Educational Psychology_ Exam -1 _ (100- SURE ANSWERS) Semester 1 2024.pdf

8/1/24, 10:24 AM 1/8 Educational Psychology: Exam #1 Jeremiah Terms in this set (97) Educational Psychology a branch of psychology that specializes in understanding teaching and learning in educational settings. William James Emphasized the importance of: -Observing teaching and learning in the classroom for improving education -Start lessons just beyond child's level of knowledge and understanding to stretch child's mind John Dewey • Viewed the child as an active learner • Emphasized the child's adaptation to the environment • Pushed for competent education for all children • Established 1st major U.S. educational psychology lab E. L. Thorndike • Initiated an emphasis on assessment and measurement of learning • Promoted the idea that educational psychology must have a scientific base and that measurement should be a central focus Leta Hollingworth First to use the term gifted to describe students who scored exceptionally high on IQ tests George Sanchez Researcher who demonstrated that intelligence tests were culturally biased against minority children. Developed focusing mainly on white male children. Mamie and Kenneth Clark *Conducted research on African -American children's self-conceptions and identity (1939) *Kenneth Clark (1971) first African -American president of APA Multicultural psychology; experiment with doll that closed brown vs. board of education Behavioral Approach -An approach to psychology emphasizing the scientific study of observable behavioral responses and their environmental determinants. -B. F. Skinner (1938) - built on Thorndike's ideas and attempted to determine the best conditions for learning. -1950s programmed learning: reinforcement after a series of steps until the student reaches a learning goal 8/1/24, 10:24 AM 2/8 21 · desire for independence and identity · development of abstract reasoning skills The Cognitive Revolution A shift in psychology, beginning in the 1950s, from the behaviorist approach to an approach in which the main thrust was to explain behavior in terms of the mind. One of the outcomes of the cognitive revolution was the introduction of the information - processing approach to studying the mind. • 1950s Bloom's Taxonomy of Cognitive Skills - Includes: remembering, comprehending, synthesizing, and evaluating • 1980s Cognitive Psychology - Includes: memory, thinking, reasoning -to help student learn Teaching as Art & Science • Both science and the art of experienced practice play an important role in a teacher's success - Educational psychology draws its knowledge from • broader theory and research in psychology • Theories created and research conducted by educational psychologists and teacher's experiences - Teaching remains an art • teachers make important classroom judgments based on personal skills, experiences, and accumulated wisdom Effective Teachers have: - Subject Matter Knowledge - Exhibit subject matter competence (a teacher's comprehension of a subject compared to a specialist) - Teaching Subject Matter Knowledge - Implement appropriate instructional strategies; The most appealing manner in which you organize and present the content - Teaching Knowledge - How the basic principles and strategies of a subject are best acquired and retained Biological processes and genetic inheritance -Development of the brain -Gains in height and weight -Changes in motor skills -Puberty's hormonal changes Cognitive processes changes in an individual's thought, intelligence, and language Socioemotional processes changes in an individual's relationships with other people, emotions, and personality Biological, Cognitive, and Socioemotional Processes Processes are intertwined • Child's smile response to parent's touch depends on.... • Biological processes (physical nature of touch and response) • Cognitive processes (ability to understand intention) • Socioemotional processes (smile reflects positive feeling; connects us with others) Developmental Cognitive Neuroscience explores links between development, cognitive processes, and the brain Developmental Social Neuroscience examines connections between socioemotional processes, development, and the brain Periods of Development Infancy - birth to 18-24 months Early Childhood - 2 to 5 years (preschool) Middle and Late Childhood - 6 to 11 years (elementary school) Adolescence - begins age 11; ends age 18 to 21 Infancy - birth to 18-24 months · Time of extreme dependence on adults · Activities include: language development, symbolic thought, sensorimotor coordination, and social learning Early Childhood - 2 to 5 years (preschool) Children become more self-sufficient, develop school readiness skills, and spend time with peers Middle and Late Childhood - 6 to 11 years (elementary school) · Children master fundamental skills (reading, writing, and mathematics) · Self-control increases as children interact with wider social world Adolescence - begins age 11; ends age 18 to · Rapid physical changes (height, weight, sexual functions)