Educational Psychology Study Notes PDF

EDUCATIONAL PSYCHOLOGY STUDY NOTES Self-esteem Is an overall judgement of self worth that includes feeling proud or ashamed of yourself as a person. Self-concept This generally refers to our perceptions of ourselves how we see our abilities, attitudes, attributes, beliefs and expectations. Qual...

EDUCATIONAL PSYCHOLOGY STUDY NOTES Self-esteem Is an overall judgement of self worth that includes feeling proud or ashamed of yourself as a person. Self-concept This generally refers to our perceptions of ourselves how we see our abilities, attitudes, attributes, beliefs and expectations. Qualitative Research Case studies and ethnographies are examples of qualitative research. This type of research uses words, dialogue, events, themes, and images as data. They are more interested in interpreting subjective, personal, or socially constructed meanings. Examples- Ethnography, case studies, phenomenology. Quantitative Research Both correlational and experimental types of research generally are quantitative because measurements are taken, and computations are made. Quantitative research uses numbers, measurement, and statistics to assess levels or sizes of relationships among variables or differences between groups. Examples-descriptive, collaboration, experimental. What does an 1Q score Mean? The average score is 100. Development Development refers to certain changes that occurs in human beings (0r animals) between conception and death. The term is not applied to all changes but rather to those that appears: - Orderly - At different rates - Gradually BLOOM'S TAXONOMY - **Knowledge**: Remembering information  - **Comprehension**: Explaining the meaning of information  - **Application**: Using abstractions in concrete situations  - **Analysis**: Breaking down a whole into component parts  - **Synthesis**: Putting parts together to form a new and integrated whole  - **Evaluation**: The highest level ABRAHAM MASLOW  NATURE VS NURTURE Nature of an individual: - Heredity genes - Biological processes - Maturation Nurture of environmental contexts: - Education - Parenting - Culture - Social policies JEAN PIAGET Cognitive development refers to change in thinking, reasoning and decision-making. [Stage 1 Sensorimotor 0--2 years ] Learns through reflexes, senses, and movement---actions on the environment. Begins to imitate others and remember events; shifts to symbolic thinking. Comes to understand that objects do not cease to exist when they are out of sight---object permanence. Moves from reflexive actions to intentional activity. [Stage 2 Preoperational Begins about the time the child starts talking, to about 7 years old] Develops language and begins to use symbols to represent objects. Has difficulty with past and future---thinks in the present. Can think through operations logically in one direction. Has difficulties understanding the point of view of another person. [Stage 3 Concrete Operational Begins about first grade, to early adolescence, around 11 years old] Can think logically about concrete (hands-on) problems. Understands conservation and organizes things into categories and in series. Can reverse thinking to mentally "undo" actions. Understands past, present, and future. [Formal Operational Adolescence to adulthood] Can think hypothetically and deductively. Thinking becomes more scientific. Solves abstract problems in logical fashion. Can consider multiple perspectives and develops concerns about social issues, personal identity, and justice. ERIK ERIKSON EIGHT STAGES OF MAN [Stage 1-Infancy (1-2 years)] - Basic trust vs Mistrust - Important persons-MOTHER [Stage 2-Early childhood (2-4)] - Autonomy vs Shame & Guilt - Important persons-BOTH PARENTS [Stage 3-Preschool Age (4-5 years)] - Initiative vs Guilt - Important Persons-ENTIRE FAMILY [Stage 4- (5-12 years)] - Industry vs Inferiority - Important Persons-NEIGHBOURS & SCHOOL [Stage 5 (13-19)] - Identity VS Role Confusion - Important Persons-PEERS & ROLE MODELS [Stage 6 (20-40)] - Intimacy VS Isolation - Important Persons-FRIENDS & PARTNERS [Stage 7 (40-65)] - Generativity vs Stagnation - Important Persons-HOME & WORK [Stage 8 (65-death)] - Ego Integrity VS despair LAWRENCE KOHLBERG LAWRENCE KOHLBERG MORAL DEVELOPMENT By the time they are 2 or 3 years old, children are beginning to develop a theory of mind, an understanding that other people are people too, with their own minds, thoughts, feelings, beliefs, desires, and perceptions [Preconventional Level: Judgment Is Based Solely on a Person's Own Needs and Perceptions ] Stage 1: Obedience Orientation---Obey rules to avoid punishments and bad consequences. Stage 2: Rewards/Exchange Orientation---Right and wrong is determined by personal needs and wants---"If I want it, it is right." [Conventional Level: The Expectations of Society and Laws Are Taken into Account ] Stage 3: Being Nice/Relationships Orientation---Being good means being nice and pleasing others. Stage 4: Law and Order Orientation---Laws and authorities must be obeyed; the social system must be maintained. [Postconventional (Principled) Level: Judgments Are Based on Abstract, More Personal Principles of Justice that Are Not Necessarily Defined by Society's Laws ] Stage 5: Social Contract Orientation---The