Educational Psychology Final Flashcards
Educational psychology
a branch of psychology that specializes in understanding teaching and learning in educational settings.
Multicultural classrooms
Staff are passionate and have high expectations for ALL students
*Curriculum presents diverse cultural perspectives
*Instructional materials represent diverse backgrounds and experiences
*Hidden curriculum reflects positive aspects of diversity
*Counseling challenges students to dream and achieve
Areas of exceptionality: intellectual disabilities
Significant limitations in both intellectual functioning (age appropriate learning) and adaptive functioning (self-care), which includes everyday social and practical skills
emotional behavior disorders
Areas of exceptionality: sensory disorders
visual impairments and hearing impairments (deaf at birth or lose it later in life)
Areas of exceptionality: physical disorders
orthopedic impairments (restricted movements, lack of muscle control, ex: cerebral palsy)
Other health Impairments - asthma, diabetes, ADHD(constant moving), seizure disorder (epilepsy)
Areas of exceptionality: speech disorders
Articulation Disorder
*Diagnosed when articulation difficulties are not resolved by age 8
* Problems pronouncing sounds (ārā sound at the beginning of words)
Voice Disorder
*Speech that is hoarse, harsh or too loud, too high-pitched, or too low-pitched
* Children with cleft palate often have a voice DO
Fluency Disorder
*stuttering (spasmodic hesitation, prolongation, repetition)
Areas of exceptionality: language disorders
Significant impairments in childās receptive or expressive language
*Receptive Language: glitch in way information is received and understood
*May have difficulty with following oral directions, following conversations
*Expressive Language: ability to use language to express thoughts and communicate with others
*May have difficulty with phrasing questions, understanding and using words correctly
Areas of exceptionality: learning disabilities
Disorder in one/more of the basic psychological processes involved in:
*Understanding or using spoken or written language
*Listening, thinking, reading, writing, or spelling
*Mathematics
Children typically have normal or above average intelligence
*Three times as many boys as girls have learning disabilities
*Greater biological vulnerability in boys
*Referral bias
*Most learning disabilities are lifelong
*Difficult to diagnose
Areas of exceptionality: emotional disabilities
Serious, persistent problems that involve:
*Inability to learn (not explained by health, or intellectual factors)
*Difficulty maintaining relationships with teachers or peers
*Inappropriate behavior or feelings
*Fears associated with school or personal matters
*Pervasive mood of unhappiness or depression
Other Characteristics
*Approx. 7% of IEP students
*Boys 3x as likely
*Over-referral of low SES students
Aggression (dangerous behavior)
*Disruption, acting out, defiance
*Destruction of property
Acceleration
allows the student to move ahead at their own pace
Enrichment
incorporate practical applications and provide additional development opportunities within curriculum
Mentor/apprenticeship
motivate and challenge student
*Special classes/āpull-outā programs
*Give parents ideas/tools to challenge child at home
Effective teachers should have: subject matter knowledge
Exhibit subject matter competence (a teacherās comprehension of a subject compared to a specialist)
Effective teachers should have: teaching subject matter knowledge
Implement appropriate instructional strategies; The most appealing manner in which you organize and present the content
Effective teachers should have: teaching knowledge
How the basic principles and strategies of a subject are best acquired and retained
Effective teachersā¦
Effective teachersā¦ teach the process (emphasize how to learn, teach how to read with comprehension, include students in the process, model and communicate)
Effective teachersā¦ promote academic success
Effective teachersā¦ are reflective of their biases and experiences (attend to students, work with students from different cultural backgrounds, and have confidence in their own self efficacy)
Effective teachersā¦ are motivated, caring, and committed
Perspectives of motivation: behavioral
emphasizes external rewards and punishments as key determinants of student motivation
Perspectives of motivation: humanistic
stresses studentās capacity for personal growth, freedom to choose their own destinies, and positive qualities
Perspectives of motivation: cognitive
focuses on a studentās thoughts. Thoughts guide:
*Competence motivation
*Internal motivation to achieve
