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Educational Psychology > Ed Psych Exam 1 > Flashcards

Ed Psych Exam 1 Flashcards

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1
Q

Why is educational psychology an important resource?

A

Scientific evidence helps teachers determine the best practices for effective teaching.

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2
Q

Three Elements of Research Studies

A
  1. Design
  2. Sample
  3. Measures
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3
Q

Design (element)

A

What was the purpose of the study? (to describe, show cause and effect)

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4
Q

Sample (element)

A

Who was being studied?

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5
Q

Measures (element)

A

How are constructs of interest measured? (surveys, observations)

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6
Q

Research Designs

A

A method for investigating how and whether the variables selected are related.

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7
Q

Obtaining Reputable Research

A
  • Don’t use newspapers & magazine articles
  • Find peer reviewed articles in scholarly journals
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8
Q

Types of Research Designs

A
  • Descriptive
  • Correlational
  • Experimental
  • Quasi-Experimental
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9
Q

Descriptive

A
  • Factual information (just one number at a time)
  • Least amount of information
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10
Q

Correlational

A
  • Describe a relationship
  • If we do this… this is what we can expect
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11
Q

Quasi-Experimental

A
  • Infer a cause-effect relationship
  • Most common in education
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12
Q

Experimental

A
  • Establish a cause-effect relationship
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13
Q

Researchers Question for Descriptive

A
  • What percentage?
  • Does percentage differ between levels?
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14
Q

Researcher’s Questions for Correlational

A
  • To what extent are x & y correlated?
  • How are x & y correlated?
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15
Q

Researcher’s Questions for Quasi-Experimental

A
  • How is x affected by y?
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16
Q

Researcher’s Questions for Experimental

A
  • How is x affected by y?
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17
Q

Limitations of Descriptive

A
  • Cannot show relationships between variables
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18
Q

Limitations of Correlational

A
  • Shows connections but cannot prove one variable changes the other
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19
Q

Limitations of Quasi-Experimental

A
  • Can’t control all the variables
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20
Q

Limitations of Experimental

A
  • Requires random assignments and control groups
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21
Q

Samples (definition)

A

A smaller set of individuals from the population of interest
- Needs to be representative
- Best method : random sample (every person in population has a chance of being included)

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22
Q

Observations (definition)

A

Watching or viewing the behavior of individuals
- Less valid for measurements of internal state of mind

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23
Q

Interviews (definition)

A
  • Questions presented to participants (structured or open-ended)
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24
Q

Tests and Surveys (definition)

A
  • Typically paper and pencil measures that include a number of questions (can be done in a short amount of time)
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25
Q

Best Practices

A

Evidence based strategies determined by science to help inform decisions made in the classroom
- Fluid (constantly changing)
- “What works” for that age group
- Important to keep up with research

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26
Q

What does “diversity” mean?

A
  • Different : any way that we are different
  • Diversities : race, gender, learning abilities, personalities, etc (all students vary)
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27
Q

Intelligence (diversity)

A
  • Binet develops first IQ test (1905)
  • America begins testing students in a way not done before : placement and prediction
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28
Q

Race (diversity)

A
  • People groups distinguished by unique physical characteristics
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29
Q

Culture (diversity)

A
  • System of beliefs, behaviors, and ways of expression
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30
Q

Dr. Ruby Payne (Socioeconomic diversity)

A
  • She has done lots of research on poverty
  • A Framework for Understanding Poverty
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31
Q

Addressing Diversity

A
  • Teachers should be aware of the diversity they will encounter in the classroom and how they feel
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32
Q

Diversity in the Classroom

A
  • Teachers benefit from attempting to understand the causes behind group differences (environmental differences are most often the cause of group differences)
  • Teachers are most effective when they recognize and accept diversity in the classroom (teachers should reduce prejudice feelings through non-biased research on issues of diversity)
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33
Q

Prejudice Feelings

A
  • Rigid and irrational generalizations about a group or category of people
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34
Q

What is the role of educational psychology?

A

Using research to understand and improve teaching and learning

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35
Q

Why is Best Practice Important?

