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Final Exams > Educational Psychology Final > Flashcards

Educational Psychology Final Flashcards

1
Q

Educational psychology

A

a branch of psychology that specializes in understanding teaching and learning in educational settings.

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2
Q

Multicultural classrooms

A

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

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3
Q

Areas of exceptionality: intellectual disabilities

A

Significant limitations in both intellectual functioning (age appropriate learning) and adaptive functioning (self-care), which includes everyday social and practical skills
emotional behavior disorders

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4
Q

Areas of exceptionality: sensory disorders

A

visual impairments and hearing impairments (deaf at birth or lose it later in life)

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5
Q

Areas of exceptionality: physical disorders

A

orthopedic impairments (restricted movements, lack of muscle control, ex: cerebral palsy)
Other health Impairments - asthma, diabetes, ADHD(constant moving), seizure disorder (epilepsy)

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6
Q

Areas of exceptionality: speech disorders

A

Articulation Disorder
*Diagnosed when articulation difficulties are not resolved by age 8
* Problems pronouncing sounds (ā€œrā€ 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)

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7
Q

Areas of exceptionality: language disorders

A

Significant impairments in childā€™s 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

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8
Q

Areas of exceptionality: learning disabilities

A

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

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9
Q

Areas of exceptionality: emotional disabilities

A

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

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10
Q

Acceleration

A

allows the student to move ahead at their own pace

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11
Q

Enrichment

A

incorporate practical applications and provide additional development opportunities within curriculum

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12
Q

Mentor/apprenticeship

A

motivate and challenge student
*Special classes/ā€œpull-outā€ programs
*Give parents ideas/tools to challenge child at home

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13
Q

Effective teachers should have: subject matter knowledge

A

Exhibit subject matter competence (a teacherā€™s comprehension of a subject compared to a specialist)

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14
Q

Effective teachers should have: teaching subject matter knowledge

A

Implement appropriate instructional strategies; The most appealing manner in which you organize and present the content

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15
Q

Effective teachers should have: teaching knowledge

A

How the basic principles and strategies of a subject are best acquired and retained

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16
Q

Effective teachersā€¦

A

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

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17
Q

Perspectives of motivation: behavioral

A

emphasizes external rewards and punishments as key determinants of student motivation

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18
Q

Perspectives of motivation: humanistic

A

stresses studentā€™s capacity for personal growth, freedom to choose their own destinies, and positive qualities

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19
Q

Perspectives of motivation: cognitive

A

focuses on a studentā€™s thoughts. Thoughts guide:
*Competence motivation
*Internal motivation to achieve
*Attributions
*Beliefs that they can effectively control their environment

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20
Q

Perspectives of motivation: social

A

stresses the need for affiliation or relatedness that involves establishing, maintaining, and restoring warm, close and personal relationships

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21
Q

Maslows hierarchy of needs

A

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 oneā€™s self and finding yourself

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22
Q

Ivan Pavlov (dogs)

A

Classical conditioning (in voluntary)
type of learning learning that two events are associated; associating between a behavior and response

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23
Q

B.F Skinner

A

operant conditioning (voluntary)
Consequences of behavior produce changes in probability that behavior will occur

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24
Q

Pavlov: Discrimination

A

Being able to disconnect that response/feeling to a different situation
Ex: the student discriminates between two different classes

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25
Q

pavlov: Generalization

A

Associating feelings with an action. Ex: being generalized to similar situations regarding that response in that scenario

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26
Q

pavlov: Extinction

A

Weaken a conditioned response
Ex: has test anxiety, does better, anxiety fades or becomes extinct

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27
Q

pavlov: counter conditioning

A

reduces anxiety by getting the individual to ASSOCIATE deep relaxation with successive visualizations of increasingly anxiety-producing situations

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28
Q

Reinforcement (strengthen desired behavior)

A

Positive reinforcement - give good -> increase behavior
negative reinforcement - Takeaway -> increase behavior (dishes)

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29
Q

Punishment (decrease behavior or weakens for a short period of time)

A

Positive punishment - give bad -> decrease behavior (soap in mouth)
Negative Punishment - take away good -> decrease behavior (phone)

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30
Q

Thorndikes law of:

A

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

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31
Q

Piaget

A

biological perspective; cognitive constructivism; human beings must build their own knowledge and meaning through experiences.