*Attributions
*Beliefs that they can effectively control their environment
Perspectives of motivation: social
stresses the need for affiliation or relatedness that involves establishing, maintaining, and restoring warm, close and personal relationships
Maslows hierarchy of needs
1 - physiological; food, water, shelter, excretion
2 - safety; physical, financial, free from harm, and deformation
3 - loved and belonging ness; interpersonal relationships
4 - esteem; self esteem, status, and respect for self and others
5 - self actualization; realizing oneās self and finding yourself
Ivan Pavlov (dogs)
Classical conditioning (in voluntary)
type of learning learning that two events are associated; associating between a behavior and response
B.F Skinner
operant conditioning (voluntary)
Consequences of behavior produce changes in probability that behavior will occur
Pavlov: Discrimination
Being able to disconnect that response/feeling to a different situation
Ex: the student discriminates between two different classes
pavlov: Generalization
Associating feelings with an action. Ex: being generalized to similar situations regarding that response in that scenario
pavlov: Extinction
Weaken a conditioned response
Ex: has test anxiety, does better, anxiety fades or becomes extinct
pavlov: counter conditioning
reduces anxiety by getting the individual to ASSOCIATE deep relaxation with successive visualizations of increasingly anxiety-producing situations
Reinforcement (strengthen desired behavior)
Positive reinforcement - give good -> increase behavior
negative reinforcement - Takeaway -> increase behavior (dishes)
Punishment (decrease behavior or weakens for a short period of time)
Positive punishment - give bad -> decrease behavior (soap in mouth)
Negative Punishment - take away good -> decrease behavior (phone)
Thorndikes law of:
effect - connections are strengthened by satisfaction; weakened by frustration
readiness - When students are ready to form connections it is satisfying; when not ready, it is frustrating and annoying
Exercise - connection is strengthened with practice. If practice does not occur, the connection weakens
Piaget
biological perspective; cognitive constructivism; human beings must build their own knowledge and meaning through experiences.
Vygotsky
social constructivism; emphasizes the social contexts of learning, and the idea that knowledge is collaboratively constructed.
Constructivism
the teacher acts as a guide and the teachers constructs their own knowledge
IEP
Individualized educational plan
*Written statement that spells out a program specifically tailored for the student with a disability. The IEP should:
*Be related to the childās learning capacity
*Be constructed to meet the childās individual needs and not merely copy what is offered to other children
*Provide educational benefits
Law 142
Education for All Handicapped Children Act (1975):
*All students with disabilities should be given a free, appropriate public education
Individual with disabilities Act 1990
Modification to Public Law 94-142 (Amended in 1997, 2004)
*Mandates include:
*Evaluation & eligibility determination
*Appropriate education
*Individualized education plan (IEP)
*Education in least restrictive environment
Premack principle
high probability activity can serve as a reinforcer for low probability
Hostile environment
A student is subjected to unwelcome sexual conduct that is so severe, persistent, and pervasive that it limits the studentās ability to benefit from his or her education
Quid Pro Quo
School employee threatens to base an education decision (grades) on a studentās submission to unwelcome sexual conduct.
Leta Hollingsworth (1916)
First to use the term gifted to describe students who scored exceptionally high on IQ tests.
Mamie and Kenneth Clark (1939)
Pioneering researchers who studied African American childrenās self-conceptions and identity.
Intrinsic motivation
the internal motivation to do something for its own sake (an end in itself).
Extrinsic motivation
involves doing something to obtain something else (a means to an end).
What does it mean for a child to be resilient
meaning very optimistic and can withstand challenges
Constructivist approach to teaching
is that a teacher is the guide
Culture
refers to the behavior patterns, beliefs, traditions and all other products of a particular group of people that are passed on from generation to generation.
Discrimination
An unjustified, negative or harmful action toward a member of a group because the person belongs to that group.
Prejudice
An unjustified negative attitude toward an individual because of his/her membership in a group.
