EDU PSY 310

Psychology 310 with Zhao at Western Kentucky University

About this deck

By: Ashley Hicks
Created: 2011-05-09
Size: 83 flashcards
Views: 39

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Experimental Group

group that receives treatment during an experiment

Control Group

group that receives no special treatment during an experiment

Random Assignment

individuals are assigned by chance to receive different practical treatments or programs

Correlation Research

research into the relationships between variables as they naturally occur

Positive Correlation

High levels of one variable correspond to high levels of another

Negative Correlation

High levels of one variable correspond to low levels of another

Descriptive Research Method

aimed at identifying and gathering detailed information about something of interest.

Scheme

Mental patterns that guide behavior

Assimilation

understanding new experiences in terms of existing schemes.

[picks up small ball with one hand, then a large ball with two hands].

Accommodation

Modifying existing schemes to fit new situations.

Sensorimotor Stage

Begins to interact with the environment; to make use of imitation, memory, and thought.

Object Permanence

the fact that an object exists even if it is out of sight.

Preoperational Stage

begins to represent the world, a gradual increase in language development

Irreversibility

the ability to perform a mental operation and then reverse one's thinking to return to the starting point.

[does your brother have a brother?]

Egocentric

believing that everyone views the world as you do.

[child believes sun comes up when they open their eyes].

Concrete Operational Stage

able to master conservation problems, classify and seriate, understands reversibility

[does this glass of water have the same in this glass?]

Conservation

the concept that certain properties of an object (such as weight) remain the same regardless of changes in other properties (such as height).

Formal Operational Stage

thinks abstractly, tests hypothesis', develops concerns about social issues and identity.

Private Speech

childrens self-talk, which guides their thinking and action; eventually internalized as silent inner speech

Zone of Proximal Development

level of development immediately above a person's present level: tasks are sometimes too difficult to be done alone, but can be done through cooperative dialogue with adults or skilled peers.

Scaffolding

support for learning and problem solving.

Values & Expectations, Summer Learning, Parents, Community, Quality of Schools, Child-Rearing, Beliefs of Schools, Socio-Economic Status

Very Excited Squirrels Pretend Cowboys Quack Continuously; rambunctious baboons swim slowly.

Sternberg: Analytical, Creative, Practical

Ashley Peels Coconuts

Analytical

ability to acquire knowledge, to compare and contrast, to evaluate, to engage in higher-order mental processes such as critical thinking.

Practical

ability to adapt to our environment, to modify/shape our environment, or to select the environment we want to live in.

Creative

the ability to deal with new tasks, to solve novel problems, to come up with new ideas, etc.

Gardner

Logical Mathematical, Linguistic, Musical, Spatial, Bodily/Kinesthetic, Interpersonal, Intrapersonal, Naturalistic, Existential

Incremental

more motivated to learn and improve their abilities, more open to challenging tasks, interested in accurate feedback regardless of task experience

Entity

more motivated to maintain a positive self-view of intelligence, prefer easy tasks, more interested in feedback after experienced success than after experienced failure.

Unconditioned Stimulus

A stimulus that naturally evokes a particular response

ex: meat

Unconditioned Response

A behavior that is prompted automatically by a stimulus

ex: Salivation

Conditioned Stimulus

a previously neutral stimulus that evokes a particular response after having been paired with an unconditioned stimulus

ex: Bell

Classical Conditioning

the process of repeatedly associating a previously neutral stimulus with an unconditioned stimulus in order to evoke a conditioned response.

Skinner's Operant Conditioning

the use of pleasant or unpleasant consequences to control the occurrence of behavior.

Short-Term/Working

the component of memory in which limited amounts of information can be stored for a few seconds.

5 to 9

Rehearsal

mental repetition of information, which can improve its retention

Episodic Memory

stores images of our personal experience

Semantic Memory

stores facts and general knowledge

Procedural Memory

stores information about how to do things

Retroactive Inhibition

Decreased ability to recall previously learned information, caused by learning of new information

ex: learning the letter b then the letter d

Proactive Inhibition

Interference from existing knowledge

ex: learning to drive in England

Retroactive Facilitation

Increased comprehension of previously learned information because of the acquisition of new information

ex. Latin helps students understand English better.

