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Introduction to Educational Psychology

• Classical Conditioning involves the development of test anxiety and attitudes toward school.
• Reinforcement involves using positive and negative reinforcements.
• Operant/Instrumental Conditioning is using positive and negative reinforcements
• Punishment involves using both positive and negative consequences.
• Behavior modification involves assessment, intervention, and evaluation phases.
• Modeling/Observational Learning involves description of phases.
• Self-regulation of behavior
• Information processing theory involves memory stores.
• Metacognition
• Learning styles includes the Kolb model.
• Self-regulated learning has a cycle with description of phases, such as forethought, performance, and self-reflection.
• Learning to read involves the description of phases.
• Reading comprehension includes strategies.
• Constructivism involves principles like accommodation, assimilation, and individualization.
• Misconceptions include what they are and how they change.
• Learning mathematics includes logical-mathematical principles.
• Creativity considers what it is and some techniques to foster it.
• Stages of the creative process
• Critical thinking includes what it is and some techniques to foster it.
• Transfer of learning encompasses different theories.

Classical Conditioning

• A procedure that can lead to test anxiety and influence attitudes toward school.
• Acquisition is developing a conditioned response.
• Extinction is when a conditioned response weakens.
• Generalization occurs when a learned response appears with similar stimuli.
• Emotional components are important for developing attitudes.
• Habits are often learned through it.
• Test anxiety development often occurs through stress, failure or pressure in test situations.
• Attitudes shaped by experiences can be positive or negative toward school.

Classical Conditioning Before Conditioning

• The unconditioned stimulus is meat, leading to salivation as an unconditioned response.
• The neutral stimulus is a tone, producing no salivation.

Classical Conditioning During Conditioning

• Pairing meat (unconditioned stimulus) with a tone (neutral stimulus) results in salivation (unconditioned response).

Classical Conditioning After Conditioning

• The conditioned stimulus of a tone results in the conditioned response of salivation.

Classical Conditioning Acquisition and Extinction

• Acquisition involves establishing a conditioned response.
• Extinction happens as the conditioned response weakens, when the conditioned stimulus (tone) is repeatedly presented without the unconditioned stimulus, causing the conditioned response to fade.

Classical Conditioning Generalization

• This occurs when a learned response appears in situations where the original conditioned stimulus isn't present, but a similar one is.

Classical Conditioning Basics of Emotional Reactions

• Classical conditioning is fundamental to emotional reactions.
• Emotional components are important for attitude development.
• Test anxiety (school phobia) can develop in the classroom and is connected to emotion.
• The unconditioned stimulus is failing which creates anxiety (unconditioned response)
• The conditioned stimulus becomes the examination, leading to anxiety.
• Over time examinations begin to be associated with fear.
• Shame can arise from failure situations, leading to a conditioned response to school.
• Classical conditioning can shape positive or negative attitudes toward school, particularly based on early experiences.
• Positive attitudes can develop from pleasant experiences, connecting teachers with positive feelings.

Learning Associations and Reinforcement

• Learning associations causes behavioral changes due to simultaneous stimuli.
• Learning relies on close stimuli in time and space.
• Law of Effect suggests a response followed by satisfaction is more likely to be repeated, reinforcing the connection between response and situation.
• Conditioning Components: situation, response, and reinforcement.
• Skinner's Operant conditioning uses reinforcement through conditioning to strengthen a desired behavior.

Types and Schedules of Reinforcers

• Primary reinforcers satisfy basic needs.
• Secondary (conditional) reinforce increase effectiveness by pairing with primary ones.
• Continuous Reinforcement: every response is reinforced.
• Two types Partial Reinforcement: ratio schedules based on responses and interval schedules based on time.

Application and Possible Difficulties of Reinforcement

• When teaching tasks, immediate reinforcement is necessary.
• In the early stages reinforce the correct response, then use variable reinforcement
• Avoid reinforcing bad behavior
• A potential issue is that the student is seeking attention from the teacher or peers
• Another difficulties is breaking the monotony and difficult tasks.

Extinction and Differential Reinforcement

• To eliminate responses, use extinction by avoiding unintentional reinforcement, the behavior will initially increase in frequency, then taper off.
• Use differential reinforcement and reinforce all except the one to be eliminated or reduce unwanted ones.

Punishment vs. Reinforcement

• Usually reinforcement (builds motivation and confidence) is better than punishment.

Positive and Negative Reinforcement

• Positive reinforcement adds something to increase likelihood of behavioral patterns.
• Positive Reinforcement Examples are giving stickers or more freetime.
• A pleasant stimulus can increase the behavior.
• Negative reinforcement removes something to increase likelihood of behavior.
• It isn't punishment.
• Negative Reinforcement Examples include students that activity participate can skip the quiz or students that behave get no homework.
• Negative reinforcement removes an unpleasant stimulus to increase behavior.

