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Educational Psychology Concept Map
Transcript of Educational Psychology Concept Map
And For What Purpose ?
How Can We Know? Educational Psychology How does one learn? Why did you do that? Motivation What do you think? Achievement Assessment and Measurement Development Behaviorism Social-Cognitive Theory Information-Processing Theory Constructivism Statistical and Methodological Techniques Information Processing View Jean Piaget Memory Sensory Memory Working Memory Long-Term Memory Albert Bandura Social-Learning Theory B.F Skinner John B. Watson Self-efficacy Learning Value Engagement Significance
Woodcock-Johnson III (WJ-III)
Wechsler Intelligence Scale for Children (WISC-IV)
Stanford-Binet Fifth Edition (SB-V)
Kaufman Assessment Battery for Children-II (KABC-II) Lave and Wenger
Community of Practice Legitimate peripheral participation Lev Vygotsky Stimulus-Response
Operant Conditioning Ivan Pavlov Zone of proximal development Tools and Signs Jerome Bruner scaffolding
Problem-based learning Authentic Learning Tasks Psychology Education Research The Community is Important to an individual's construction of knowledge Exogenous constructivism
Dialectical constructivism Build from what the environment gives
Build from what is perceived
Build from how what the environment gives is perceived Intelligence Structural Theories of Intelligence
Theory of Psychometric g
Model of Mental Abilities
Hierarchical Theories of Intelligence
Theory of fluid and crystallized intelligence (Gf-Gc)
Systems Models of Intelligence
Theory of Multiple Intelligences
Triadic Theory of Intelligence
Contextual subtheory Social constructivism
Social participation Cognitive disequilibrium Symbolic processes
Cyclical model of self-regulation
Self-reflection phase Imitation
Inhibition and disinhibition
Production a relatively permanent
change due to experience
in thinking, acting, or meaning making William James John Dewey Edward L. Thorndike G. Stanley Hall John Pierce Information processing model
Integrating Visual/pictorial processing
Transfer tests Expert performance approach
Mental representations/Background knowledge
Transfer tests Philosophy Medicine Rene Descartes The body and soul are separate Soren Kierkegaard "Sickness Unto Death" Galen (Claudius Galenus) Theory of humors Melancholy, Phlegmatic,Choleric,Sanguine First attempt at a theory of temperment, or personalitly Charles Darwin "The Origin of the Species" all human characteristics are inherited through evolution Hypnotism Trance, Lucid Sleep Mesmer Faria Sigmund Freud Wilhelm Wundt 1879 First experimental psychology laboratory in Leipzig, Germany
"Consciousness is an inner experience" John Locke Immanuel Kant Consciousness (The Mind)
"the perception of what passes in a man's own mind William James "To be is to do" tabula rasa The Blank Slate senses > understanding > reason Physiology The Cognitive Revolution The Father of Psychology Philosopher material self - spiritual self - social self "Let everything you do be done as if it makes a difference." Studied learning processes of animals
Cats in "puzzle boxes"
theory of connectionism (functionalism + S>R)
Foundational work of Educational Psychology studied under James at Harvard, awarded first doctorate in Psychology in the US supported Applied Psychology especially in guiding the education of adolescents strongly objected to "classical" education Informal education was important, traditional ways of "school" were too restrictive
Students should come to school to learn, in context, skills that would enable them to contribute to society Life is learning "The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done." Knowledge is not a state but a process Equilibration Schema Accommodation Assimilation structured group of ideas (concepts) new information temporarily disrupts the existing schema new information is integrated into existing existing is adjusted to fit new The Cognitivists "I did not direct my life. I didn't design it. I never made decisions. Things always came up and made them for me. That's what life is." "Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select--doctor, lawyer, artist, merchant-chief, and, yes, even beggarman and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. I am going beyond my facts and I admit it, but so have the advocates of the contrary and they have been doing it for many thousands of years." –John B. Watson, Behaviorism, 1930 Founded American Psychological Association (APA) Alfred Binet E.L. Thorndike Operant Conditioning
Reward and punish Pavlov's Dogs Bell ringing elicit salivating
Theory of Association Robert Yerkes 1917 prior to US involvement in World War 1, developed Alpha and Beta tests for the Army to test soldiers intelligence Erik Erikson Kurt Lewin Carl Rogers Abraham Maslow Cognition Epistemology Concepts Beliefs Schunk and Zimmerman, 2001
Alexander et al.,2012
Calfee, 2006 Schunk, Vol.1 Ch.5 Mayer, Vol.1 Ch. 4 O'Donnell Vol. 1, Ch. 3 Sociocultural Approaches Goncu & Gauvain, Vol 1, Ch.6 THE CLASSROOM Teaching Learning Technology and Instruction Effective Classrooms Effective Teachers Effective Instruction Motivation Child Development Adult Development Adolescent Development Sabatini, Vol. 3 Ch. 4 Anderman, Vol. 3, Ch.3 Hauser-Cram & Mitchell, Vol. 3, Ch.2 Paris, et al. Vol. 3, Ch.2 Elementary, Middle childhood Early Childhood Moreno, Vol.3 Ch.18 Graesser, et al. Vol. 3, Ch.19 THE DOMAINS Writing Reading Mathematics Literacy Science Rijaarsdam, Vol.3, Ch.9 Carr, Vol.3, Ch.10 Sinatra & Chinn, Vol.3 Ch. 11 Research Methodology Evidence-Based Practices Kulikowich & Sedransk, Vol. 1 Ch. 2 Cook, et al. Vol.1 Ch.17 Schulman & Quinlan, 1996 A Summary, in my words Educational Psychology developed as a bridge discipline and therefore retains some of the struggles and successes of its parent disciplines. From Psychology we are given the perspective that learning is a mental process, yet we also are thrust into Psychology's constant identity crisis as a science or pseudo-science. From Education, we are able to act as a cross-disciplinary uniting chord, yet this also brings us into Education's ongoing inferiority complex with regards to being seen as an independent academic discipline. Our job becomes to understand the struggles, while continuing to play a connecting, and integrating role in the study of human learning and cognition.