Ed Psych Test 1 Flashcards
challenge the student where they’ll be
teaching from the known to the unknown
curiosity and motivation
individualized learning
came up with Sociocultural Theory
Lev Vygotsky
“Learning only takes place within a social context”
Lev Vygotsky
which theory says that society and culture influence how a child acts and behaves
Sociocultural Theory
what is the lower cognitive functions in sociocultural theory?
common in animals and humans
biological
what are the higher cognitive functions in sociocultural theory
unique to humans
learning/memory/deep thinking
only humans can learn information
sociocultural theory is learning within a
social context
examined tasks that could only be performed with assistance
says that the task has to have a more knowledgeable adult
Lev Vygotsky
cornerstone of interaction
language
you’re not born with the knowledge to speak, you learn it
language
internalizing, appropriating, and constructing knowledge are part of what theory
sociocultural theory
what the child learns
internalizing
making their own
appropriating
making their own and transforming something new
constructing knowledge
didn’t have ages or stages
Vygotsky
upper limit of what the child can do without assistance
actual development level
required assistance of another
upper limit a child can do with assistance
could do it on their own but right now they need assistance
potential development level
in between the actual and potential developmental level
zone of proximal development
a learning aid
modeling/ demonstration/ thinking aloud asking questions
scaffolding
anything that helps someone to learn
a learning aid
what the student can do
foundational knowledge
that students cannot do on their own
new task
provided from instruction (a learning aid)
scaffold
what students can now do on their own as result of scaffolding (remove scaffolding)
new knowledge
learning can’t take place outside the classroom
problem based learning
whole language
going from known to unknown
teacher bridges gap from known to unknown
sociocultural theory
the study of how God created man to learn
educational psychology
any relatively permanent change in behavior or thought that is a result of experience or acquired knowledge
learning
three types of knowledge
first-hand
second hand
third hand
“learn by doing”
John Dewey
first-hand knowledge
experiential knowledge; learning by doing
second-hand knowledge
empirical knowledge; watching and then doing
third-hand knowledge
reading or listening
existing observable behavior
unlearned behavior
simple unlearned response to stimulus
Reflex
complex pattern of unlearned behavior
instinct
3 universal phases of learning
Aquisition of knowledge
retention of knowledge
retrieval of knowledge
Acquistion
taking in
retention
remembering/ memory
retrieval
recall/ remembering
a Bible-based Christ-centered process of leading a learner to Christ, while teaching obedience, knowledge, attitudes, and skills for effective service for the Lord Jesus Christ
Christian Education
the study of knowledge
epistemology
systematically arranged knowledge of the material world gained through observation, experiment, and measure
science
specific incidents to general principles
inductive
general principles to specific incidents
deductive reasoning
taking all the information from observations, experiments, and measurements in an effort to find different patterns to create a theory
inductive reasoning
proving the theory
deductive reasoning
the reduction of bias
objectivity
the ideals of science
objectivity
precision
replication
empiricism
theory creation
the ability to repeat the study
replication
cornerstone of science
empiricism
study that is based on or verified by observation and experience
empiricism
the goal of science
theory creation
the limits of science
selective observation and recall
closure
overgeneralization
personal involvement
our minds fill in the gaps
closure
paradigm shifts
Thomas Kuhn
falsifiability
Karl Popper
study of the mind, soul, spirit
classical definition of psychology
study of the mind and behavior
modern definition of psychology
the scriptural basis for learning
man created in God’s image
the fall of man marred God’s image
salvation brings restoration
our sources of knowledge
self-reflection
animal research
human research
the Bible
the least trustworthy source of knowledge
self-reflection
more dependable than the other sources of knowledge
the Bible
Psycho-Social Development Theory was created by
Erik Erikson
factors that contribute to our personality
psycho-social
self to other; push to pull; dynamic
Psycho-Social development
changing
dynamic
year of stage 1
1
positive and negative resolution of stage 1
Trust and Mistrust
Virtue of stage 1
hope
year of stage 2
2-3
positive and negative resolution of stage 2
autonomy and shame/doubt
virtue of stage 2
will
year of stage 3
4-5
positive and negative resolution of stage 3
initiative and guilt
virtue of stage 3
self-controlled pursuit
year of stage 4
6-11
positive and negative resolution of stage 4
industry and inferiority
virtue of stage 4
competence
year of stage 5
12-18
positive and negative resolution of stage 5
identity and role confusion
virtue of stage 5
fidelity
year of stage 6
18-30
positive and negative resolution of stage 6
intimacy and isolation
virtue of stage 6
love
year of stage 7
30-65
positive and negative resolution of stage 7
generativity and stagnation
virtue of stage 7
care
year of stage 8
65+
positive and negative resolution of stage 8
integrity and despair
virtue of stage 8
wisdom
problems with the Psycho-Social development theory
- it’s deterministic in that we will all need to face these choices
- it’s western culture; which values independence; secular theory (greatest issue) these ideas are coming from a secular perspective
he found that younger children respond differently (illogically) than older children. He asked open ended questions and got different answers
Jean Piaget
said there is a fundamental difference rather than a quantitative difference in learning as believed in the past
Jean Piaget
the current knowledge we have
cognitive structure
natural desire to make sense of things with what we already know
organization
particular way we think about or view the world; developed overtime
schemes
when we get confused/ we don’t understand
disequilibrium
desire to make sense of things/bring back into balance
equilibration
taking the disequilibrium to equilibration
adaptation
adding another level; understanding more in depth; similar to what you understand
assimilation
we get something new; true learning
accommodation
any of this cognitive development; the cognitive operation changes over time
operation
child lacks conservation; its all based on the child’s perspective; conservation lacks but will develop overtime
conservation
focused on one thing and can’t hold multiple perspectives
Decentration
can’t reverse logic
reversibility
the child’s perception is the only perception; the child can’t see other’s perspective; have and then lose as you become others focused
Egocentrism
Children focus on the immediate; if they can’t taste, smell, feel something it didn’t exist; as the child grows they can do more mentally and don’t have to do as much physically
interiorization
theory of cognitive development
organization
schemes
equilibration and disequilibrium
adaptation
assimilation
accommodation
operation
conservation
decentration
reversibility
egocentrism
interiorization
stages of cognitive development
sensorimotor (0-2 y)
preoperational (2-7 y)
concrete operational (7-11 y)
formal operational (11y+)
Sensorimotor stage
reflexive
physical
out of sight, out of mind
egocentric
no operations at this stage
Preoperational stage
thinking is starting to take place, but is illogical to adults
based on perspective
classify things based on similarity
struggle with conservation and reversibility
concrete operational stage
there is thinking going on
formal operational stage
full operation
can see abstract
highest level of thinking operation; all of the building blocks are in place
