Educ psych Flashcards
What are the four levels of reflection?
Description
Evaluation
Analysis
Integration and Reframing
Example of levels of reflection:
The students were working in groups to solve an addition
problem. Not all of the students participated in the groups,
with some sitting back and letting others do all the talking
Description
Example of levels of reflection:
In group work there’s a range of participation. I need to
make note of who does and doesn’t participate, and think of
how to involve them all in the learning
Evaluation
Example of levels of reflection:
I think in these group tasks some are silent but still thinking,
one or two are dominating the thinking and talking, while
others are being lazy and letting the rest of the group do the
thinking. My setting up of group tasks will need to include
strategies to ensure that all need to think, and that all can be
heard
Analysis
Example of levels of reflection:
Group work helps some students to learn, while others do
more learning in individual tasks. There may be a way of
combining the two so that both sets of students are catered
for in the one activity, but perhaps using a mix of individual,
pair and group tasks would be best – both for optimum
learning, and for inclusivity.
Integration and Reframing
Analysing what we
are thinking and
learning by questioning
assumptions,
perspectives and values
related to our thoughts
or to new information
Critical Reflection
involves analysing your own and others’ thoughts and beliefs.
Critical Reflection
An expert practitioner
inducting a novice into
their profession
Mentor
are expert practitioners who take on a responsibility to share
their skills and experience with a novice to help them to develop professional expertise.
Mentor
A statistical approach
to combining data from
a number of studies, to
identify the strength of
a particular effect
Meta-analysis
The variable that
is controlled or
manipulated in
an experiment, to
determine its effect
Independent Variable
The variable that
is measured in an
experiment, to
determine whether the
independent variable
had any effect
Dependent Variable
is a particular research technique involving the manipulation of one or more
independent variables so that you can observe the result in a dependent variable.
Experiment
The extent to which a
test or measurement
device measures what it
purports to measure
Validity
The extent to which a
test or measurement
device obtains the same
result when used on
successive occasions
Reliability
allow participants to report their own attitudes, beliefs, perceptions and ideas,
without the researcher needing to be present.
Questionnaire
It is when to look in depth at a particular situation, group or person.
Case Study
This ensures that any findings would be found on another occasion under
the same conditions.
Reliability
It refers to whether the research findings relate to what is claimed.
Validity
What are the 5 steps of an Action research?
Reflection
Planning
Action
Observation
Reflection
is a particular type of research that can utilise any of the
research methods described above.
Action Research
One of the 5 steps of action research which means identify the issue you are concerned about. Develop some
questions concerning this issue. Learn more about the issue by reading
and consulting colleagues.
Reflection
One of the 5 steps of action research which means develop a strategy.
Planning
One of the 5 steps of action research which means take action and implement your strategy.
Action
One of the 5 steps of action research which means collect data as evidence about the outcomes of your
strategy. You might do this through observation of students or their
work, interview or survey. Share the results with your students and
colleagues. Action research is a collaborative process. Evaluate the
evidence about the outcomes of your strategy.
Observation
One of the 5 steps of action research which means revise your plans based on your evaluation. This restarts the cycle.
Reflection
One of the issues to consider when conducting research is you must provide a description of the research, its purpose and what
participation will involve, including any risks to the participant of being involved in the
research. Parents’ consent must be obtained when conducting research with children.
Informed consent
Enumerate the ethical considerations when conducting research.
Informed consent
Anonimity and Confidentiality
Voluntary participation
Sharing of results
One of the issues to consider when conducting research is you must ensure that you maintain confidentiality. This means
that you should not include participants’ names or other identifying characteristics in any report of the results. You should also keep any records of the research in a secure place to ensure privacy.
Anonimity and Confidentiality
One of the issues to consider when conducting research is participants must be informed that their participation is voluntary and
that they can stop the interview or withdraw from the study at any time. This includes the right
to withdraw their permission for you to use their data. Participation should be entirely voluntary.
Participants must not be pressured or coerced into participating in the research.
Voluntary participation
One of the issues to consider when conducting research is your participants should be given a copy of any report of results and have it
explained to them.
Sharing of results
Enumerate the Developmental system theories.
Development as variable
Development as relational
Development as influenced by context
Development as influenced by the child
One of the developmental system theories which means an important outcome of research under this theory has been recognition of the importance of
relationships for development: part of the social context that, as well as family, includes carers
and educators, peers and community members.