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32
Q

Vygotsky

A

social constructivism; emphasizes the social contexts of learning, and the idea that knowledge is collaboratively constructed.

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33
Q

Constructivism

A

the teacher acts as a guide and the teachers constructs their own knowledge

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34
Q

IEP

A

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 childā€™s learning capacity
*Be constructed to meet the childā€™s individual needs and not merely copy what is offered to other children
*Provide educational benefits

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35
Q

Law 142

A

Education for All Handicapped Children Act (1975):
*All students with disabilities should be given a free, appropriate public education

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36
Q

Individual with disabilities Act 1990

A

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

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37
Q

Premack principle

A

high probability activity can serve as a reinforcer for low probability

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38
Q

Hostile environment

A

A student is subjected to unwelcome sexual conduct that is so severe, persistent, and pervasive that it limits the studentā€™s ability to benefit from his or her education

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39
Q

Quid Pro Quo

A

School employee threatens to base an education decision (grades) on a studentā€™s submission to unwelcome sexual conduct.

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40
Q

Leta Hollingsworth (1916)

A

First to use the term gifted to describe students who scored exceptionally high on IQ tests.

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41
Q

Mamie and Kenneth Clark (1939)

A

Pioneering researchers who studied African American childrenā€™s self-conceptions and identity.

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42
Q

Intrinsic motivation

A

the internal motivation to do something for its own sake (an end in itself).

43
Q

Extrinsic motivation

A

involves doing something to obtain something else (a means to an end).

44
Q

What does it mean for a child to be resilient

A

meaning very optimistic and can withstand challenges

45
Q

Constructivist approach to teaching

A

is that a teacher is the guide

46
Q

Culture

A

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.

47
Q

Discrimination

A

An unjustified, negative or harmful action toward a member of a group because the person belongs to that group.

48
Q

Prejudice

A

An unjustified negative attitude toward an individual because of his/her membership in a group.

49
Q

Ethnicity

A

refers to a shared pattern of characteristics such as cultural heritage, nationality, race, religion, and language

50
Q

Piagets cognitive cognitive processes

A

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

51
Q

Piagets 4 stages: sensorimotor

A

coordination of sensory experiences with motor actions (birth-2 years)

52
Q

Piagets 4 stages: Preoperational

A

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)

53
Q

Piagets 4 stages: concrete operational

A

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

54
Q

Piagets 4 stages: formal operational

A

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)

55
Q

Object permanence

A

involves the realization that objects continue to exist over time. (Sensory motor stage)

56
Q

Conservation

A

The idea that some characteristics of an object stay the same even though the object might change in appearance. (Concrete operational)

57
Q

Learning styles: Grouper

A

wide range of subjects, learns general principles, studying general concepts and the big picture, may ignore essential details

58
Q

Learning styles: Stringer

A

prefers systematic, methodical analysis leading to mastery of details, acquires knowledge sequentially and gradually, tends to overlook broad concepts, investigates deep details

59
Q

Cognitive learning styles

A

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.

60
Q

Eriksonā€™s Life Span development theory:
Trust vs. mistrust 0-1 years

A

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)

61
Q

Eriksonā€™s Life Span development theory:
Autonomy vs. shame and doubt 1-3years

A

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)

62
Q

Eriksonā€™s Life Span development theory:
Initiviative vs. guilt 3-5years

A

to engage in active, purposeful, responsible behavior and assert themselves through directing play and social interactions. Developed by exploring and accepting challenges.

63
Q

Eriksonā€™s Life Span development theory:
Industry vs. inferiority 6 years-puberty

A

Direct energy toward mastering knowledge. Mastery comes from success and recognition. (+: good self-efficacy and productivity; -: poor self efficacy)

64
Q

Eriksonā€™s Life Span development theory:
Identity vs. role confusion 10-20 years

A

to find out who they are, what they are all about, where they are going in life

65
Q

Eriksonā€™s Life Span development theory:
Intimacy vs. isolation adult years

A

To form positive, close relationships with others

66
Q

Eriksonā€™s Life Span development theory:
Generativity vs. stagnation middle adulthood

A

Transmitting something positive to the next generation

67
Q

Eriksonā€™s Life Span development theory:
Integrity vs. despair late adulthood

A

Life review and retrospective evaluation of oneā€™s past. Does your life have meaning?