moral choice is determined by socially agreed upon standards---"the greatest good for the greatest number." Stage 6: Universal Ethical Principles Orientation---There are universal principles of human dignity and social justice that individuals should uphold, regardless of the law and no matter what other people say. Moral reasoning is related LEV VYGOTSKY THE ZONE OF PROXIMAL DEVELOPMENT - This is the area between the child's current performance (the problems the child can solve independently without any support) and the level of performance that the child could achieve with adult guidance or by working with " a more fully developed child". - It is a dynamic and changing spaces as students and teacher interact and understandings are exchanged. - This are where instruction can succeed. Kathleen Beger called this area the "magic middle" DISABILITIES - Handicap- a disadvantage placed on a person with a disability in some situations. - Disability- an inability to perform certain tasks. - Dyslexia-difficulty reading - Dyscalculia-difficulty with mathematics - Dysgraphia- difficulty writing - ATTENTION DEFICIT HYPERARACTIVITY DISORDER (ADHD) - Speech disorders- a student with a speech disorder is one having difficulty producing sounds accurately. (most common problem is fluency and articulation) - Language Disorders- students with language disorders have difficulty understanding what they hear and difficulty articulating. Seriation This is a skill young children develop according to Piaget's theory. BF SKINNER Skinner was born 1904 and was a professor to behaviourism. His work became the foundation of behavioural therapy, military drills and animal training. Skinner believed that organism are doing what they do naturally until they accidentally encounter a stimulus that creates conditioning which results in a change in behavior. To test this he placed a rat inside an operant conditioning chamber which later became known as the SKINNER BOX. Among other things inside the box was a level hat would release food when pressed. Conditioning happens in a three-term contingency today known as the ABCs of Behaviour: A-Antecedent-the rat accidentally hits the lever that triggers the release of food. B-Behaviour- this refers to the response the rat keeps pressing the lever. C-Consequence- food keeps coming out. If there is always food after pressing the rat behaves predictably. If the food is released randomly the rat behaves erratically like an addict. - Operant conditioning based on the idea that we can increase or decrease a certain behaviour by adding a consequence. - Reinforcement-if it is positive add something pleasant to increase the likelihood of the behaviour. If the reinforcement is negative, we still want to produce the desired behaviour but this time by removing something unpleasant. - Punishment if it is positive we add an unpleasant response to decrease behaviour. When punishment is negative we want to decrease the behaviour by removing something pleasant. ALBERT BANDURA Bandura came up with a social learning theory in the 1960's a time dominated by scholars who didn't believe Bandura's idea and argued learning was always the result of classical and operational conditioning. To prove children can learn by mere observation bandura came up with the BOBO DOLL EXPERIMENT- a set of controversial studies which involve preschool children's adult models and stand up punch doll. First experiment The children were seated alone in the corner of the room. from there they observed an adult actor aggressively kicking and scolding the bobo doll for about 10 minutes. Afterwards the same child was put into another playroom where another adult deliberately frustrated the child by taking away the toys the child played with. The frustrated child was then put back into the room with the bobo doll where Bandura and his team made the following observation. Observations: 1. Children who initially saw the adult punching the doll often copied the behaviour. 2. Boys were three times more likely to do so. 3. Boys reproduced the behaviour twice as often a=often if they noticed a man to do it compared to boys who observed a female actor. Girl were also influenced by same sex models Second experiment The children saw an adult hit the doll and then observed another adult enter the room. The second adult would then react to the actor. The last results showed it did not make a difference to the children whether the aggressor was praised or not. However, the kids who saw that model was punished, displayed much less aggression later an affect which especially true for girls. In other words seeing others being rewarded does not necessarily motivates us to copy their behaviour. Seeing others being punished on the other hand can significantly diminish our will to copy it. SOCIAL LEARNING THEORY 1. Learning is a cognitive process that take place in social setting. 2. Learning can occur by observing a behaviour and consequences of such. 3. Learning can happen without an observable change in behaviour, because we may learn without displaying what we have learned. 4. Reinforcements play a role are not entirely responsible for learning. 5. Cognition, behaviour and environment all mutually influence each other a process called reciprocal determinisms.