Educational Psychology

Question 1

What is educational Psychology?

Answer 1

An area of applied psychology that uses psychological theories and techniques to consider how we think and learn, and how we can address the learning needs of students

Question 2

Behavioural Perspective: Key Concepts

Answer 2

• Conditioning (operant and classical)
• Observable
• One trial learning
• Associative learning

Question 3

Cognitive Perspective: Key Concepts

Answer 3

• Internal
• Metacognition
• Active role

Question 4

What is metacognition?

Answer 4

Monitoring the effectiveness of strategies and self-regulation

Question 5

Constructionist Perspective: Key Concepts

Answer 5

• Accounts for cultural and social factors involved in learning

Question 6

Biological Perspective: Key Concepts

Answer 6

• Physiology
• Genetics
• Comparative

Question 7

Cyril Burt

Answer 7

• 11+

- Fake research?

Question 8

Core Activities of Educational Psychologists

Answer 8

• Assessment
• Collaborative work
• Problem Solving
• Research
• Training

Question 9

Graham and Weiner (1996)

- Teacher’s providing help

Answer 9

When teachers provide help before learners ask, the learners and others watching are more likley to conclude that learner does not have the ability to suceed

Question 10

Value of educational psychology research to the teacher

Answer 10

• Aids decision making
• Provides evidence for effectiveness of particular programs of interventions
• Not necessarily same impact as research on medicine (Kennedy, 1997)
• Hattie and March (1996): affects teachers indirectly through education polices, teaching materials etc.

Question 11

Allport (1947)

Answer 11

The aims of science are ‘understanding, prediction and control, above the levels achieved by unaided common sense’

Question 12

POMO

Answer 12

The classical scientific approach of logical investigation using evidence, often referred to as positivism, is deeply flawed and outdated

Question 13

Foucault (1978)

Answer 13

Knowledge and understanding are essentially arbitrary and socially constructed

Question 14

Contextual systems model

Answer 14

• Pianta and Walsh, 1996
• We have to understand child development in the context of four systems: the individual child, the family, and the wider culture

Question 15

Quality of teacher-child relationships

Answer 15

• O’Conner and McCarthy (2007)
• Studied that quality of teacher-child relationships in the US from preschool to third grade and considered how this impacted on the children’s achievement
• They found that good-quality relationships were associated with good achievement
• They were mediated by the behaviour of both child and teacher, and that they could protect children from the effects of problematic maternal relationships