68
Q

Memory

A

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)

69
Q

Elaboration

A

Making info more extensive; making distinctive stories to make retrieval easier
- self reference

70
Q

Image cues

A

Associate a picture with info

71
Q

Chunking

A

Grouping info into higher order units for remembering (phone #)

72
Q

Rehearsal

A

Consistent repetition of info
- good for remembering lists
- bad for long term retention

73
Q

Mnemonics

A

ROYG BIV or PEMDAS

74
Q

Constructing images

A

Creating a mental image or mnemonic

75
Q

Serial positioning

A

Remembering items in the beginning and the end

76
Q

Brofennbrenners ecological theory - social context which people life: Micro

A

Immediate settings in which we live and with whom we Directly interact with : parents, family, teachers, peers, neighborhoods

77
Q

Brofennbrenners ecological theory - social context which people life: Exo

A

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

78
Q

Brofennbrenners ecological theory - social context which people life: Macro

A

Culture in which students and teachers live:
- behavior patterns
- beliefs
- dress
- music
- ceremonies/holidays

79
Q

Brofennbrenners ecological theory - social context which people life: Meso

A

Connections/links between Microsystems: connections between family experiences and school experiences, and relationships between students and peers.

80
Q

Brofennbrenners ecological theory - social context which people life: Chrono

A

The socio-historical conditions of a studentā€™s development.
The pattern of events and transitions over your life span

81
Q

Brofenbrenners theory in the classroom

A

Think about children embedded in several environmental systems and Influences
Attend to connections between school and families

82
Q

Nonverbal cues

A

ā—Facial expressions
ā—Silence
ā—Space

83
Q

Main goal of classroom management

A

Effective classroom management maximizes childrenā€™s learning opportunities

84
Q

Self-efficacy

A

belief in own ability to master a task or achieve goals

85
Q

Different management teaching styles

A

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.

86
Q

Zone of proximal development

A

Place at which a child can master a task if given appropriate help and support. *Can be learned with guidance and assistance

87
Q

Scaffolding

A

Teacher adjusts the level of support as performance rises

88
Q

Types of poverty

A

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

89
Q

Symptoms of anxiety

A

Vague, highly unpleasant feeling of fear and apprehension that impairs daily functioning

90
Q

Depressive disorder

A

Feelings of worthlessness, negativistic outlook, lethargy, lack of appetite, sleep changes

91
Q

Androgyny

A

the presence of masculine and feminine characteristics in the same person

92
Q

Gender roles

A

Social expectations that prescribe how males and females should think, act, and feel.

93
Q

Gender

A

refers to the sociocultural dimensions of being female or male, not biological

94
Q

Childrenā€™s temperament

A

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

95
Q

Big 5 (OCEAN)

A

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)

96
Q

Gardeners 8

A

Verbal, Mathematical, Spatial, Bodily
Kinesthetic, Musical, Intrapersonal, Interpersonal, Naturalist

97
Q

Motivation

A

a result of the processes that energize, direct, and sustain behavior.

*Critical aspect of teaching and learning

98
Q

Achievement tests

A

A test that measures what the stu- dent has learned or what skills the student has mastered.

99
Q

Aptitude tests

A

A type of test that is used to predict a studentā€™s ability to learn a skill or accomplish something with further education and training.

100
Q

Validity

A

The extent to which a test measures what it is intended to measure and whether inferences about the
test scores are accurate and appropriate.

101
Q

Standardized tests

A

Tests that have uniform proce- dures for administration and scoring and often allow a studentā€™s performance to be compared with the perfor- mance of other students at the same age or grade level on a national basis.

102
Q

Resilient

A

able to withstand or recover quickly from difficult conditions.

Children should beā€¦

103
Q

Reflective

A

What effective teachers are

104
Q

ADHD

A

Attention Deficit Hyperactivity Disorder (ADHD)

Three different symptom profiles:
*ADHD Predominantly Inattentive Type
*ADHD Predominantly Hyperactive-Impulsive Type
*ADHD Combination Type

ļƒ  Difference between medical and educational ā€œdiagnosisā€

Final Exams (3 decks)

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