Ethnicity
refers to a shared pattern of characteristics such as cultural heritage, nationality, race, religion, and language
Piagets cognitive cognitive processes
Schemas - Mental representations that organize knowledge
assimilation - Incorporating new information into existing schemas
accommodation - Adjusting existing schemas to fit new information and experiences
Equilibration - A shift, a resolution of conflict to reach a balance
Piagets 4 stages: sensorimotor
coordination of sensory experiences with motor actions (birth-2 years)
Piagets 4 stages: Preoperational
Symbolic thought: Ability to mentally represent an object that is not present: pretend play, scribbles that represent people, houses, cars etc. Intuitive thought rather than logic thinking, lack of conservation, Classification (Ability to classify objects according to only one characteristic at a time), Centration (Focuses on one characteristic to the exclusion of others.) (4-7 years)
Piagets 4 stages: concrete operational
Logical reasoning replaces intuitive reasoning, in concrete situations. Conservation, Classification, Seriation (order stimuli along some quantitative characteristic), Transitivity (combine relations to understand certain conclusions) and hierarchical classification
Piagets 4 stages: formal operational
Abstract reasoning,Hypothetical-deductive reasoning (ability to develop hypotheses about ways to solve problems and systematically reach a conclusion), adolescent egocentrism (heightened self-consciousness and a sense of personal)
Object permanence
involves the realization that objects continue to exist over time. (Sensory motor stage)
Conservation
The idea that some characteristics of an object stay the same even though the object might change in appearance. (Concrete operational)
Learning styles: Grouper
wide range of subjects, learns general principles, studying general concepts and the big picture, may ignore essential details
Learning styles: Stringer
prefers systematic, methodical analysis leading to mastery of details, acquires knowledge sequentially and gradually, tends to overlook broad concepts, investigates deep details
Cognitive learning styles
Mastery style learner: Absorbs information concretely, processes it sequentially, and judges its value by its clarity and practicality.
Understanding style learner: asking questions, reasoning, ideas, and abstraction
Self expressive style learner: Depends on feelings and emotions to form new ideas and products, and judges the value of learning products by their originality and aesthetics.
Interpersonal style learner: Social by nature, tends to learn better in
groups and judges learning by its potential use in helping others.
Eriksonās Life Span development theory:
Trust vs. mistrust 0-1 years
Task is to gain a sense of trust in themselves and in the world around them. Developed through consistent love and support. (+: feeling of comfort and needs are met; -: fear, discomfort , and insecure attachment)
Eriksonās Life Span development theory:
Autonomy vs. shame and doubt 1-3years
Discover that their behavior is their own ā they can be independent and have self- control. Self-control fostered by support and encouragement.( +: independence, will, and self control; -: port self-esteem)
Eriksonās Life Span development theory:
Initiviative vs. guilt 3-5years
to engage in active, purposeful, responsible behavior and assert themselves through directing play and social interactions. Developed by exploring and accepting challenges.
Eriksonās Life Span development theory:
Industry vs. inferiority 6 years-puberty
Direct energy toward mastering knowledge. Mastery comes from success and recognition. (+: good self-efficacy and productivity; -: poor self efficacy)
Eriksonās Life Span development theory:
Identity vs. role confusion 10-20 years
to find out who they are, what they are all about, where they are going in life
Eriksonās Life Span development theory:
Intimacy vs. isolation adult years
To form positive, close relationships with others
Eriksonās Life Span development theory:
Generativity vs. stagnation middle adulthood
Transmitting something positive to the next generation
Eriksonās Life Span development theory:
Integrity vs. despair late adulthood
Life review and retrospective evaluation of oneās past. Does your life have meaning?