A
  • Best practice is important because we know that learning/achievement will increase for all students
  • Best practice can help mitigate the potential negative impact of diversities on learning/achievement
36
Q

How are teachers most effective when they recognize and accept diversity in the classroom?

A

Teachers should reduce prejudice feelings through non-biased research on issues of diversity

37
Q

What are the two broad dimensions of parenting practices?

A
  • Control: manner and strictness parents provide through limits and discipline
  • Responsiveness: affection, acceptance, and caring
38
Q

What are the four parenting styles?

A
  • Authoritative
  • Authoritarian
  • Permissive
  • Uninvolved
39
Q

What are the four parenting styles?

A
  • Authoritative
  • Authoritarian
  • Permissive
  • Uninvolved
40
Q

Authoritative

A
  • Most healthy
  • Limits are set and rules are enforced but parents are flexible
  • High level of emotional connection
41
Q

Authoritarian

A
  • Unhealthy
  • Limits are set and roles are enforced yet emotional connectedness is lacking
  • Parents are inflexible
42
Q

Permissive

A
  • No defined roles, not healthy
  • Parents either do not either set rules for behavior or do not enforce
  • Close connection to children
43
Q

Uninvolved

A
  • Live and let live, not healthy
  • Parenting lacks both control and responsiveness
  • Parents are typically unaware of their child’s behavior etc.
44
Q

Divorce

A
  • Academics decline before and after parents’ divorce
  • Sleeper effect: in adolescence problems arise even though parents’ divorce was many years earlier
  • Teachers should provide support to help students during family transitions
45
Q

Friendships

A
  • Close friendships associated with positive outcomes
  • Teachers should prompt friendship development
  • Friendships change with students’ development
46
Q

Cliques

A

Small groups of students who know each other well
- Learn social skills, communicate in interpersonal relationships, practice leadership skills

47
Q

Crowds

A

Larger, reputation-based peer groups
- Common labels across districts, vary across gender, important to identity development

48
Q

Peer Status

A

Determined by socially appropriate behaviors and aggressive behaviors

49
Q

Overt Aggression

A

Intent to cause physical harm (threat of this is how boys bully)

50
Q

Relational Aggression

A

Intent to turn another’s social relationships (this is how girls bully)

51
Q

Three types of peer statuses

A
  • Popular
  • Rejected
  • Neglected
52
Q

Popular peer status

A
  • Sociometric popularity: student nominations of like/dislike
  • Perceived popularity: student nominations of most and least popular or “cool”
53
Q

Rejected peer status

A

Aggressive behaviors and poor cooperation and social skills

54
Q

Neglected peer status

A

Not liked or disliked, low rates of aggression

55
Q

Erikson’s Psychosocial Theory

A
  • Lifespan theory
  • Development influenced by social and psychological challenges
  • Eight developmental stages
56
Q

First Stage of Erikson’s Theory

A

Trust vs. Mistrust (infant)

  • Virtue(gained): Hope
  • Outcome (negative): Fear and suspicion
57
Q

Second Stage of Erikson’s Theory

A

Autonomy vs. Shame and Doubt (2 to 3 years/Toddler)

  • Virtue(gained): Will
  • Outcome(negative): Shame and doubt
58
Q

Third Stage of Erikson’s Theory

A

Initiative vs. Guilt (3 to 5 years/Preschool)

  • Virtue(gained): Purpose
  • Outcome(negative): Inadequacy
59
Q

Fourth Stage of Erikson’s Theory

A

Industry vs. Inferiority (6 to 12 years)

  • Virtue(gained): Confidence
  • Outcome(negative): Inferiority complex
60
Q

Fifth Stage of Erikson’s Theory

A

Identity vs. Role Confusion (12 to 18 years)

  • Virtue(gained): Fidelity (the ability to see yourself as you need)
  • Outcome(negative): Rebellion
61
Q

Sixth Stage of Erikson’s Theory

A

Intimacy vs. Isolation (18 to 40)