Development as influenced by context
One of the developmental system theories which means this group of theories challenges views of development that focus on a single domain, such as
physical development, cognitive development or social development, arguing that all domains
are related to one another and interdependent.
Development as relational
One of the developmental system theories which means consider the variability of development in terms of the family described in the introduction.
Development as variable
One of the developmental system theories which means the child also plays an important role in their own development, both through their activity and
choices, and by influencing the environment around them.
Development as influenced by the child
Far-reaching
consequences
for learning and
development that
are instigated
by a particular
developmental
achievement
Developmental cascade
are those skills involving
large muscle groups and often whole-body
movements, such as rolling, jumping, clapping,
throwing and running.
Gross motor skills
involve smaller muscle movements, usually of the hands and fingers, and include grasping and
manipulating pencils or scissors.
Fine motor skills
Movement skills using
large muscle groups
Gross motor skills
Movement skills using
small muscle groups
Fine motor skills
The period between
childhood and
adulthood
Adolescence
The biological changes
associated with sexual
maturity
Puberty
It is a nerve cell
Neuron
The long ‘arm’ of a
neuron that carries
messages to other cells
by means of electrical
impulses
Axon
The gap between the
axon and dendrites of
two neurons
Synapse
A chemical substance
that carries messages
across the synapse
between neurons
Neurotransmitter
Branch-like protrusions
from a neuron that
receive messages from
other cells
Dendrites
The process by which
axons are insulated with
a sheath of fatty cells,
which improves the
speed and efficiency of
message transmission
Myelination
The capacity of the brain
to change and develop
new neural connections
throughout the lifespan
Brain plasticity
The process of the brain changing and adapting
itself in response to input and experience is
known as
Brain plasticity
are responsible for storing and transmitting messages throughout the brain system.
Neuron
The outer layer of
the brain, which is
responsible for human
intelligence
Cerebral cortex
The specialisation of
functions in the two
hemispheres of the
cerebral cortex
Lateralisation
is the largest and last area of the brain to complete development and is
considered the most important contributor to children’s cognitive functioning
Cerebral cortex
The strong emotional
bond established
between infant and
caregiver
Attachment
Positive adjustment
despite the experience
of significant risk or
adversity
Resilience
The sound system of
language
Phonology
The system of meanings
associated with
language
Semantics
Meaning of language in
social interaction
Pragmatics
The combination of
units of meaning in
words; for example,
listen + ed = past tense
of ‘listen’
Morphology
The grammatical
system that orders
the construction of
sentences
Syntax
Enumerate the five systems of language.
Phonology
Semantics
Pragmatics
Morphology
Syntax
is concerned with the communication of meaning in social interaction;
Pragmatics
are the relationships between words and their meanings;
Semantics
describes the way in which words are made up according to tense, gender,
number and so on;
Morphology
refers to the grammatical systems that combine words into phrases and sentences.
Syntax
Communication using
two-word sentences,
leaving out smaller
words
Telegraphic speech
Inappropriate use of
a word for a class of
things rather than for
one particular thing
Overextension
Inappropriate use of
a word for one thing
rather than for a class
of things
Underextension
Application of a
grammatical rule,
ignoring its exceptions
over-regularisation
Awareness of and
understandings about
language
metalinguistic awareness
Adults’ role in language
development
- Joint attention
- Child-directed speech
- Expansion and recasting
- Language input
When carer and child
together attend to
a stimulus, such as
when reading books
or playing peekaboo
games
joint attention
A type of speech
directed to young
children and
characterised by high
pitch, short and well-
spaced sentences,
simple vocabulary and
exaggerated intonation
child-directed speech
Parents’ tendency
to respond to young
children’s utterances
by restating them in a
more elaborate form
Expansion
Parents’ tendency to
respond to children’s
utterances by restating
them in the correct
grammatical form
Recasting
Throughout life,
environmental
influences result in
chemical signals that
turn on and off the
expression of genes
Epigenetics
is a series of progressive and orderly changes leading to maturity, which shows both consistency
across humanity and also individual difference. Development is lifelong, with each change providing a basis for
future changes.
