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Educational Psychology
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Overview
Educational Psychology
=thedisciplineconcerned with teaching and learning processes; applies
themethods and theories of psychology
Educational Psychologists
Research Methods
descriptive (ethnography, participant observation, casestudy)
correlation
experimentation
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The Role of Educational Psychology
The Importance of Research
taking turns (participation)
randomly or in a prearranged order?
classroommanagement (poor behaviour)
repeated reminders or ignore/praise?
skipping grades (acceleration)
never or sometimes?
Wong (1987) - Is it just common sense?
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Cognitive Development
Cognitive Development (thinking)
vs. physical, personal, or social development
maturation
general principles:
people develop at different rates
development is relatively orderly
development takes place gradually
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Piagets Theory of Cognitive
Development
basic tendencies in thinking
organization
adaptation (assimilation & accommodation)
equilibration
four stages of cognitive development
1) sensorimotor (infancy)
2) pre-operational (early childhood)
3) concrete-operational (lateelementary)
4) formal operations (middle& high school)
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Piagets Theory.. continued
implications for teachers
understanding students thinking
matching strategies to abilities
limitations of Piagets theory
trouble with stages
understanding childrens ability
cognitive development and culture
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VygotskysTheory of Cognitive
Development
the role of language and private speech
self-talk
self-instruction
assisted learning
scaffolding
zone of proximal development
instructional conversations
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The Development of Language
How do we learn language? - instructional conversation
stages in the process of language acquisition
first words
first sentences
learning grammar
learning vocabulary
language development in the school years
pronunciation, syntax, vocabulary, pragmatics
teaching and language - metalinguisticawareness
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EriksonsTheory of Psychosocial
Development
psychosocial
developmental crisis
stages of psychosocial development
preschool years - trust, autonomy, & initiative
elementary & middle school years - industry
adolescence - identity
beyond school years - intimacy, generativity, integrity
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Moral Development
the self and others
self-concept and self-esteemdevelopment
Selmans Five Stages of Perspective Taking
undifferentiated, social-informational, self-reflective, third-
party, societal
moral behaviour (e.g., cheating, aggression)
Piagets ideas on moral development
moral realism
morality of cooperation
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Moral Development.. continued
KolbergsStages of Moral Development
moral reasoning & moral dilemmas
1) preconventional
2) conventional
3) postconventional
Limitations of KolbergsTheory
social conventions vs. moral issues
cultural differences in moral reasoning
themorality of caring - Gilligan (1982)
empathy
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Intelligence
What does intelligence mean?
unitary ability
Spearman (1927) - g
multiple intelligences
Thurstone(1938) - s
Guilford (1988) -nfacesof intellect
Gardner (1993) - theory of multipleintelligences
cognitive process
Sternberg (1985) - triarchictheory of intelligence
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Intelligence .. continued
How is intelligence measured?
Binet & Simon (1904)
the Stanford-Binet - IQ =Intelligence quotient
group tests
What does an IQ score mean?
intelligence and achievement
intelligence: heredity or environment?
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Individual Differences
Ability differences
mental retardation & gifted
ability grouping
Cognitive styles
field dependence vs. independence
impulsive vs. reflective
Learning-style preferences (where, when, how, etc.)
assessment instruments?
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Learning: Behavioural Views
Operant Conditioning
reinforcement schedules
Applied Behavioral Analysis
selecting reinforcersand shaping
Social Learning Theory
observational learning
Self-regulation & CBM
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Learning: Cognitive Views
Memory - information processing & connectionist models
Knowledge - Developing Expertise
general vs. domain specific knowledge
declarative knowledge
procedural knowledge
conditional knowledge
Problem Solving
experts vs. novices
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Motivation
intrinsic and extrinsic
four general approaches to motivation
behavioural (rewards, incentives, reinforcers)
humanistic (needs) ***
cognitive (beliefs, attributions, expectations)
social learning (expectancy X value theories, models)
motivation to learn
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Motivation: Humanistic Theories
MaslowsHierarchy of Needs
being (growth) needs
self-actualization
esteemand ego
deficiency needs
belongingness
safety and security
physiological
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Motivation: Humanistic Theories
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Other Need Theories
achievement motivation
need for self-determination
need for relatedness
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Standardized Testing
Measurement and Evaluation
norm-referenced tests
criterion referenced tests
What do test scores mean?
basic concepts - distributions
types of scores - percentile rank & standard
interpreting test scores - reliability & validity
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Standardized Testing .. continued
Types of Standardized Tests
achievement - What has the student learned?
diagnostic - What are their strengths and weaknesses?
aptitude - How will they do in the future?
Issues in Standardized Testing: Fairness
bias & coaching
New Directions in Standardized Testing