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Psych In Context > Educational Psych > Flashcards

Educational Psych Flashcards

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1
Q

Who are the founding fathers of educational psych?

[3]

A

William James
Dewey
Thorndike

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2
Q

What was the ‘Academic discipline’ of educational psych?

A

The initial emphasis was on ‘mental testing’ theories of learning, social morals and cognitive development

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3
Q

Define the main theories of the following psychologists:

  • Skinner
  • Thorndike
  • Bandura
  • Piaget
  • Binet
A
  • Skinner : Radical bhvrism
  • Thorndike : Active Learning
  • Bandura : SLT
  • Piaget : Cog dev
  • Binet : Intelligence testing
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4
Q

What is a practitioner

A

Used for teacher training equipping teachers to deal with classroom based problems

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5
Q

What kind of approach is now being adopted in relation to children who experience difficulties?

A

Interactionist

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6
Q

Define educational psychology by Reynolds + Miller 2003

A

The study of learners, learning and teaching and the context in which learning takes place

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7
Q

What is the DfES

A

Definition of Special Educational needs 2001

• children who have learning difficulties and require special educational needs and provision

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8
Q

What is dyslexia

A

A learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling

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9
Q

What are the characteristics of dyslexia

A
  • difficulties in phonological awareness
  • verbal memory
  • verbal processing sound
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10
Q

What is developmental dyslexia

A

Not as a result of acquired brain trauma, disease or impaired visual or auditory sensory

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11
Q

What are the indicators of dyslexia

[8]

A
  • appears bright but cannot translate on paper
  • below expectation of reading achievement
  • memory difficulties
  • poor planning/organisational skills
  • apparent lack of concentration
  • tire easily
  • varying day to day performance
  • history of dyslexia in family
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12
Q

What are the 3 explanations for dyexia

A
  • Research has revealed dyslexia is neurologically based
  • Biological- reduced activity in the left temporal parietal cortex
  • deficit in phonology mapping print to sound
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13
Q

What are the common strengths and weaknesses in dyslexia?

A

Strengths:

  • Good visuospatial skills
  • Creative thinking
  • Intuitive understanding
  • Problem solving

Weaknesses:

  • Speed of processing
  • Sequencing skills
  • Auditory and visual perception of words
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14
Q

What are the 4 interventions for dyslexia?

A
  • Auditory books/ recorded teaching
  • Use of ‘word family’ approach to draw attention to word patterns
  • Use of computers to help improve the quality of written work
  • Cloze tests
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15
Q

What format did Ray, Fowler + Stein 2005 propose is best for making a document easier to read?

A

Yellow background, black test with non-serif font

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16
Q

What are the 2 broad types of psychosocial difficulties?

A
  1. Internalising disorders
    • withdrawn
    • isolated
    • low mood
  2. Externalising disorders
    • disruptive/ disturbing bhvr
    • hyperactivity and lacking concentration
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17
Q

Banerjee, Tolmie + Boyle 2011

A

150000 UK pupils have been identified as having emotional, bhvral and social difficulties

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18
Q

What is the diagnostic criteria for depression?

A

Diagnostic Manual for Psychological Disorders

• having 5 or more symptoms and are present during the same 2 week period and represent a change from previous functioning

At least one of these symptoms are:

  • depressed mood
  • loss of interest/ pleasure
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19
Q

What are the symptoms of depression?

[9]

A

[Nearly everyday]

  • Depressed mood most of the day nearly everyday (subjective report or observation)

Markedly diminished pleasure or interest in all activities most of the day

  • significant weight loss or decrease or increase of appetite
  • insomnia or hypersomnia
  • psychomotor agitation or retardation
  • fatigue or loss of energy
  • feelings of worthlessness or excessive or inappropriate guilt
  • diminished ability to think or concentrate or indecisiveness
  • recurrent thoughts of death, suicidal ideation w/o specific plan or an attempt a specific plan
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20
Q

What are the risk factors for depression

[4]

A
  • temperament factors
  • environmental triggers
  • bio behavioural mechanisms
  • cognitive mechanisms, cog vulnerability
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21
Q

What % do 1st degree relatives have on the risk of depression?

A

40%

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22
Q

Abela + Hankin’s 2008 Diathesis stress model of depression

A

A predispositional vulnerability together with stress from life experiences

Depression is produced by the interaction between individuals cognitive vulnerability and environmental triggers

23
Q

How do vulnerable individuals deal with negative events

A

Negative events trigger a negatively biased, self referent information processing which initiates a downward spiral

24
Q

How do non-vulnerable individual deal with negative events

A

React with appropriate level of distress to negative event but recover within a reasonably expected period

25
Q

Abramson et al 1989 - hopelessness theory

A

Beck’s cognitive theory 1983

Abramson et al’s hopelessness theory 1989

26
Q

What are the emotional & bhvral consequences of mood disorders in children can:

A
  • interfere with school work
  • affect life chances
  • impinge on peer group & family relationships
  • place individual at risk for suicide
  • make them more vulnerable to psychological and physical health problems in adult life
27
Q

What are the developmental considerations in knowing when vulnerability to depression takes place in order to:

A
  • implement strategies to reduce the risks
  • develop age appropriate interventions
  • identify age specific issues that may reduce risk
28
Q

What are the potential risk factors when children get bullied

A
  • difficulties with social skills/ social competence and self esteem
  • lack of social support systems
  • children with special educational needs
  • psychological disorders
29
Q

Study on bullying + depression- Swelting Yung, West + Der 2006

A

Aim : examine the directional relationship between peer victimisation and depression

Sample: 2,567 adolescents in Scotland

Procedure: completed a questionnaire on victimisation and depression at 11,13 and 15 years

Results : at the age of 11= 15% pupils experience victimisation

At the age of 15= 10% pupils experience victimisation

Conclusion: considerable stability in victimisation across time

30
Q

At what age is there:

  • a reciprocal relationship between victimisation + depression
  • depression is a strong predictor of victimisation, particularly in boys
A

13+ 15

31
Q

What did Swetie Yung West + Der report about girls in 2006

A

Girls report higher levels of depression than boys

32
Q

What is the role of educational psychologists?

