Ed Psych

Front 1

Art Vs. Science

Back 1

Teaching as an art involves intangibles such as emotions, values, and flexibility. While teaching as a science is based on applications of scientific research.

Front 2

Red-shirtting

Back 2

grade retention

Front 3

Erikson's Theory

Back 3

encompasses life span and highlights the role of the person and culture in development.

Front 4

Epigenetic Principle

Back 4

biological organisms develop sequentially, with various parts of the organism developing before others.
(i.e. an apple tree)

Front 5

Psychosocial Crisis

Back 5

when ppl feel compelled to adjust to the normal guidelines and expectations that society has for them but are not certain of their capability to carry them out.

Front 6

Stages of Psychosocial Development

Back 6

Trust vs. Mistrust
Autonomy vs. Shame
Initiative vs. Guilt
Industry vs. Inferiority
Identity vs. Role Confusion

Front 7

How many stages are there in psychosocial development?

Back 7

5

Front 8

psychosocial moratorium

Back 8

a delay of commitment

Front 9

Marcia identified four identity statuses:

Back 9

identity difusion
moratorium
foreclosure
identity achievement

Front 10

Piaget's theory

Back 10

humans are born with tendencies to organize and adapt

Front 11

organization

Back 11

systemize

Front 12

adaptation

Back 12

adjustments to our environments

Front 13

schemes

Back 13

organized patterns of behavior

Front 14

adaptation

Back 14

the process of creating a good fit or match btwn one's conception of reality and the real-life experiences one encounters.

Front 15

assimilation

Back 15

fitting new experiences into an existing scheme

Front 16

accommodation

Back 16

revising a scheme to fit a new experience

Front 17

equilibration

Back 17

organize schemes to allow better understanding of experiences

Front 18

What are the stages of Piaget's cognitive development?

Back 18

sensorimotor
preoperational
concrete operational
formal operational

Front 19

sensorimotor

Back 19

develops schemes primarily thru sense and motor activities. recognizes permanence of objects not seen.

Front 20

preoperational

Back 20

gradually acquires ability to conserve and decenter, but is not capable of operation or mentally reversing actions

Front 21

concrete operational

Back 21

capable of mentally reversing actions but generalizes only from concrete experiences

Front 22

formal operational

Back 22

able to deal with abstractions, form hypotheses, solve problems systematically, and engage in mental manipulations.

Front 23

conservation

Back 23

the recognition that certain properties remain the same despite change in appearance.

Front 24

perceptual centration

Back 24

focus attention on only one characteristic of an object, aspect of a problem, or event at a time.

Front 25

decentration

Back 25

the ability to think of more than one quality of an object or problem at a time

Front 26

irreversibility

Back 26

the inability of a young child to mentally reverse physical or mental processes

Front 27

egocentrism

Back 27

difficulty in taking another person's point of view

Front 28

adolescent egocentrism

Back 28

projection of one's self-analysis onto others

Front 29

Vgotsky's theory

Back 29

sociocultural theory because he believed that is a function of social and cultural forces.

Front 30

psychological tools

Back 30

aid and change process, because we use them to communicate and explore the world around us.

Front 31

spontaneous concepts

Back 31

facts, concepts, and rules that young children acquire as a natural consequence of engaging in everyday activities.

Front 32

zone of proximal development

Back 32

diff btwn what a child can do on his or her own and what the child can accomplish with some assistance

Front 33

scaffolding

Back 33

supporting learning during its early phases by giving them extra help
(i.e. give hints to the correct answer or leading questions)

Front 34

Moral realism

Back 34

aka morality of constraint (1-10yrs old) sacred rules that permit no exceptions and make no allowance for intentions

Front 35

moral relativism

Back 35

aka morality of cooperation (11+yrs) flexible rules and considerations of intent.

Front 36

Kolhberg's description of Moral development

Back 36

1)moral reasoning proceeds thru fixed stages
2)moral development can be accelerated thru instruction

Front 37

What are Kolhberg's 6 stages of moral reasoning?

Back 37

1)punishment-obedience
2)instrumental relativist
3)good boy-nice girl
4)law-and-order
5)social contract
6) universal ethical principle