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2nd Educational psychology > Finals > Flashcards

Finals Flashcards

1
Q

● Focus of developmental understanding must be on systemic change.
● This focus is required because of the belief that the potential for change exists across the life span.
● Although it is also assumed that systemic change is not limitless.
● stress that relative plasticity exists across life although the magnitude of this plasticity may vary across ontogeny.
● There are important implications of relative plasticity for the application of developmental science.

A

Contemporary Theories

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2
Q

Three main influences, Social Contexts of Development Vygotsky’s Sociocultural Perspective. ____________ take place in cultural settings and cannot be understood apart from these settings.

A

Human activities

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3
Q

Vygotsky’s Sociocultural Theory of Cognitive Development:

A
  • I can’t do these, even with help
  • I can do these, with some help, (Zone of proximal development)
  • I can do these by myself
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4
Q

Represents an inability to take the perspective of another & engage in reciprocal communication.

A

Development Significance (Piaget)

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5
Q

Represents externalized thought; its function is to communicate with the self for the purpose of self- guidance & self-direction.

A

Development Significance (Vygotsky)

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6
Q

Declines with age.

A

Course of Development (Piaget)

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7
Q

Increases at younger ages & then gradually loses its audible quality to become internal verbal thought.

A

Course of Development (Vygotsky)

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8
Q

Negative; least socially & cognitively mature children use more egocentric speech.

A

Relationship to Social Speech (Piaget)

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9
Q

Positive; private speech develops out of social interaction with others.

A

Relationship to social speech (Vygotsky)

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10
Q

Increases with task difficulty. Private speech serves as a self- guiding function in situations.

A

Relationship to Environmental Contexts (Vygotsky)

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11
Q

Erik Erikson’s Theory on Development: 8 Stages of Development
● Each stage represents a developmental ________________ between a positive alternative and a potentially unhealthy alternative.
● Major decisions at the “_________” has a lasting effect on self-image and view of society.

A

crisis or conflict

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12
Q

Infant must from trusting relationship or develop mistrust

A

Basic trust

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13
Q

. Assume responsibility for self-care; initiative

A

Autonomy vs shame or doubt

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14
Q

. Maintain zest for activity yet understand all impulses cannot be acted upon

A

Initiative vs Guilt

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15
Q

Eagerness to engage in productive work; child’s ability to move in-between worlds (e.g. academic, friends, etc;
leads to confidence and competence

A

Industry or inferiority

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16
Q

, Search for identity; may try different roles to see what they fit into

A

Identity vs role confusion

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17
Q

Young adulthood. Willingness to relate to another person on a deep level

A

Intimacy vs isolation

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18
Q

Middle adulthood. Extends ability to care to next generation; productivity and creativity are essential features

A

Generativity vs stagnation

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19
Q

. Consolidating one’s self and fully accepting its unique and unalterable history

A

Ego integrity vs despair

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20
Q
  • composite of ideas, feelings and attitudes people have about themselves
  • a belief about who you are
  • cognitive structure
A

Self-concept

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21
Q
  • the value each of us places on our own characteristics, abilities and behaviors
  • an evaluation of who you are
  • ## an effective reaction
A

Self-esteem

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22
Q

influenced by group memberships

A

Collective self-esteem

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23
Q

is just a fancy phrase that refers to how a person’s individual needs (psycho) mesh with the needs or demands of society (social).

A

Psychosocial development

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24
Q
  • gives us a way to view the development of a person through an entire lifespan.
  • But like all theories, it has its limitations: He doesn’t describe the exact way that conflicts are resolved.
  • Neither does he detail how you move from one stage to the next.
A

Erikson’s theory of psychosocial development

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25
Q

● Can be defined as the ability to solve complex problems or make decisions with outcomes benefiting the actor, and has evolved in lifeforms to adapt to diverse environments for their survival and reproduction.
● It is the capacity to understand the world, think rationally, and use resources effectively when faced with challenges.
● It represents a focal point for psychologists, they intend to understand how people are able to adopt their behaviour to the environment in which they live.

A

Intelligence

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26
Q

He is a Harvard University psychologist,
defines intelligence as “the ability to solve problems or to create products that are valued within one or more cultural settings”.