A
  • take depression into consideration when assessing bhvr/ emotional problems
  • develop interventions to support children with emotional and bhvral difficulties
  • support the implementation of anti-bullying interventions
  • supporting schools in designing appropriate anti-bullying policies
  • providing training + awareness and raising programmes on bullying to staff, pupils and parents (Sharp 1996)
33
Q

Stark 2008 / Action Programme

A

Developmentally sensitive treatment

  • based on a 5 year psychological research study examining depression in pre-teen and early teen girls
  • designed an intervention to help teens manage/ overcome depression using principles of CBT
  • challenges and teaches pupils to change negative unrealistic thought patterns to more realistic and positive ones

• coping skills, problem solving, altering conditions like negative thought patterns, self criticism and unrealistic self expectations

34
Q

What are som examples of anti bullying interventions?

A
  • counselling
  • circles of friends
  • buddy schemes
  • circle time
35
Q

Sharp et al 1994 - Assertiveness training for bullied pupils

Taught what?

A
  • body language and eye contact
  • assertive statements
  • resisting manipulation + threats
  • responding to name calling
  • enlisting support
36
Q

What is the involvement of parents/carers?

A
  • assisting their children to develop social competence
  • parental altertness to the possibility of bullying
  • awareness of schools anti-bullying policy
  • training workshops
37
Q

What are the conclusions for educational psych// what must be taken into account?

BPSED

A 
Biological
Psychological
Social
Environmental 
Developmental

Aspects of education

38
Q

What 4 things do educational psychologists have an important role in?

A
  • assessing students with difficulties
  • advising educational institutions on appropriate intervention strategies
  • implementing age appropriate interventions
  • supporting pupils with achieving their potential despite their difficulties
39
Q

Define educational psych

A

Professional practice focusing on helping children with difficulties in school

Research examining processes of learning teaching and learning environments

40
Q

According to Ormrod 2012, what is the importance of learning

A
  • Allows a greater degree of flexibility and adaptability
  • Little human behaviour is instinctive majority of human behaviour is learnt
  • You must benefit from an experience and experience of predecessors
  • We have the capacity to be versatile and adapt to many different situations and environments
41
Q

Is the biological approach to learning

A

Learning is an adaptation of the brain to variety of different situations= the result of a biological process as Learning involves a neuronal and structural change in the brain

• Individuals have a predetermined level of IQ to learn based on genetic and biological make up

42
Q

What are the types of implications on biological processes on learning

A

E.g. breakfast clubs interventions to reduce stress temperature learning and medications for problem behaviours

43
Q

What is the behaviourist approach to learning

A

Learning is observable as we can directly measure behavioural cues and observable outcomes

44
Q

Outline one trial learning as identified by Skinner

A

Learning takes place in a single parent of a stimulus and response that is not strengthened by repeated exposure

45
Q

Applications of bhvrist approach to learning

A

+ applications / Tolmic 2011 “The environment is full of unplanned reinforcement useful to design learning environment to incorporate reinforcement deliberately and precisely

+ OC for bhvrs = rewards and punishments in the classroom
CC= Pairing of stimuli to elicit a desirable response

+ One trial learning = Hard-hitting campaigns to discourage Undesirable behaviour

46
Q

What is the cognitive approach to learning

A

Learning incorporate Internet psychological processes e.g. reasoning problem-solving which representation that can be assessed and observed through experimentation

47
Q

What are the implications from the cognitive approach to learning

A
  • Encouragement of self regulatory metacognitive prices in learning
  • Attentional research suggest it is necessary to direct and focused attention on salient information
  • (mnemonic techniques)Importance of encoding storage and retrieval lead to techniques for remembering and rehearsal
48
Q

What is the SLT/cognitive approach to learning

A

Bandura 1969-Learning through imitation and modelling behaviour

  • The integration of cognitive functions and social interactions influence learning i.e. learning involves a change in psychological processes when modelling
  • Learners form expectations for future responses
49
Q

What are the applications from the SLT/cognitive approach to learning

A
  • Promotes learning context of a student and the social interactions play an active role in learning
  • Use of group problem-solving task to facilitate deeper understanding
  • Problem based learning
  • Focus on peer learning
50
Q

What is the developmental perspective on learning

A

The way psychological processes developed of the lifespan

51
Q

Define the constructivist approach

A

How children construct their knowledge and understanding into schemas based on experiences

52
Q

What are the applications from Piaget and Vygotksy’s theories?

A

Piaget= His theory move the classroom instruction to a more discovery-based instruction e.g. eight appropriate interactive game learning tasks

Vygotsky= Hey theory empowerment of children through scaffolding

53
Q

What are the processes involved in normal reading?

A

Word identification, letter recognition, phonological awareness + decoding

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