Positive and Negative Punishment

• Punishment is used for a behavior that threatens others.
• Clarity and immideacy is a necessity.
• Defining bad behavior and focusing on the behavior not the student.
• Warning before the punishment is a must.
• Negative effects can be caused by the punishment and can be associated with negative emotions.
• This can cause avoidance and aggressive behavior which can lead to anxiety and withdrawal.
• Punishment must be specific and fair.
• Positive adds something to decrease occurrence.
• Negative punishment removes a pleasant stimulus.

Behavior Modification Phases

• Both good and bad behaviors are earned and can be unlearned.
• These tasks use behavior procedures and consist assessment intervention and evaluation.

Assesment of Behavioral Changes

• Uses objective measurement
• Uses ABC analysis
• A = antecedents (what precedes the behavior)
• B = behavior
• C = consequences (why the behavior is being repeated)

Baseline and Functional Behavior Analysis

• Measures the current level of behavior with frequency, duration, and intensity.
• Functional behavior analysis identifies of the purpose of the behavior.
• These examples include avoidance or wanting attention or to seek control.
• Consider other elements with health, sensory or personal elements.
• You must set a measurable goal after the assessment.

Intervention: Application of Behavioral Techniques

• Includes techniques derived from both classical and operant conditioning.
• Systematic desensitization can be used to treat anxiety.
• Aversive control couples undesired behavior which has etichal issues.
• Flooding includes implosive therapy that can have ethical issues.
• Prevention can be implemented through positive participation.
• No singular reinforcement works for all children and all ages.
• Learn child's preferences by watching for stimuli.
• Can use a questionnaire to determine preferred reinforcements.

Managing Reinforcement

• Individual reinforcements are implemented by tailoring different methods to the child.
• A "Token Economy" can be implemented
• Shaping Reinforcement should be gradual
• Chaining Builds complex sequences of behavior, individual elements must be inforced
• Provide immediate reinforcement when learning
• Reinforce every response and use varibale scheduling.

Undesirable Behavior and Positive Reinforcement

• Avoid undesirable behavior and reinforce to increase/decrease.
• Try to manage contingency by use "Premack Principle"
• Contingency contracting focuses on manageable elements with rewards.
• Improve with specific terms and review while maintaining positive language
• It is important to celebrate goals.

Types of Procedures for Managing Behavior

• Removal from reinforcing situations: e.g., time-out.
• Exticntion involves gradually reducing behavior, and involves
• Aversive stimulation has etichal dilemmas.

Advantages and Problems with Managing Behavior

• Advantages: Understandable rationale, observable changes, cost effectiveness.
• Negatives: High control, requires special context, fails in tranfer of "real learning" lacks cognitive factors.

Evaluation

• Evaluation is assessment of behavior change

Modeling/Observational Learning

• Subprocesses of modeling include paying attention to observer and model attributes
• Retention process is the storing, keeping, and strengthening of the brain
• Production is translating brain processes into actions to simulate the behavior
• Motivation is influenced by self-efficacy and perceived performance
• Group Model: Collective actions
• Mentorship Model: Lead by example.
• Acquiring knowledge and skills.
• Self Regulation is various methods for either decreasing or increasing behaviors.

Self Regulation of Behavior

• Targetting skills in education
• Self monitoring using two phase process with obvservational and tracking
• Reactice change which involves awareness of our own choices.
• Affectors include motivation, specific targets and feedback. Self evaluation is used to asses how well behavior and compares self monitoring with a target.

Reinforcement and Altering Behavior

• Self reinforcement is rewarding self for behaviors.
• Must be based on feelings and satisfaction.
• Self instruction aids in managing tasks using guidleines.
• It is assumed that internal dialogue infulences behavior.
• Bandura studies self regulation

Regulatory Behavior and Training

• It is key to have self belief/tools and strategies to use regulatory behavior.
• Perform task with commentary.
• Can be teached in a model and helps develope guided practices during cycles of feedback.

Basic Assumptions of Information Processing

• Learning has two primary goals and components (prior knowledge & learning is an acitive goal)

The Information Processing Model

• Compare from function memory (reason) and Capacity.
• Memory stores information for different time.

Types of Memory: Sensory

• Captures senses for a short time.
• "Iconic/echoic memory".

Types of Memory: Short Term Memory

• Holds info that is available for immediate use.
• Limtied at 2/7 items.
• Only around 20-30 seconds.

Types of Memory: Long Term

• Store info forever for future recollection
• Infinite room

How Can I Retian Knowledge:

• Rehearsing/repeating
• Elaborate on it (make connections)
• Organized into categories.
• Visulize
• Encode it

More Details on Long Term Memory:

• Somethings fade but strong ones stick around.
• Better to have reinforced ones
• Memory can be declarative (explicit) or skills & habits (implicit)

Retrieving Information for Better Long Term Success:

• Need info to pull it from long term to short.
• Need to be encoded to find easy.
• If it is poorly coded it will be forgotten.

Understanding

• Depends on how many ideas connected well.
• Can be changed.

Importance

• Is essential
• More extensive is better.