Development
Who we are, what
makes us unique
and who we believe
ourselves to be
Self
The information, ideas,
attitudes and beliefs we
have about ourselves
Self-concept
The cognitive process of
comparing our abilities
to others or to social
standards
Social comparison
The level of satisfaction
and pride that
individuals have in
the self
Self-esteem
is defined as a subjective evaluation of our worth as a person.
Self-esteem
An individual’s sense of
being able to manage
a task effectively
and successfully in a
particular domain
Self-efficacy
The ability for people to
intentionally influence,
control and direct their
actions to make things
happen
Human agency
four sources of information about the self that are known to build and shape our sense of efficacy
Enactive mastery experience
Vicarious experience
Social persuasion
Physiological and affective state
the valuable experience we gain from performing tasks
successfully.
Enactive mastery experience
the experience we gain when we see others perform a task successfully.
Vicarious experience
the social and verbal feedback we get from other people, which has
a powerful persuasive force.
Social persuasion
feelings caused by anxiety and stress (e.g. butterflies in the
stomach or a depressed mood) provide us with important information about our sense of efficacy.
Physiological and affective state
A metacognitive activity
that involves planning,
directing and evaluating
one’s cognitive
processes
self-regulation
An internal self-
structure in which we
organise our beliefs,
abilities, needs and self-
perceptions
identity
Psychological
development in a social
context
psychosocial
development
A ‘turning point’,
where individuals
experience a temporary
state of conflict and
disequilibrium
psychosocial crisis
Typically group-centred,
viewing individuals
in terms of their
relationships, roles and
responsibilities in the
community
collectivistic culture
Focuses on the self
as an autonomous
individual; successful
pursuit of individual
goals is valued
individualistic culture
A moral problem
requiring individual
judgements and moral
reasoning
moral dilemma
A level of moral reasoning where morality is seen as a set
of rules handed down
by adults
preconventional
morality
A level of moral reasoning where being a good member
of society and helping
those close to you is a
priority
conventional morality
A level of moral reasoning where individuals move
beyond the
conventional rules of
their community to
focus more broadly on
what is best for society
at large, and on ways of
promoting justice
in society
postconventional
morality
What are the three levels of moral reasoning?
- preconventional morality
- conventional morality
- postconventional morality
Enumerate the five component
model for describing moral behaviour.
moral judgement
moral sensitivity
moral motivation
moral action
moral character
one of the 5 component model for describing moral behavior which means being able to judge the ethics of possible responses; to weigh up and judge
the merits of different arguments and positions
moral judgment
one of the 5 component model for describing moral behavior which means being sensitive to the emotions and interpretations of others
moral sensitivity
one of the 5 component model for describing moral behavior which means the goals and drives of our moral decisions and behaviours; can we put
others’ needs or perspectives before our own?
moral motivation
one of the 5 component model for describing moral behavior which means once a moral decision has been made, implementing the decision with
sensitivity; being able to communicate the decision to others and express reasons for actions
moral action
one of the 5 component model for describing moral behavior which means having strength in one’s convictions; being courageous and persisting
despite obstacles
moral character
Individual capacity
for self-regulation
of the link between
moral reasoning and
subsequent behaviours
moral agency
Selective
disengagement from
one’s own moral
standards and self-
sanctions
moral disengagement
A mental or
physiological state
associated with
thoughts, feelings and
behaviours
emotion
An approach that views
emotions as shaping
and organising thoughts
and behaviours
functionalist perspective
the ________ maintains that emotions are a
central force that directs, shapes and organises our behaviour.
functionalist perspective
is a mental or physiological state associated with a wide variety of
feelings, thoughts and behaviours.
emotion
An approach that
emphasises the
role of the social
context in shaping
the development
of emotional
understanding
social constructivist
perspective
The skills needed to
negotiate the demands
of the immediate social
context
emotional
competence
The emotions that
babies are born with,
such as happiness,
sadness, anger and fear
Basic emotions
Emotions (e.g. pride
and shame) that
require advanced
understanding of
the self
self-conscious
emotions
Taking cues from
another person’s
emotional reaction to
interpret a situation
social referencing
Affective feelings in
response to another
person’ s emotions
emotional empathy
Ability to correctly
identify and understand
another person’s
emotions
cognitive empathy
Ability to attribute
mental states to the self
and other people
theory of mind
The ability to imagine
the self in another’s
position and to
understand others’
feelings
perspective taking
Positive social
behaviours, such as
helpfulness, intended to
benefit others
prosocial behavior
Awareness of and
ability to control or alter
our emotional state as
necessary
emotional self-regulation
is a complex term that is made up of many different nuances describing the
social, emotional and cognitive skills necessary for interpersonal effectiveness.
social competence
Enumerate the 3 levels of social competence.