Memory
Retaining info over some period of time
short - limited capacity; retains 30 seconds without rehearsal (can stay longer with better strategy)
long - unlimited capacity; long period of time
sensory - retaining info for an instance (seconds)
Elaboration
Making info more extensive; making distinctive stories to make retrieval easier
- self reference
Image cues
Associate a picture with info
Chunking
Grouping info into higher order units for remembering (phone #)
Rehearsal
Consistent repetition of info
- good for remembering lists
- bad for long term retention
Mnemonics
ROYG BIV or PEMDAS
Constructing images
Creating a mental image or mnemonic
Serial positioning
Remembering items in the beginning and the end
Brofennbrenners ecological theory - social context which people life: Micro
Immediate settings in which we live and with whom we Directly interact with : parents, family, teachers, peers, neighborhoods
Brofennbrenners ecological theory - social context which people life: Exo
Experiences in one setting (where student does not have an active role) influence what students and teachers experience in the
immediate context. Indirect influences on the child
Brofennbrenners ecological theory - social context which people life: Macro
Culture in which students and teachers live:
- behavior patterns
- beliefs
- dress
- music
- ceremonies/holidays
Brofennbrenners ecological theory - social context which people life: Meso
Connections/links between Microsystems: connections between family experiences and school experiences, and relationships between students and peers.
Brofennbrenners ecological theory - social context which people life: Chrono
The socio-historical conditions of a studentās development.
The pattern of events and transitions over your life span
Brofenbrenners theory in the classroom
Think about children embedded in several environmental systems and Influences
Attend to connections between school and families
Nonverbal cues
āFacial expressions
āSilence
āSpace
Main goal of classroom management
Effective classroom management maximizes childrenās learning opportunities
Self-efficacy
belief in own ability to master a task or achieve goals
Different management teaching styles
Authoritative: Encourages students to be
independent thinkers, but provides monitoring and verbal give-and-take.
Authoritarian: Restrictive and punitive with the focus mainly on keeping order rather than learning.
Permissive: Students have autonomy but little support for learning skills or managing behavior.
Zone of proximal development
Place at which a child can master a task if given appropriate help and support. *Can be learned with guidance and assistance
Scaffolding
Teacher adjusts the level of support as performance rises
Types of poverty
Generational poverty - Being in poverty for two generations or longer
Situational poverty - Middle class values, Exists for a shorter time
Is caused by circumstances like death, illness, divorce
Symptoms of anxiety
Vague, highly unpleasant feeling of fear and apprehension that impairs daily functioning
Depressive disorder
Feelings of worthlessness, negativistic outlook, lethargy, lack of appetite, sleep changes
Androgyny
the presence of masculine and feminine characteristics in the same person
Gender roles
Social expectations that prescribe how males and females should think, act, and feel.
Gender
refers to the sociocultural dimensions of being female or male, not biological
Childrenās temperament
Easy:
Positive mood
*Establishes regular routines in infancy
*Adapts easily to new experiences
Difficult:
*Reacts negatively, cries frequently
*Irregular daily routines
*Slow to accept change
Slow to warm up:
*Low activity level
*Somewhat negative
*Low intensity of mood
Big 5 (OCEAN)
O- openness (imagination, feelings,
actions, ideas)
C - Conscientiousness (competence, goal-driven, thoughtfulness)
E - Extroversion (sociability, assertiveness, emotional expression)
A - Agreeableness
(cooperative, trustworthy,
good-natured)
N - Neuroticism (tendency toward unstable emotions)
Gardeners 8
Verbal, Mathematical, Spatial, Bodily
Kinesthetic, Musical, Intrapersonal, Interpersonal, Naturalist
Motivation
a result of the processes that energize, direct, and sustain behavior.
*Critical aspect of teaching and learning
Achievement tests
A test that measures what the stu- dent has learned or what skills the student has mastered.
Aptitude tests
A type of test that is used to predict a studentās ability to learn a skill or accomplish something with further education and training.
Validity
The extent to which a test measures what it is intended to measure and whether inferences about the
test scores are accurate and appropriate.
Standardized tests
Tests that have uniform proce- dures for administration and scoring and often allow a studentās performance to be compared with the perfor- mance of other students at the same age or grade level on a national basis.
Resilient
able to withstand or recover quickly from difficult conditions.
Children should beā¦
Reflective
What effective teachers are
ADHD
Attention Deficit Hyperactivity Disorder (ADHD)
Three different symptom profiles:
*ADHD Predominantly Inattentive Type
*ADHD Predominantly Hyperactive-Impulsive Type
*ADHD Combination Type
ļ Difference between medical and educational ādiagnosisā