Metacognition

• Used to control and track
• People need to recognize cognition and processes

Object Level Model of Metalcognition:

• Consists of cognition.
• Cognitive regulartion needs both thinking and feeling automatically.
• Has many elements that are social in nature

The constant Cycle:

• Helps regulate cognition
• Monitor through 2 levels

Metacognitive Processes:

• Planning, strategy selection and goals.
• Monitors knowledge
• Assessments

Metacognitive Monitoring

• Are you understanding?
• Is it relevent?
• Is it making you achieve goal?

Menta Cogntion

• What must I change how do I better do it?
• In-correct due to flawed feedback of confident

Control Process of Metacogntion

• Deciding when to evaluate with a learning stragity

Strategic Skills

• What are the best methods of time, goals that I may better retain.

Dilemmas in Metacogntion

• Can operater one way or autorun

Automaticity

• When doing stuff that you know in your hearth

Awareness:

• What is the goal.
• Does I do the thing correctly.

Growth from Understanding:

• Must reflect what is there!

Development of Metacogntion

• The growth and how people learn

Acquiring The Skills to Remember:

• Need integration to work and have it woven to be better

Need the Knowledge of:

How to improve and repeat.

Internalize:

• Help to read effectively.

Steps to Better Remember:

• Is how well you remember.
• This makes it easier.

What are Good Test Taking Steps?:

• Understand the questions

Remember better after studying by

1. Better methods

Hypothetical Learning Cycle

• Concrete knowledge to understand

Refelctive Observation

• How does my expereicne change the other views

Active Testing

• Does this lead to real new conclusions

Remember to be Reflexive:

• To feel and learn how to do it is best

Theory: Assimulator

• Need to learn more, is knowledge driven

Remember to Be a Pracamtist!:

• Think and do.
• You need a method and to act it out well!

Activist:

• Doing is caring
• Thrives on experiences

Self Regulatory Learning Cycles

• 3 Phases

The 3 Important Steps:

• Performance
• Self Refence

Impiracl Facts:

• Show most skill do well More skill = good result

Schmitz

• Self montitering

Self Regulation

• Feedback that you adjust at the end of a task
• Controlled through behavior

Social Aspects of Learning:

• Its regulated

Forethought Phase

• Key is to approach a take from learning and a base point

Remember

• You do it by analazing what you're going to be doing

Self-motivational beliefs influence motivation to perform a task, and the higher the self-efficacy, the higher the outcome expectations tend to be.

• Interest and Task Value

There is interation, and this happens in the forethrougt phase

• If it happens to fast you have to remember

If you see an issue

• Its cognitive

The Performance Phase is when performance takes place, and the students must keep their concentration and use strategic methods

• Important to montier while doing it
• It is important to not be side tracked

The phase has too be well defined

• The emotions come in

The self relfection phase involves emotions

• It matters as they try and learn the lesson

Student's self assessment must meet a great level

• Look for a great understanding after the phase is completed

To improve memory

• Involves many process, from reading, to encoding to understating sentences

If things aren't working in the way you think there is an explanation of why for you

• But are you using and evaluating the proper way
• Do tests actually matter and help

Reading must include three stages:

• The knowledge, the how to and meaning
• You must also try to understand what the intent is

Comprehension occurs

• At all moments
• Good process aid
• Must understand what the heck it means !

Factors of Understanding and The Model

• Has many parts such as all factors, memory and the model.

Important to

• Learn how to properly teach
• Be in a better state and use the tools better

Understand:

• A range of languages and why

Always have a goal

• The main concepts to get things done

Constructivism:

• Has lots of theorys

Construction and Cognitive Schema

• These are the right ways to look
• Models and theory's must follow the same rule

Assimilation

• Models follow into the right thinking
• Can lead to issues cause hard changes

Accomidation

• Need good theory to implement

Individualalizatopn

• These can be done across multiple students and structures

• New generations of students can benefit from cognitive development tools.

• Understand all aspects and models

Understand Misconceptions

• Naive models you can put into place. They are the wrong ways though!

Characteristics and Theory

• Intuitive thoughts that are wrong
• Stem from experience

To fix this need:

To fix: Know what your saying and to work on your explanation.

Goal: Learn more about

• Learning math!
• To fix all steps of your theorys

Math

• You must know math!
• It doesn't consider good theorys
• Use 3-5 year knowledge of students to help!
• You have to know to do a lot in math but understand theory more.

Cognitive aspects of Addition and Subtraction

• Children need to do learn counting.
• As they get older better to apply.

To test what we will we will have

To learn what do we do.

Understand and work on different

• Types of problems.

We can all think:

• To better do and what the type of problems.

More on Creativity:

• Can better the work or how well we do.

Know to what you want

• It starts easy or will be better then others

To Change the goal must change this well:

• Use a technique to help

If you can get the theory you know what you want

• These change the way you see the theory
• Synectic is the way we can see theory

Be a Great Speaker!

• Visual is always best
• With 6 Steps!

Great Stages To Success

• Has for good to test it.

Important!

• Need 1 key thing or 4 steps

Great Mind To The Answer

• Need to help with understanding

How to help and make sure people understand

• Need a base point of what to say from the comment

Learning to See Better:

• What to change and do

Can you reason well?

• Involves high knowledge
• 5 steps