- Social adjustment
- Social functioning
- Social cognitions
Enumerate the five broad areas relevant to
social and emotional learning in school context
- Self awareness
- social awareness
- relationship skills
- self - management
- responsible decision-making
Enumerate the five types of play.
- Solitary play
- Parallel play
- Cooperative play
- Pretend, imaginary
and ‘sociodramatic’
play - Solitary pretend
play
A type of play where the children plays alone
Solitary play
A type of play where the children play beside
but not with other
children
Parallel play
A type of play where the children play in
pairs or groups
Cooperative play
A type of play where the children play with imaginary objects or people
Pretend, imaginary
and ‘sociodramatic’
play
A type of play where the children imaginary
play alone
Solitary pretend
play
A first-order (or
superficial) social
exchange between two
or more individuals,
with little emotional
commitment
Interaction
An exchange between
two or more people,
resulting from several
interactions and
taking on emotional
significance
Relationship
An exchange involving
several interacting
individuals who have
formed a relationship
and who have some
degree of reciprocal
influence over one
another
group
The likeability and
acceptance of a person
by their peer group
peer acceptance
The measurement of
social networks and
connections between
people by assessing
people’s ratings of one
another
sociometric
assessment
Enumerate the three type of peer exchange
- Interaction
- Relationship
- Group
A cognitive and
affective state of feeling
disconnected and
lacking in supportive
relationships
loneliness
A cognitive capacity to
think about and process
social information
social cognition
A virtual ball-
tossing game where
virtual ‘players’
include or exclude
the experimental
participant from the
game, thus simulating
social inclusion
or ostracism in
social psychological
experiments
cyberball
A close relationship
between two people
who mutually agree on
the importance of this
relationship
friendship
Characterised by
two elements, or two
people, as in the case
of friendship
dyadic
The most positive form of peer
relationship experienced by children
friendship
What are the four features of friendship?
- Validation of
the self - Protection
from family
risks factors - Protection
from
victimisation - Friendship as
morality
Its benefit is a powerful source of self-esteem, as friends regard each other with equal
respect and provide the trust to share each other’s thoughts and feelings
Validation of self
Its benefit is a powerful protector against stress and harsh family environments
Protection
from family
risks factors
Its benefit is a powerful protector against victimisation and bullying in the peer group
Protection from victimisation
Its benefit is friends contribute to each other’s moral development (in positive and negative
ways) by challenging ideas and providing a context for positive or troublesome
behaviours.
Friendship as morality
Repeated verbal and/or
non-verbal aggression
by individuals or groups
and directed towards
particular victims who
find it difficult to defend
themselves
Bullying
A behaviour intended
to harm another person
who is motivated to
avoid that behaviour
Aggression
is a specific type of aggression that is
characterised by repeated or systematic acts of aggression with a power imbalance between
the aggressor/s and the victim
Bullying
A form of harm that
intentionally seeks to
damage a person’s
social relationships or
reputation
relational aggression
Actions that are
observable and
measurable
Behaviour
Explanations of learning
concerned with the
effect of external events
on behaviour
Behaviourism
The behaviourist
view sees learning as
permanent or relatively
permanent changes in
individuals that result
from instruction or
experience
Learning
The association of two
events that are always
closely paired, or that
repeatedly occur at
about the same time
Contiguity
An environmental
condition or event that
activates the senses
Stimulus
An observable reaction
to a known (or
unknown) stimulus
Response
The association of an
automatic response
with a new stimulus
Classical conditioning
An event or happening
that has no effect on an
organism
Neutral stimulus
An object, event or
happening in the
physical environment
that causes spontaneous
activity in an organism
Unconditioned stimulus
An action triggered
spontaneously by a
stimulus
unconditioned response
The establishment
of a new association
between a stimulus and
a response