Proactive Facilitation

Increased ability to learn new information based on the presence of previously acquired information

ex. learning Spanish may help students learn Italian

Direct Instruction

Teacher Transmits Information
Structured
Goal-Oriented

Research on Effectiveness of Direct Instruction

-Correlation between student achievement and strategies associated with direct instruction
-Experimental studies show mixed results for the effectiveness of direct instruction-can improve basic skills

Constructivist View of Learning

Learners must individually discover and transform complex information

Top-Down Processing

Discovery of Basic Skills

Discovery Learning

students are encouraged to discover principles for themselves

STAD

for mixed-ability groupings involving teams recognition and group responsibility for individual learning.

CIRC

program for teaching reading and writing in upper elementary grades; students work in four member learning teams.

JigSaw

broken down into sections

Learning Together

heterogeneous people work together on assignments

Group Investigation

Cooperative inquiry, group discussion and planning, then make presentations to the whole class on their findings

Cooperative Scripting

work in pairs and take turns orally summarizing sections of material to be learned.

Maslow's Hierarchy of Needs

Motivation as a drive to satisfy needs

Deficiency Needs

basic requirements for physical and psychological well-being as identified by Maslow

ex: physiological, Safety, Belongingness & Love, Esteem Needs

Growth Needs

needs for knowing ,appreciating, and understanding, which people try to satisfy after their basic needs are met.

ex: need to know and understand, aesthetic needs, self-actualization

Attribution Theory

a theory of motivation that focuses on how people explain the causes of their own success and failures

Internal

Individual's own abilities or efforts are responsible for success/failure

internal stable: A+ because I'm good at it
internal unstable: A+ because I worked hard

External

Luck, Task difficulty, other peoples actions are responsible for success/failure

external stable: A+ because it was easy.
external unstable: A+ because I was lucky

Expectancy Valence Model of Motivation

theory that relates the probability and the incentive value of success to motivation.

Learning Goal Orientation

goals of students who are motivated by desire of knowledge

Performance Orientation

goals of students who are motivated by desire to gain recognition from others and to earn good grades

Success Seekers

intermediate difficulty, motivation increase after a failure

failure avoidance

very difficult or very easy, maintain self-image, decrease efforts after a fail.

Opportunities, Feedback, Set Goals, Provide Expectations

Popcorn only pops for some guppies per evaluation

Intrinsic Motivation

activity people enjoy and therefore find motivating

long term benefit

Extrinsic Motivation

Reward is external to the activity

grades, praise, etc.

Competitive Goal Structure

Any student's success means anothers failure

Inflexible grading causes competition

Cooperative Goal Structure

Students will either succeed or fail together

Support for each other in learning

Allocated Time

time during which the entire class has an opportunity to learn

-preventing lost time
-minimize time spent on class routine and discipline

Engaged Time

number of minutes actually spent learning

-maintain momentum and smoothness
-teach engaging lessons.

group alerting

questioning strategies that encourage all students to pay attention during lectures and discussions

with-it-ness

the degree to which the teacher is aware of and responsive to student behavior at all times

Overlapping

a teacher's ability to respond to behavior problems without interrupting a classroom lesson

Principle of Least Intervention

to deal with routine misbehavior with Disciplinary Actions that:

are effective
do not interrupt the flow of the lesson

Teacher Attention Solutions

1. Catch them being Good
2. Ignore Misbehavior when Possible

Peer Attention Solutions

1. Remove Offender from Class
2. Use group contingencies

Release from Unpleasant States of Activities Solutions

1. Engaging and Interesting Lessons
2. Involving Students in Lessons
3. Cooperative Learning
4. Materials that are challenging, but not overwhelming

Home-Based Reinforcement

parents give reward as needs

-gives more potent rewards
-strengthens relationship between parents and school
-easy to administer
-keeps parents informed

Group Contingency

rewards/punishments given to a class as a whole for adhering to/violating rules of conduct

About this deck

By: Ashley Hicks
Created: 2011-05-09
Size: 83 flashcards
Views: 39

About StudyBlue

“Simply amazing. The flash cards are smooth, there are many different types of studying tools, and there is a great search engine. I praise you on the awesomeness.”
Dennis