A

Howard Gardner

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27
Q

What are the types of intelligence?

A
  1. Verbal–linguistic intelligence
  2. Logical-mathematical intelligence
  3. Spatial intelligence
  4. Musical intelligence
  5. Bodily–kinaesthetic intelligence
  6. Interpersonal intelligence
  7. Intrapersonal intelligence
  8. Naturalistic intelligence
  9. Creative intelligence
  10. Spiritual intelligence
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28
Q
  • It is the ability to express yourself effectively through language, both spoken and written.
  • It describes the sensitive ability in the written and spoken language, to learn languages, communicate ideas and achieve goals using linguistic skills.
A

Verbal–linguistic intelligence

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29
Q
  • It is the ability for logical reasoning and mathematical problems solving.
  • The speed to solve this kind of problems is the indicator that defines the level of intelligence a person has.
A

Logical-mathematical intelligence

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30
Q
  • It is the ability to make a mental 3d model, it allows observing the world and objects from different perspectives and graphically represent ideas.
A

Spatial intelligence

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31
Q
  • It is the ability to perceive, distinguish, transform and express musical sounds’ timbre and pitch.
  • It allows you to express yourself through musical forms, it includes abilities such as singing in any musical gender, playing an instrument with perfection, directing an orchestra, composing in any gender and musical appreciation.
  • Not only the ability to compose and play musical pieces with pitch, rhythm and timbre, but also the ability to listen and judge.
A

Musical intelligence

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32
Q
  • It is the ability to control and coordinate body moves and express feelings with it.
  • The main abilities related to this intelligence are body control over objects and effective dominion to mentally measure the physical space.
A

Bodily–kinaesthetic intelligence

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33
Q
  • or social intelligence is the ability to understand other people
    empathically.
  • It is very important in everyday life, it determines the choice of a partner, friends and, to a high extent, success at work or studies.
A

Interpersonal intelligence

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34
Q

or emotional intelligence is related to emotions and allows understanding oneself, the access to the own emotional life and the own feelings range.

  • It includes our thoughts and feelings; it refers to the self-reflection and self-perception that a persona has of himself.
  • It allows understanding and working better with oneself.
A

Intrapersonal intelligence

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35
Q
  • It is the ability to distinguish, classify and use environmental elements, objects, animals or plants, from the urban environment as well as the suburban or rural environment.
  • It includes the abilities of observation, experimentation, reflection and questioning of our surroundings.
A

Naturalistic intelligence

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36
Q
  • It is the ability to invent, to devise, to have original thoughts, constructive imagination, divergent
    thoughts or creative thinking.
  • It allows generating new ideas or concepts or new associations between known ideas and concepts, which usually leads to original solutions.
A

Creative intelligence

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37
Q
  • It connects energy and matter, it is dedicated to transcendence, to the sacred, to virtuous behaviours: forgiveness, gratitude, humility and compassion.
  • To understand that we are part of a whole with which we need to be in contact.
A

Spiritual intelligence

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38
Q

● There are 4 predominant learning styles:

A

Visual,
Auditory,
Read/Write,
Kinaesthetic.

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39
Q

are the various ways in which people learn and process information.
● They can impact how your learners understand, retain, and apply new knowledge.
● That’s why understanding their ___________ can help improve the learning process and ultimately lead to better performance.
● is the way that different students learn.

A

Learning styles

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40
Q

-learn through eyes and displays of information are especially useful
Tools to utilize: diagrams, charts, pictures,
• When taking notes, rewrite words with symbols or initials
• Try different spatial arrangements with your notes
- sUnderline and use different colours and highlighters

A

Visual learning

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41
Q

What tools to utilize visual learning:

A

diagrams
charts
pictures

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42
Q

learn through listening
• Lectures and discussion groups are important for this type of learner
• Tools to utilize: read text out loud, pay attention to tone of speaker, discuss concepts with others for increased understanding
• Record your summarized notes on tape and listen to them later
© Discuss the concepts being taught with another person
• Use these discussions to expand your lecture notes (Leave extra space so chis is possiDle)
• Attending lectures and tutorials is very important-you want to hear how the professor will explain a conceDt

A

AUDITORY LEARNING

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43
Q

What are the tools to utilize auditory learning?

