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Educational Psychology Flashcards

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1
Q

Guilford’s theory of intelligence

A

SI theory is comprised of 150 intellectual abilities organized along 3 dimensions (Operations, Content,andProducts.) It can be traced back to an individual’s mental abilities.

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2
Q

Guilford’s (SI) Operations dimension “6”

A
  1. Cognition
  2. Memory recording
  3. Memory retention
  4. Divergent production “Problem solving/creativity”
  5. Convergent production “ One solution to a problem, rule following and problem solving”
  6. Evaluation is information accurate or valid
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3
Q

Guilford’s (SI) content dimension “6”

A
  1. Visual
  2. Auditory
  3. Kinesthetic “Physical actions”
  4. Symbolic
  5. Semantic
  6. Behavioral
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4
Q

Guilford’s (SI) Product dimension “6”

A
  1. Units—Single items of knowledge.
  2. Classes—Sets of units sharing common attributes.
  3. Relations—Units linked as opposites or in associations, sequences, or analogies.
  4. Systems—Multiple relations interrelated to comprise structures or networks.
  5. Transformations—Changes, perspectives, conversions, or mutations to knowledge.
  6. Implications—Predictions, inferences, consequences, or anticipationsofknowledge.
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5
Q

Freud’s structural model

A

According to Sigmund Freud, the human psyche consists of three components: the id, ego, and superego. The id represents our primitive, instinctual drives, including our desire for food, sex, and pleasure. The ego represents our rational, conscious self that mediates between the id and theexternalworld.

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6
Q

ID

A
  • Instinctive and Primitive
  • Entirely unconcious
  • Demands immediate Satisfaction
  • Unconciously tries to satisfy sexual drives
    *
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7
Q

EGO

A
  • Rationality
  • Ensures that ID’s wants are aceptable in the real world
  • Mostly located in the concious part
  • Moderator between ID and SuperEgo
  • Logical aspect of personality
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8
Q

SuperEgo

A
  • Sense of right and wrong
  • Both concious and unconcious
  • Concious prevents us from doing morally bad things
  • Ego ideal motivates us to do what is morally right
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9
Q

Goals of Psychology

A
  1. Describe behavior
  2. Explain behavior
  3. Predict Behavior
  4. Control Behavior
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10
Q

Rosenhan Experiment (1973)

A
  • 7 volunteers sent across different mental hospitals in USA. They said they heard voices (They didnt really) but all 7 were diagnosed as Scizophrenic or Bipolar.
  • After diagnosis they showed they were normal (feeling better) and noone believed them.
  • They all took notes on what was happening but the staff didn’t care.
  • Real Patients could tell but they weren’t listened to.
  • Were there for 19 days.
  • Book called “ Being sane in insane places”
  • Hospitals tried to get him to send in more fakes and he said he did but he tricked them and they messed up on 40 diagnosis.
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11
Q

DSM

A

D-iagnostic
S-tatistical
M-anual
American Psychiactric diagnosis guidebook. It does not explain the reasons for the disorder just describes it.

CURRENTLY UP TO DSM 5

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12
Q

Clinical Psychology

A

Is an integration of human science, behavioral science, theory, and clinical knowledge for the purpose of understanding, preventing, and relieving psychologically-based distress or dysfunction and to promote subjective well-being and personal development.

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13
Q

Educational Psychology

A

Study of how people learn.

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14
Q

What is learning? 3 concepts. (Watkins 2009)

A
  1. What is being taught.
  2. Individual sense-making
  3. Building knowledge with others
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15
Q

3 main approaches towards learning

A
  1. הגישה ההתנהגותית (Behavioral)
  2. הגישה הכרנית (Cognitive)
  3. הגישה החברתית (Social)
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16
Q

הגישה ההתנהגותית (Behavioral)

A

Stimulus-> result
Behavior is influenced by environment
A person acts in a way to avoid pain and wants to be appreciated.
* Behavior is learned and not necessarily born that way.
1. * respondant conditioning
2. Contiguity learning
3. Operant conditioning
4. Reinforcement

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17
Q

התניה קלאסית

A

Associative learning.
A type of learning in which one learns to link 2 or more stimuli and anticipate events. (Pavlov’s experiment with Bell and dog)
Watson’s experiment with little Albert- caused fear of furry things.
Operant conditioning

