Ed Psy Test 1

Front 1

Qualitative Research
Objective
Sample
Data Collection
Outcome
Advantages
Disadvantages
Mixed Methods

Back 1

word based

Objective/purpose: reasons for behavior and ideas for a quantitative study
Sample: smaller
Data collection: make conclusions about people you talk to
Outcome: encourage you to ask more questions
Advantages: more applicable to real world
Disadvantages: can’t apply to large groups of people
Mixed methods: a compromise?

Front 2

Quantitative Research
Objective
Sample
Data Collection
Outcome
Advantages
Disadvantages

Back 2

number based

• Objective/purpose: make a conclusion about group that you could tell other people
Sample: larger
Data collection: can make conclusions about the larger whole based on a few randomly sampled
Outcome: numerical findings
Advantages: can apply to large groups of people
Disadvantages: Might not be as applicable to real world

Front 3

Types of quantitative research

Back 3

Descriptive, Correlational, Experimental

Front 4

Descriptive quantitative research

Back 4

trying to describe a situation. what percent of kids are being bullied?

Front 5

correlational quantitative research

Back 5

trying to demonstrate a relationship between two variables. What is the relationship between self esteem & bullying? Correlation does not equal causation.

Front 6

experimental quantitative research

Back 6

setting up a controlled experiment in which you are causing something to happen in order to measure effects. Telling one kid to bully another and watching effects.

Front 7

Control groups

Back 7

groups you are not applying variable to

Front 8

treatment or intervention

Back 8

groups you are applying variable to

Front 9

random assignment

Back 9

eliminates bias

Front 10

statistics

Back 10

let you take into account for outliers with standard deviation

Front 11

mixed methods

Back 11

uses both qualitative research and quantitative research. compromise? section with factual numbers and section with interviews.

Front 12

factors affecting quality of research

Back 12

researcher bias, sampling and nonequivalent groups, generalization, confounding variables

Front 13

researcher bias

Back 13

drug companies doing research on their own drugs

Front 14

sampling and nonequivalent groups

Back 14

if you cant randomly assign groups, you may come out with the wrong conclusion

Front 15

generalization

Back 15

you can generalize to similar situations, but not others. for example, if you did a phonics study in a small rural area, it may only apply to other small rural areas.

Front 16

confounding variables

Back 16

is there a third thing that better explains results we're seeing?

Front 17

Skepticism

Back 17

questioning, doubt, requiring proof before you believe in something

Front 18

General Principles of human development

Back 18

orderly, gradual, varied, heterogeneity of outcomes

Front 19

Constructivism

Back 19

people construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences

Front 20

biological maturation

Back 20

brain is set up to unfold at certain stages of development

Front 21

equilibration

Back 21

no need to change or learn

Front 22

disequilibrium

Back 22

assimilate knowledge into previous schemes, accommodate schemes to new knowledge, reject new knowledge.

Front 23

object permanence

Back 23

objects still exist when out of sight

Front 24

goal-directed action

Back 24

what reflexes become. intentional actions

Front 25

semiotic function

Back 25

ability to use symbols to represent things mentally (language)

Front 26

conservation

Back 26

characteristics stay the same, despite changes in appearance

Front 27

semiotic function

Back 27

ability to use symbols to represent things mentally (language)

Front 28

egocentrism

Back 28

assuming others experience the world the same way you do

Front 29

conservation

Back 29

characteristics stay the same, despite changes in appearance

Front 30

collective monologue

Back 30

kids have monologues rather than discussions. they talk, but they don't communicate

Front 31

egocentrism

Back 31

assuming others experience the world the same way you do

Front 32

operations

Back 32

cognitive skills that allow kids to think logically

Front 33

collective monologue

Back 33

kids have monologues rather than discussions. they talk, but they don't communicate