  • Virtue(gained): Love
  • Outcome(negative): Isolation (unhappy)
62
Q

Seventh Stage of Erikson’s Theory

A

Generativity vs. Stagnation (40 to 65)

  • Virtue(gained): Care
  • Outcome(negative): Unproductive
63
Q

Eighth Stage of Erikson’s Theory

A

Integrity vs. Despair (65+)

  • Virtue(gained): Wisdom
  • Outcome(negative): Dissatisfaction
64
Q

Self-Concept

A

The perception an individual has about him-/herself

65
Q

Self-Esteem

A

Evaluation and confidence in an individual’s components of him/her self

66
Q

Social Competence

A

Social and emotional skills that lead to positive social outcomes

67
Q

Social Skills

A

The ability to reason, think through situations, pick up cues, and make appropriate decisions with respect to interpersonal relationships

68
Q

Emotional Competence

A

The ability to express, understand, and regulate emotions within the self and others

69
Q

Emotional Expressiveness

A

Appropriate expression of positive and negative emotions

70
Q

Emotional Understanding

A

Knowledge about others’ emotions and ability to use language to describe those emotions

71
Q

Emotional Regulation

A

The ability to cope with emotions such as maintaining positive emotions and avoiding the display of inappropriate emotions by monitoring and modifying emotional reactions.

72
Q

Fostering Social Skills

A
  • Set goals to improve particular social skills for each child individually
  • Assist children with the development of social skills through modeling and instruction
  • Allow children to practice developing social skills through role-playing
  • Provide children with information on when and how to use social skills in real life events
  • Encourage developing social skills by pointing out progress
73
Q

Moral Reasoning

A

Seeking rationales for determining right and wrong

  • Research on moral reasoning focuses on individual’s thoughts of right and wrong
74
Q

Schemas

A

Building blocks of knowledge

75
Q

Piaget’s Theory of Cognitive Development

A

Adaptation processes that enable the transition from one stage to another (equilibrium, assimilation, and accommodation)

76
Q

Stages of Cognitive Development

A
  • Sensorimotor
  • Pre operational
  • Concrete operational
  • Formal operational
77
Q

Moral Realism

A

Children believe that right and wrong are determined by the consequences of behavior as given by adult authority figures

  • Rules are meant to be strictly followed, no exceptions
78
Q

Morality of Cooperation

A

Realize that rules may be broken under certain conditions

79
Q

Gilligan’s Criticism of Kohlberg

A
  • The exclusion of a feminine perspective in Kohlberg’s theory of moral reasoning
  • Men typically develop a justice orientation that focuses on the rights of individuals
  • Women typically develop a caring orientation that focuses on responding to others’ needs in relationships
  • Research has not been able to support Gilligan’s criticism exclusively
80
Q

Prosocial Behavior

A

Voluntary actions that are intended to benefit others through helping or sharing

81
Q

Perspective Taking

A

Important for prosocial and cognitive-developmental moral reasoning

82
Q

Empathy

A

The ability to experience the emotions or feelings of another person

  • You put yourself in another’s shoes, often feeling things more deeply than if you just felt sympathy
  • If you want a healthy classroom culture, be intentional about teaching and modeling EMPATHY
83
Q

Sympathy

A

A shared feeling, usually of sorrow, pity, or compassion for another person

  • You show concern for another person when you feel sympathy for them
84
Q

Empathy Development Theory

A

Hoffman developed a theory of empathy developed that includes three stages developed early in life:

  • Stage 1: Global Empathy
  • Stage 2: Egocentric empathy
  • Stage 3: Empathy for another’s feelings
85
Q

Advancing Moral Development: Social Context

A

•Provide a climate of trust to enhance moral development. (An environment where children feel safe to express emotions.)
•Teachers should set standards and consequences as well as promote empathy among students.
•Teachers should incorporate service learning.
•Moral and academic curriculum should be interspersed.
•Students should be encouraged to think independently of societal views of moral reasoning.
•School-based interventions also help both students and teachers in promoting moral development.

Educational Psychology (1 decks)

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