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18
Q

Operant conditioning

A
  • Way of learning that reinforces the result from our actions.
  • Creating associations
  • Stimulus-> Response-> Reinforcement (Repeat)
19
Q

הגישה הכרנית (Cognitive)

A
  • A person’s curiosity is a reaction to his need to survive.
  • Learning sensemaking
  • S-O-R=Stiumli, Object, Reaction/Response
20
Q

Piaget’s Cognitive development theory

A
  1. Sensorimotor intelligence
  2. Preoperational thinking
  3. Concrete operational thinking
  4. Formal operational thinking
21
Q

Sensorimotor intelligence

A
  • Age 0-2
  • Here and now
  • No cause and effect
  • Discovering body
22
Q

Preoperational thinking

A
  • Age 2-7
  • Imagination
  • What we see here is what we see there
  • Inability to see things from a different POV
  • Irrational thinking
  • No cause and effect
  • Everything must be exact (Same amount down to last drop)
23
Q

Concrete operational thinking

A
  • Ages 7-11
  • Understanding of different meanings for the same thing. (Verbal)
  • Can start to use their own commone sense and think for themselves.
24
Q

Formal operational thinking

A
  • Ages 11-16
  • Ability to think philosophyically and hypothetically
  • Full understanding of cause and effect.
25
Q

הגישה החברתית (Social)

A
  • Sociocognitive approach
  • Learning can occur through observing and immitating others.
  • (ויגוצקי)
26
Q

(ויגוצקי)’s cognitive approach

A
  • Contradicts Piaget (Believes there are no stages of development)
  • Development happens through social interaction.
27
Q

3 schools of thought on connection of between learning and development

A
  1. Development preceeds learning
  2. Learning is development and development is learning
  3. Learning preceeds development
28
Q

ZPD

A
  • Zone of Proximal development
  • The space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers
  • ויגוצקי
29
Q

S-H-O-H-R

A

Stimulus
Human
Object or Organism
Human
Response
* Environment supplies a person with the tools and signs for development.

30
Q

Intelligence-הגדרה

A
  • The ability to learn from experience, solve problemt, and use knowledge to adapt to new experiences.
    *
31
Q

Intelligence test

A

A method for assessing an individual’s mental aptitudes and comparing them with those of others using numerical scores (גישה פסיכומטרית)

32
Q

Charles Spearman

A
  • His opinion- We have one comprehensive general intelligence that underlies all of specific mental abilities
  • (G-Factor)=general intelligence
33
Q

Factor analysis

A

A stytistical procedure that identifies clusters of related items (Factors) on a test; used to identify different dimensions of performance that underly a person’s total score.

34
Q

Thurstone

A
  • An American pioneer of Psychometrics
    1. * 7 clusters of mental abilities
35
Q

7 clusters of mental abilities (Thurstone)

A
  1. Spatial ability
  2. Verbal comprehension
  3. Word fluency
  4. Perceptual speed
  5. Numerical ability
  6. Inductive reasoning
  7. Memory
36
Q

Binet

A
  • French Psychologist
  • *Complications from measuring mental age are Binevitable
  • Intelligence isn’t a fixed inborn thing
  • Capabilities can be raised with proper attention and self discipline and practice.
37
Q

Cognitive Psychology

A

Input->Process->Output

38
Q

Memory

A
  1. Sensory
  2. Short term-Working memory
  3. Long term
39
Q

Sensory Memory

A
  • Perceptions
  • High ability to receive a lot of data but can only save for 1-3 seconds
40
Q

Short term Memory (STM)

A
  • Can store 4-7 bits of information at any given time.
  • Working memory
41
Q

Long term Memory (LTM)

A
  • Episodic-tied to specific events in life
  • Massive storage (Hard drive)
42
Q

Maslow’s pyramid of needs

A

Top to Bottom
1. Self-actualisation
2. Esteem and respect
3. Love and belonging
4. Safety
5. Basic physiological needs

43
Q

DECI (Self determination theory)

A
  • Need for autonomy
  • Need for competence
  • Need for relativeness
44
Q

Albert Bandura

A
  • Learning can occur through observing and imitating other’s behavior
  • Social-cognitive learning
  • Cognition
  • Social context
  • Observational learning
  • We learn through example

Educational Psychology (1 decks)

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