Educational Psych final

Erikson’s Psychosocial Theory of Development Stage 1

Trust vs. Mistrust

* (0-1 year)
* Hope

Erikson’s Theory of Development - Stage 2

Autonomy vs. Shame and Doubt

* 1-3 years
* Will

Erikson’s Theory of Development - Stage 3

Initiative vs. Guilt

* 3-6 years
* Purpose

Erikson’s Theory of Development - Stage 4

Industry vs. Inferiority

* 6-12 years
* Competence

Erikson’s Theory of Development - Stage 5

Identity (ego) vs. Role Confusion

* 12-19 years
* fidelity

Erikson’s Theory of Development - Stage 6

Intimacy vs. Isolation

* 20-25 years
* Love

Erikson’s Theory of Development - Stage 7

Generativity vs. Stagnation

* 26-64 years
* care

Erikson’s Theory of Development - Stage 8

Integrity vs. Despair

* 65-death
* Wisdom

Piaget’s Theory of Cognitive Development - Sensorimotor

* 0-2 years
* coordination of senses with a motor response
* sensory curiosity about the world
* language used for demands and cataloging
* object permanence developed

Piaget’s Theory of Cognitive Development - Preoperational

* 2-7 years
* symbolic thinking
* use of proper syntax and grammar to express full concepts
* imagination and intuition are strong, but complex abstract though still difficult
* conservation developed

Piaget’s Theory of Cognitive Development - Concrete Operational

* 7-11 years
* concepts attached to concrete situations
* time, space, and quality are understood and can be applied, but not as independent concepts

Piaget’s Theory of Cognitive Development - Formal Operations

* 11+
* theoretical, hypothetical, and counterfactual thinking
* abstract logic and reasoning
* Strategy and planning become possible
* concepts learned in one context can be applied to another

Be able to label the model

Disciplers Model - Growth

Maturation (in educational psych terms)

Disciplers’ Model - Thinking

Cognitive Development (in education psych term)

Disciplers’ Model - Relating

Social Connection (in educational psych terms)

Disciplers’ Model - Valuing

Affective Development (in educational psych terms)

Disciplers’ Model - Bible

Content Mastery (in educational psych terms)

Disciplers’ Model - Needs

Individual Differences (in educational psych terms)

Brain Labeling

Know the labels of brain

Frontal lobe

* higher level of thinking
* voluntary movement
* expressive language

Primary motor area function

* responsible for the initiation and execution of voluntary movements.

Central fissure function

* separates frontal and parietal lobes

Primary somatosensory area function

* integration of sensory and motor signals for skilled movement
* sensory receptive area

Parietal Lobe function

* interpreting bodily sensations
* where body sensations of pressure, temperature, limb position and pain are processed

Occipital lobe function

* responsible for vision and visual perception

Primary visual area

to receive, segment, and integrate visual information

Temporal Lobe function

responsible for hearing, language comprehension, memory and some emotional control

Lateral fissure function

separate the temporal lobe from the frontal and parietal lobes

Neuron

Know labeling of neuron

Neuron function

receives and conducts electrical impulses from the brain

Label subdivisions of Nervous System

What is humanism?

A system of thought that centers on humans and their values, capacities, and worth.

Humanism’s beliefs about student learning

a system of thought that rejects religious beliefs

What is secular humanism?

humanism, with regard in particular to the belief that humanity is capable of morality and self-fulfillment without belief in God.

What is Christian humanism?

\
 a philosophy advocating the self-fulfillment of humanity within the framework of Christian principles.

Abraham Maslow - Hierarchy of Needs

* theory of motivation
* children will make wise choices for their own learning with the opportunity
* allows children to select from choices of attractive and meaningful learning situations
* less teacher management is needed due to self-directed learning.

Carl Rogers - unconditional positive regard

* person-centered therapy approach
* teachers should trust students to do their best work to the best of their ability and provide opportunities for learning.
* respect students’ feelings and frustrations
* learn from students’ points of view
* students will take responsibility for their own learning

Arthur Combs - personal meaning/facilitator

* emphasized sharing personal views and less on objective problem solving
* meaning is not inherent in the subject matter; rather individual instills subject matter with meaning
* goal for teachers: to help students derive personal meaning/relevance of a subject
* emphasis on personal freedom over understanding, skill, and tangible achievement

What is General motivation?

enduring and broad disposition to master a variety of learning situations (stable)

What is specific motivation?

energization toward a particular learning situation (unstable)

What is intrinsic motivation?

Based on internal origins from within the learner

What is extrinsic motivation?

Based on external origins outside of the learner

Behaviorism view of motivation

Motivation as direct reinforcement

* regulate future actions by controlling of consequences of present behavior
* Behavior modification - appropriate reinforcers for each student and then tie those to desired behaviors.
* Shaping - selectively using reinforcement strategies to move students toward particular goals

Social learning view on motivation

Motivation as Providing Appropriate Models

* bandura - vicarious learning
* ripple effect

Cognitive view on motivation

Motivation as Creating Curiosity

* Piaget - the tendency to maintain a balance between what we know, cognitive networks, and experiences of the world
* equilibration/disequilibration
* assimilation/accommodation
* social interactions prompt: thought-provoking questions and problem-solving activities and dilemmas.

Information Processing view on motivation

Motivation as Increased Meaningfulness

* Piaget - a natural tendency to make sense out of experiences
* assimilation/accommodation to make the world meaningful
* attracting and holding attention (voice change, attractive displays, etc)

Achievement theories views on motivation

Motivation as providing successful experiences

* success vs. anxiety
* locus of control (effort) and attribution

Weiner’s model of attribution

What is a neuron?

* A brain cell and primary functional unit of the nervous system
* communication with each other chemically
* 3 types (interneuron, sensory, and motor)

Sympathetic Nervous System

* reactionary
* responsible for “fight or flight” system that controls the body when it is aroused

Parasympathetic Nervous System

* calming
* responsible for “rest and digest” and control the body during its normal rest rate

Hindbrain

* well protected central core of the brain
* includes the cerebellum, reticular formation, and brain stem
* responsible for most basic automatic functions of life (breathing and movement)

Limbic system

* plays a role in our survival, memory and emotions
* includes the hypothalamus, thalamus, hippocampus, amygdala, and basal ganglia

Cerebral cortex

* thin surface layer on the left and right cerebral atmospheres
* regulates most complex behavior, including sensations, motor control, and higher mental processes.
* where perception, language, memory, decision-making, and all other higher-level cognitive processing.

What is attention?

The cognitive process of selectively focusing on specific aspects of the environment while ignoring others. It involves concentrating and sustaining focus on a particular task or stimuli.

Brain structure in learning

What we focus on, where we place our mental effort, causes changes in the structure and wiring of our brains.

What is brain lateralization?

The division of tasks between the left and right hemispheres of the brain. Each hemisphere is specialized for certain functions such as language and spatial reasoning.

What is human functioning?

the sum total of functions and structures of the body and mind, the actions people perform, and the complex and socially-embed life activities they participate in