conditioning
A previously neutral
stimulus that elicits a
conditioned response
after pairing with an
unconditioned stimulus
Conditioned stimulus
A response evoked by a
conditioned stimulus
Conditioned response
Learning that it is
appropriate to respond
to some stimuli but not
to others
Discrimination
The use of positive and
negative consequences
to strengthen or
weaken voluntary
behaviour
Operant conditioning
An explanation
of learning as
the formation of
connections between
stimuli and responses
associationism
An explanation of
learning that states that
when an individual is
placed in a problem-
solving situation, the
correct response will
be learnt through being
reinforced
Trial and-error-learning
Responses that have
a satisfying outcome
are likely to be
strengthened and
repeated
law of effect
Connections between
actions and new
consequences are
strengthened the more
they are repeated
law of exercise
Voluntary action,
usually goal-directed
Operant
Elicited or reflex
reactions to a specific
stimulus
Respondents
Increasing or
strengthening the
likelihood of a
behaviour recurring
through use of
contingent feedback
reinforcements
The use of behavioural
principles to change
behaviour
Applied behavior analysis
Behaviour represented
as an ongoing chain
of activity involving
events that immediately
precede the behaviour
and that follow it
Antecedent-Behavior-Consequences (A-B-C)
An event that precedes
a behaviour
Antecedent
An event that follows a
behaviour
Consequences
Level of a specific
behaviour prior to
intervention
Baseline
Any event that
strengthens the
behaviour it follows
reinforcer
A contingently
applied stimulus that
the recipient finds
undesirable and which
reduces the behaviour
it follows
aversive
Reinforcement that is
only given when the
target behaviour is
produced
Contigency
Increasing the likelihood
of a behaviour
occurring by contingent
presentation of a
reward immediately
following it
Positive reinforcement
Increasing the likelihood
of a behaviour
being repeated by
contingently removing
an aversive object or
activity
Negative reinforcement
An unconditioned
(unlearnt) stimulus that
is innately rewarding
primary reinforcer
The point at which a
stimulus that originally
functioned as a
reinforcer no longer
functions as a reinforcer
Satiation
A conditioned (learnt)
stimulus that functions
as a reward
Secondary reinforcer
Any behaviour that is
enjoyed and that occurs
often can be used to
reinforce behaviours
that are not enjoyed
and that do not occur
often
Premack principle
The frequency with
which reinforcement is
delivered
Reinforcement schedule
Enumerate the four reinforcement schedule.
- Fixed ratio
- Fixed interval
- Variable ratio
- Variable Interval
a set
number of behaviours
to occur before
reinforcement is given
Fixed ratio
reinforcement after a
set period of time
Fixed interval
an
unpredictable number
of behaviours to occur
before reinforcement
is given
Variable ratio
an
unpredictable time
interval between
reinforcements
Variable interval
When a reward is given
in a predetermined
ratio to the number of
responses
Ratio schedules
When a reward is given
after a set period of
time
Interval schedules
Reduction and cessation
of a response following
the withdrawal of
reinforcement
Extinction
Weakening or reducing
behaviour through
contingent use of
aversive objects or
events
Punishment
Removal of privileges or
something pleasant as a
punishment
response cost
Behavioural system
using tokens to reward
desirable behaviour
Token economy
Students sign a contract
to indicate that they
understand and agree
with an intervention
plan
Contigency contract
Reinforcement of
gradual approximations
of the target behaviour
Shaping
When one action
functions both as
a reinforcer for the
previous action and as a
stimulus for the next
Chaining
Using a specific stimulus
to elicit a desired
response
Cueing
Providing an additional
stimulus to elicit a
desired response
Prompting
A form of prompting
that involves
demonstrating a
desired response for
someone to imitate
modelling
The gradual removal of
prompts or reinforcers
fading
Breaking a task into a
series of manageable
steps to assist learning
task analysis
The continued
performance of a learnt
action after instruction
has ceased
maintenance
Learning to respond to
stimuli that are similar
to but not the same as
those that previously
triggered a response
generalisation
A behaviourist
intervention designed
to improve student
behaviour
Positive behaviour support
What are the 2 forms of constructivism?