Front 34

identity

Back 34

person or object remains the same over time

Front 35

operations

Back 35

cognitive skills that allow kids to think logically

Front 36

compensation

Back 36

changes in one dimension can be compensated for by changes in another dimension

Front 37

identity

Back 37

person or object remains the same over time

Front 38

classification

Back 38

ability to group things by characteristics

Front 39

compensation

Back 39

changes in one dimension can be compensated for by changes in another dimension

Front 40

classification

Back 40

ability to group things by characteristics

Front 41

reversibility

Back 41

there is more than one way to group things

Front 42

reversibility

Back 42

there is more than one way to group things

Front 43

seriation

Back 43

ability to make an orderly arrangement by quantity

Front 44

seriation

Back 44

ability to make an orderly arrangement by quantity

Front 45

Conservation

Back 45

some characteristics stay the same, despite changes in appearance

Front 46

egocentrism

Back 46

assuming others experience the world the same way you do

Front 47

collective monologue

Back 47

kids have monologues rather than discussions. they talk, but hey don't communicate

Front 48

operations

Back 48

cognitive skills that allow kids to think logically

Front 49

identity

Back 49

person or object remains the same over time

Front 50

compensation

Back 50

changes in one dimension can be compensated for by changes in another

Front 51

classification

Back 51

ability to group things by characteristics

Front 52

reversibility

Back 52

there is more than one way to group things

Front 53

seriation

Back 53

ability to make an orderly arrangement by quantity

Front 54

adolescent egocentrism

Back 54

the whole world revolves around me

Front 55

spotlight effect

Back 55

everyone is always watching me. really, other people don't care that much.

Front 56

Zone of Proximal Development

Back 56

difference between what a learner can do without help and what he or she can do with help. Vygotsky

Front 57

scaffolding

Back 57

mediated learning, guided participation, cognitive apprenticeship

Front 58

mediated learning

Back 58

discussion in which an adult helps make sense of what is happening

Front 59

guided participation

Back 59

adult leads kid through an activity and kid does it

Front 60

cognitive apprenticeship

Back 60

learning how to think from someone who's a better thinker than you. thinking abstractly about an ethical dilemma.

Front 61

diswquilibrium

Back 61

info that is inconsistent with what they already know

Front 62

assisted learning aka

Back 62

scaffolding

Front 63

language: nature or nurture?

Back 63

Both!

Front 64

sensitive periods:

Back 64

times in our lives where we must be exposed to language in order for it to develop

Front 65

Hart & Risley

Back 65

followed kids from 3 types of parents for 3 years

Front 66

Professional parents...

Back 66

speak to children with much higher vocabulary

Front 67

Welfare parents...

Back 67

use vastly more prohibitive statements than affirmative statements

Front 68

Working class parents...

Back 68

use slightly more affirmative statements than prohibitive

Front 69

Vocabulary at age 3...

Back 69

predicted reading test scores in the third grade

Front 70

Pragmatics

Back 70

appropriate use of language

Front 71

metalinguistic awareness

Back 71

language about language. thinking about what language is used for

Front 72

Phonological awareness

Back 72

benefit of bilingualism. realization that words are made up of sounds

Front 73

Temperament

Back 73

biologically based, precursor to personality, evident early in life, characteristic of an individual in many situations and over time, predicts your personality

Front 74

Types and percentages of temperament

Back 74

easy (40%)
difficult (10%) excellent athletes. intense.
slow to warm up (15%) even-keeeled

Front 75

goodness of fit

Back 75

match or mismatch between two people's temperament

Front 76

self concept

Back 76

assessment of one's own value and worth

Front 77

self-esteem

Back 77

judgments and feelings about one's own value and worth

Front 78

diffusion

Back 78

no commitments to career or belief system, little exploratory behavior

Front 79

foreclosure

Back 79

firm commitment to occupation and belief system, no exploration of other alternatives

Front 80

moratorium

Back 80

searching for an identity, considering options available for career and belief system

Front 81

identity achievement

Back 81

commitment to career and belief system following period of moratorium

Front 82

Types of peer pressure

Back 82

direct, indirect, individual

Front 83

social cognition

Back 83

ability to think about how other people are likely to think, act, and react

Front 84

perspective taking

Back 84

stepping in other people's shoes. important for friendships and romantic relationships

Front 85

theory of mind

Back 85

understanding of someone else's psychological happenings

Front 86

social information processing

Back 86

how you interpret social situations

Front 87

recursive thinking

Back 87

thinking about what other people are thinking

Front 88

sociometric classification

Back 88

stupid chart that has rejected, controversial, popular vs neglected and preferred.

Front 89

prosocial behavior

Back 89

behaviors that benefit other people more than they help you

Front 90

morality

Back 90

general standards of what is right and wrong