Ed Psych Test 1 Flashcards by Halie Spratley

challenge the student where they’ll be
teaching from the known to the unknown
curiosity and motivation

individualized learning

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came up with Sociocultural Theory

Lev Vygotsky

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“Learning only takes place within a social context”

Lev Vygotsky

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which theory says that society and culture influence how a child acts and behaves

Sociocultural Theory

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what is the lower cognitive functions in sociocultural theory?

common in animals and humans
biological

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what are the higher cognitive functions in sociocultural theory

unique to humans
learning/memory/deep thinking
only humans can learn information

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sociocultural theory is learning within a

social context

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examined tasks that could only be performed with assistance
says that the task has to have a more knowledgeable adult

Lev Vygotsky

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cornerstone of interaction

language

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you’re not born with the knowledge to speak, you learn it

language

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internalizing, appropriating, and constructing knowledge are part of what theory

sociocultural theory

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what the child learns

internalizing

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making their own

appropriating

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making their own and transforming something new

constructing knowledge

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didn’t have ages or stages

Vygotsky

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upper limit of what the child can do without assistance

actual development level

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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

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in between the actual and potential developmental level

zone of proximal development

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a learning aid
modeling/ demonstration/ thinking aloud asking questions

scaffolding

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anything that helps someone to learn

a learning aid

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what the student can do

foundational knowledge

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that students cannot do on their own

new task

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provided from instruction (a learning aid)

scaffold

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what students can now do on their own as result of scaffolding (remove scaffolding)

new knowledge

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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

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