A
  • read text out loud
  • pay attention to tone of speaker
  • discuss concepts with others for increased understanding
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44
Q

learn through just that-reading and writing.
© Tools to utilize: glossaries, re-reading notes and textbooks, re-writing your notes out into different words
© Use many lists, and rearrange these lists into multiple choice questions
© It is very important to understand the words used in your course: keep a running glossary of any new or unfamiliar terms for future reference © Re-read and Re-write textbook and lecture notes

A

Read/Write learning

45
Q

What are the tools to utilize read/write?

A
  • glossaries
  • re-reading notes
  • textbooks
    -re-writing your notes out into different words
46
Q
  • learn through doing and Use all of your senses-sight, touch, taste, smell, hearing
    © Tools to utilize: incorporate examples into notes, attend labs or tutorials
    © Include many examples in your notes
    • See if you can come up with your own real-life examples for your notes
    © Use of practise exams or questions will be especially helpful
A

KINAESTHETIC LEARNING

47
Q

Kinaesthetic learning Tools to utilize:

A
  • incorporate examples into notes
  • attend labs
  • tutorials
48
Q

● refers to behavioral style, the ‘how’ of behavior.
● is the way children respond to the world.
● Differences in this influence the way children handle emotions, regulate behaviour and feel around new people.
● You can nurture children’s development using parenting strategies that suit their what.

is defined as the components of our personalities, such as being outgoing or being shy, that we are born with.

A

Temperament

49
Q

describes ‘what’ a person does or ‘why’ they do things.

A

Personality

50
Q

are born with their own individual way of reacting to or handling the world around them that is innate, rather than learned or something that they choose.

A

Children

51
Q

➔ The five broad personality traits described by the theory are

A

extraversion
agreeableness
openness
conscientiousness
neuroticism

52
Q

is sociability

A

extraversion

53
Q

is kindness

A

agreeableness

54
Q

is creativity and intrigue

A

openness

55
Q

is thoughtfulness

A

conscientiousness

56
Q

often involves sadness or emotional instability.

A

neuroticism

57
Q

What are Mccrae and Costa’s Five Personality Factors

A

OPENNESS
CONSCIENTIOUSNESS
EXTROVERSION
AGREEABLENESS
NEUROTICISM

58
Q

Closed <——X ————————> open

A

Openess

59
Q

Spontaneous <——————-X—>conscientious

A

CONSCIENTIOUSNESS

60
Q

Introverted <———X———> Extroverted

A

EXTROVERSION

61
Q

Hostile <——————X——> agreeable

A

AGREEABLENESS

62
Q

Stable <——X—————> Neurotic

A

NEUROTICISM

63
Q

is a social phenomenon which
indicates the features of a particular society.
❏ comprises of fields such as habits, values, art, music, beliefs, knowledge and almost all the members of a specific society share these cultural traits.
❏ is not a biologically inherited
phenomenon; it is socially acquired.
❏ An infant acquires this traits by observing
the parents’ or other adults’ behavior.
❏ Moreover,is not static;itchangeswith
the passage of time.
❏ All the members of a particular society
contribute to change the _______ over the time.

A

Culture

64
Q

Culture comprises of fields such as them and almost all the members of a specific society
share these cultural traits.

A

habits
values
art
music
beliefs
knowledge

65
Q

is the identification of a person based on his/her common ancestry, social and cultural identity, race, language and motherland.

A

Ethnicity

66
Q

what are the factors that characterize one’s ethnicity.

A

religion
physical appearance
a way of dressing or food patterns

67
Q

can consist of thousands of members or just five or six people.

A

ethnic group

68
Q

is considered to be the largest ethnic group in the modern world.

A

Han Chinese

69
Q

These might later form their own ethnicities, or some different ethnic groups might merge together forming one ethnicity. This process is called,

A

ethnogenesis

70
Q

❏ values different student cultures and prepares students to thrive in a diverse world.
❏ It fosters equality, justice, and equity, and it establishes the reality of philosophical ideals in classroom environments.
❏ Is what schools implement to establish equitable educational opportunities for all their students.
❏ It is also an ongoing process of helping students succeed in their academic and personal lives.