Psychological constructivism and social constructivism
Focuses on individual
learners and how they
construct their own
knowledge, beliefs and
identity
Psychological constructivism
Emphasises the role
of social and cultural
factors in shaping
learning
Social constructivism
Students learn content
and discipline-specific
thinking and practical
skills by collaboratively
investigating and
solving a problem
inquiry-based learning
The learner actively
manipulates materials
or ideas in the learning
environment and
discovers connections
between them
discovery leaning
Students learn
content, strategies and
learning skills through
collaboratively solving
problems
problem-based
learning
Students learn content,
strategies and learning
skills through the design
and construction of a
product
project-based learning
Students working
together to gain
rewards for themselves
and their group
Cooperative learning
Students learning
together, drawing
on one another’s
knowledge and skills
Collaborative learning
Encourages social
interaction, as peers
help each other to learn
Peer-assisted learning
Students are paired in
roles of tutor or learner
and follow specified
learning strategies
Peer tutoring
This teacher-guided strategy involves students
working in collaborative teams and practising the reading strategies of predicting, questioning,
summarising and clarifying. The teacher models these disciplinary practices and then students
must emulate these strategies in their collaborative groups.
Reciprocal teaching
Experts guide novice apprentice
learners with the aim of developing
learners’ autonomy and expertise
Cognitive apprenticeship
The total demands
made on working
memory at any one
time
Cognitive load
Memory for life
experiences
episodic memory
Memory about
information and
knowledge in the world
around us
Semantic memory
Memory about steps
or procedures for
performing a skill
Procedural memory
Higher-order thinking,
which involves
knowledge of and
control over our own
cognitive processes
metacognition
A metacognitive
activity that involves
monitoring how well we
are understanding and
remembering
self-monitoring
What are the 3 types of long term memory?
- Episodic memory
- Semantic memory
- Procedural memory
It means thinking about thinking
Metacognition
A process-oriented
approach that attaches
most importance to
the type and depth of
processing taking place
Level-of-processing mode;
Views the brain as a
complex network of
interconnected units
of information, with
information stored in
patterns of connectivity
Connectionist model
Enumerate the 4 mnemonic devices
- The ‘loci’ or ‘place’ method
- peg method
- rhymes
- Acronyms
a mnemonic device which strategy is to use familiar locations and
visual imagery to remember items
The ‘loci’ or ‘place’ method
a mnemonic device which strategy is to remember sequences of
unrelated items in the correct order
using familiar peg words (common
peg-word sequences are numbers, and
letters of the alphabet)
Peg method
a mnemonic device which strategy is to use rhyming sounds to assist
memory
Rhymes
a mnemonic device which strategy is to remember lists of words by
chunking or reorganising information to
make a word or phrase that is easy to
remember
Acronyms
The interactive,
complementary system
formed by people and
environments
Reciprocal determinism
The way an individual
tends to perceive and
process information
cognitive style
Learner preferences for
types of learning and
teaching activities
learning style
Learner motivational
approaches to learning
approaches to learning
A cognitive style related
to perceiving items,
events or information
as an integral part of
a broader context (or
‘field’)
field dependence
The tendency to
perceive individual
items, events or
pieces of information
analytically, and as
distinct from the
broader context (or
‘field’)
field independence
Having a cognitive
preference for rapid
problem-solving
Impulsivity
Having a cognitive
preference for taking
time to solve problems
and to analyse oneself
and the context
Reflectivity
An orientation or
philosophy that
recognises the
uniqueness of human
beings and the qualities
of life that contribute to
our humanity
Humanism
The achievement of
one’s full potential
self-actualization
Lower-level or ‘deficit’
needs, such as the need
for food, safety, love
and respect
basic needs
Higher-level or ‘being’
needs, such as the need
for self-actualisation
growth needs
Basic needs that
motivate individuals
to action in order to
reduce or eliminate the
need
deficit needs
Growth needs that
motivate individuals
to achieve personal
fulfilment and self-
actualisation
Being needs
Teaching in which the
teacher is a facilitator,
guiding students and
nurturing their learning
non-directive teaching
Attending purposefully
to the meaning and
intention of what
another person is
saying
active listening
Applies the principles of
positive psychology to
education
positive education
A series of practices
supporting deliberate
focus on current
experience, while
suspending judgement
mindfulness
A form of cooperative
learning in which
each group member
works individually on
components of the
one task
Jigsaw
A preconceived,
uninformed opinion or
feeling
prejudice
