Stage VII (middle adulthood) Significant Relationships - divided labor & shared household Emphasis - to take care of (the next generation)
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Integrity vs. Despair
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Erikson Stage VIII (late adulthood) Significant Relationships - "mankind" (my kind) Emphasis- to be, through having been, to face not being.
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JAMES MARCIA'S FOUR IDENTITY STATUSES
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Foreclosure, identity diffusion, moratorium,Identity achievement
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foreclosure marcia
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An adolescent's premature establishment of an identity based on parental choices, rather than his or her own desires.
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Identity diffusion marcia
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Inability to develop a clear direction or sense of self.
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moratorium marcia
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Experimentation with occupational and ideological choices without definite commitment.
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identity achievement marcia
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A state of consolidation reflecting conscious, clear-cut decisions concerning occupation and ideology.
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heteronomous morality
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In Piaget's theory of moral development, the stage at which children think that rules are unchangeable and that breaking them leads automatically to punishment.
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autonomous morality
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In Piaget's theory of moral development, the stage at which a person understands that people make rules and that punishments are not automatic.
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direct instruction
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Approach to teaching in which the teacher transmits information directly to the students; lessons are goal oriented and structured by the teacher.
