WGU Educational Psychology & Development of Children and Adolescents latest

Piaget - Believed we learn from interaction with peers and environment Preconventional - All about me Conventional - All about rules or laws Postconventional - All about others Kohlberg - Stages of Moral Development- Preconventional, Conventional, Postconventional Chomsky - Theory of Universal Grammar- Innate/Biological Babbling- 6 to 8 months - Consonant-vowel combinations (ba-ba, ma-ma) Holophrastic- 9 to 18 months - Single words represent a sentence (up, juice, mine) Two-Word- 18 to 24 months - Mini sentences (doggy bark, me play) Telegraphic- 24 to 30 months - Vocabulary increases. Use mostly nouns and verbs, omits auxiliary words (Carrie want ball, I good boy today)- early multiword stage Later multiword stage- 30+ months - 5+ word sentences, fastest vocabulary increase. Sentences formed with improving grammar, structure Skinner - Operant conditioning and language development- children learn language based on reinforcement Operant Conditioning and Language Development - Children learn language based on reinforcement, learn language through imitating, prompting, shaping, they associate words with meanings, correct utterances are positively reinforced- Skinner Vygotsky - Social approach to language development Social Approach to Language Development - language develops through social interactions, children need interpersonal interactions, Zone of Proximal Development (ZPD), scaffolding (temp support), Private speech (talking to yourself) Spearman - General intelligence (g factor) Thurnstone - 7 factor intelligence Sternberg - successful intelligence Gardner - Multiple intelligences Behavioral theory - teacher directed, basic skills, direct instruction, immediate feedback & correction, reinforcement- positive/negative, punishment- time-out, shaping, token economy, computer-based tutorials Constructivist Theory - Student-centered, building knowledge, lego builders, build schema- student constructs own knowledge, real world, learn from others, scaffolding, ZPD, project based learning, virtual learning Cooperative Collaborative Theory - learning together, social butterflies, interacting, mixed groups, encourage each other, individual accountability, equal opportunity for success, model social behaviors Information-processing/Social Cognitive - Memory, metacognitive knowledge, sensory register, working memory, Self-regulation/control, modeling, attention getting devices, chunking, concept mapping Humanistic - Feelings, emotions, self-perception, motivation, safe-welcoming environment, growth needs, student choice, creative learning Formative Assessment - Check FOR learning- progress, occurs during instruction, provides feedback to determine student learning and inform instruction and reteaching Summative Assessment - Sum OF learning- focus is on outcome of learning or result, occurs after instruction, provides grades, measures overall student achievement Written Assessment - grading is objective (right/wrong, use answer key), measures degree of knowledge, lower level skills Performance Assessment - Grading is subjective (based on judgement, use rubric), measures ability to do something, portfolios, demonstrations Selected response - multiple choice, true/false, matching Constructed response - short answer, essay Norm-Referenced Grading - Based on a normed score, compares student's scores to each other, grading on a curve, bell curve, reports how you did compared to how you could have done