A

Multicultural Education

71
Q

are the patterns of behaviors, attitudes, and expectations associated with a particular sex with being either male or female.

A

Gender roles

72
Q

They sometimes distinguish gender differences, which are related to social roles, sex differences, which are related only to physiology and anatomy.

A

Psychologists

73
Q

matters in teaching more than sex (in spite of any jokes told about the latter).

that parallel conventional _________ stereotypes and that affect how the sexes behave at school and in class.
❏ The differences have to do with physical behaviors, styles of social interaction, academic motivations, behaviors, and choices.
❏ They have a variety of sources primarily parents, peers, and the media.

A

Gender

74
Q

do differ on average in ways

A

Boys and girls

75
Q

are certainly not the primary cause of gender role differences, but sometimes they influence them by their responses to and choices made on behalf of students.

A

Teachers

76
Q

The Effect of Educational Psychology on Special Education, Children with Disabilities
❖ With the reauthorization of the Individuals With Disabilities Act (IDEA), all children with disabilities are guaranteed?

A

free, appropriate public education

77
Q

They reasserted the importance of this groundbreaking legislation in 2004, educators began shifting their focus to the individual rather than their impairments.
❖ With this dynamic shift, general education teachers are increasingly teaching a mix of disabled of nondisabled students, a task that comes with its own set of challenges.
❖ For assistance, GenEd often rely on SpEd, who can apply their knowledge of EdPsy to the classroom and help provide the ideal learning environment.

A

Congress

78
Q

5 Problems Faced by Disabled Students in the Classroom that we should have a solid understanding of what issues actually are in order to find or create the best solutions.

A

➢ Insufficient Funding
➢ Inaccessible Condition
➢ Lack of Individualization
➢ Troubled Communication with Peers
➢ Lack of Specialists.

79
Q

.
- The issues of schools not having
enough money is common for all students, simply worse for those with disabilities.

A

Insufficient Funding

80
Q

.
- Schools cannot provide students with
This to move and study in ways that are right for them.
- Ramps or elevators may be lacking, doors may be too heavy to open, inaccessible bathrooms or transportation.
- They may not have standing desks,
flashing light signals (- instead of bells), captioned equipment.

A

➢ Inaccessible Conditions

81
Q

. Another typical problem is an inadequate curriculum.
- Most schools create curriculums for typically- developing students.
- By law students with disabilities have access to Individual Education Plans.
- Many parents are not aware of these, nor school educations eager to teach parents about them.

A

Lack of Individualization

82
Q
  • Mainstream culture, discrimination and stereotypes have the potential to create huge barriers between those with physical and/or mental disabilities and typically
    developing students.
A

Troubled Communication with Peers.

83
Q

Children who are Gifted
Common Characteristics of Gifted Children:

A

● Ability to comprehend material several
grade levels above their age peers
● Surprising emotional depth and sensitivity at
a young age
● Strong sense of curiosity
● Enthusiastic about unique interests and
topics
● Quirky or mature sense of humor
● Creative problem solving and imaginative
expression
● Absorbs information quickly with few
repetitions needed
● Self-aware, socially aware, and aware of
global issues

84
Q

started as a reaction against introspective psychology in the 19th century, which relied heavily on first-person accounts. J.B. Watson and B.F. Skinner rejected introspective methods as being subjective and unquantifiable. They helped bring psychology into higher relevance by showing that it could be accurately measured and understood, and it wasn’t just based off opinions.

A

Behaviorism

85
Q

believed that if they were given a group of infants, the way they were raised and the environment they put them.

A

Watson and Skinner

86
Q

is a popular behaviorism experiment. A group of dogs would hear a bell ring and then they would be given food. After enough time, when the bell would ring the dogs would salivate. This is exactly what behaviorism argues that the things we experience and our environment are the drivers of how we act.

A

Pavlov’s Dogs

87
Q

is a therapeutic approach to dealing with behavioral disorders that is based on the science of learning and behavior.
❏ this typically includes a focus on developing minds and is most often used on children or young adults,
❏ helps us understand learning patterns, environmental effects on one’s development, and how to approach common learning disorders.
❏this therapy are to reduce unwanted behavior patterns and to teach new, productive skills to help drive meaningful change within an individual.

A

Applied Behavior Analysis (ABA)

88
Q

❏ Individuals primarily learn by observing
others.
❏ Especially when it comes to aggressive
behavior, social learning theory plays a big
role in the way people.

A

Social Cognitive Approaches to Learning

89
Q

There are four elements to social learning theory:

A

● Attention
● Retention
● Reproduction
● Motivation

90
Q

A child’s _________ must be captured for them to imitate a behavior.

A

Attention

91
Q

People learn by internalizing information.

A

Retention

92
Q

. We reproduce our previously learned behavior or knowledge when it’s required.

A

Reproduction

93
Q

❏ Is a cognitive theory that focuses on how information is encoded into our memory.

A

Nature of the Information-Processing Approach

94
Q

describes how our brains filter information, from what we’re paying attention to in the present moment, to what gets stored in our short-term or working memory and ultimately into our long-term memory.

A

theory

95
Q

Creating this is something that happens in stages at first we perceive something through our sensory memory, which is everything we can see, hear, feel or taste in a given moment.

is stored permanently in our brains.

Some information may be lost over time

A

long-term memory

96
Q

is what we use to remember things for very short periods, like a phone number;

Unrehearsed information is lost

A

short-term memory

97
Q

Unattended information is lost

A

Sensory memory

98
Q
  • During middle childhood, as children become more efficient at processing
    “inputs,” their ________ span lengthens in duration and their ability to focus and concentrate their _______ becomes more pronounced and reliable.
  • Children gain the ability to sustain their attention towards a topic (such as a teachers lesson plan for longer periods of time.
  • Further, their ability to ignore the automatic tendency of their attention to distractions such as birds twittering outside the window) also improves.
A

Attention

99
Q

is that children become more efficient learners and more able to tolerate and benefit from classroom instruction.

A

The net effect

100
Q

Children’s improved this, skills allow them to store increasing amounts of information and to reliably retrieve this information later on when they need it in order to complete homework, tests, and other academic activities.
- To increases in actual _______ capacity, children also become more sophisticated in the ways that they organize the information they remember.

For example, at this age children
become better able to use memorization
strategies heuristics or short cuts for remembering.
❖ The nonsense word “ROYGBIV” is an example of such a mnemonic strategy for remembering the colors in the rainbow.
❖ As children become more capable at storing and retrieving information, they also become more able to draw upon knowledge they’ve previously learned in order to draw conclusions and make educated guesses about how to solve new problems.

A

Memory

101
Q

❖ This term describes children’s growing ability to pay attention to their own mental state and to use this information to more efficiently solve problems.

A

metacognition

102
Q

❖ Middle childhood-aged children’s overall knowledge continues to grow and to become better organized as a byproduct of their everyday use of their expanding cognitive skills.

A

Expertise and Metacognition

103
Q

❖ A good example of children’s meta- cognitive abilities is their _____________, which describes their ability to recognize and determine whether they are progressing successfully toward a goal.

A

development of cognitive self-regulation

104
Q

Three main influences, Social Contexts of Development Vygotsky’s Sociocultural Perspective. This appears later on the individual level between people and then inside the child.

A

child’s cultural development

105
Q

Three main influences, Social Contexts of Development Vygotsky’s Sociocultural Perspective. The ______________ is the area where learning and development are possible

A

Zone of Proximal Development

106
Q

ehaviorism started as a reaction against introspective psychology in the 19th century, which relied heavily on first-person account.

A

J.B. Watson

107
Q

rejected introspective methods as being subjective and unquantifiable

A

B.F. Skinner

108
Q

play an important role in ensuring the incorporation of multicultural education by selecting and managing policies, curricula, and teaching styles.
❏ The practice relies on educators who value the histories and experiences of diverse groups of students.

A

Teachers, administrators, and school leaders

109
Q

❏ can approach _________ in a variety of ways, supporting students as they develop positive perspectives of their own cultures as well as the cultures of their peers.
❏ By incorporating culturally responsive pedagogy in curricula and teaching practices, teachers can create an inclusive classroom that values all _______.

A

Schools and teachers

2nd Educational psychology (4 decks)

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