Ed Psych Midterm

Front 1

What are some of the basic provisions of the No Child Left Behind law?

Back 1

- Testing in reading, math for all students grades 3-8
- Schools judged to determine if students achieve Annual Yearly Progress
-States have some say in defining proficiency
-By 2013-14 all students in all schools must reach proficiency standards

Front 2

What are the three definitional criteria for a "highly qualified teacher" according to NCLB?

Back 2

1. Bachelor's degree
2. Completion of an approved Teacher Education Program
3. Demonstrate subject area competencies

Front 3

What are some integration issues that are significant to biblically evaluate educational psychology?

Back 3

- Reductionistic (behaviorism. no law of human learning)
- Cognitive Orientation (memory/mind/brain)
- View of the Person (neutral, good)
- Observation Perspective (World is Normal)
-Pseudo-empirical

Front 4

What four considerations were addressed in class that separate biblical Christianity from educational psychology?

Back 4

1.Holistic (looks at whole person)
2.Concern for Spiritual Development (all about ECONOMY!)
3.View of Person (sinners by nature)
4.Observation Perspective (world is fallen)

Front 5

What are the two aspects of human development theories?

Back 5

1. Order (sequence of development) (Nature)
2. Process (mechanism of development) (Nurture)

Front 6

What are the two foci of human development theories?

Back 6

1. Growth (quantitative change) (Linear)
2. Reorganization (qualitative change) (Stage)

Front 7

What are the seven basic criteria for judging the validity of a development theory?

Back 7

1. Does it reflect to real world?
2. Support of empirical evidence
3. Does it explain the past AND predict the future?
4. Can it handle new data/discoveries?
5. Does it stimulate new research?
6. Is it understandable?
7. Is it self-satisfying

Front 8

What are the six phases in the history of human development study?

Back 8

1. No Concern--children tolerated (children not seen as children)
2. Born Evil/Need Redemption (children need to be controlled)
3. Philosophical Orientation (theorize how the mind works)
4. Observational Research (observe then create theory)
5. Theoretical Science (needs to be a science...research)
6. Contemporary Diversity (science doesn't work for everything)

Front 9

What is meant by a "mechanistic" view of human development? (Metaphor?)

Back 9

assuming you are born "whole," you can be trained to do anything.
depends on how society influences you.
(Human as machines)

Front 10

What are the characteristics of the mechanistic view?

Back 10

- Humans are passive/reactionary
- Sense data stimulates thought
- Learning requires a "copy" of outside world (Real world exists--sense allow us to learn about it)
- Reductionist model (children as little adults)

Front 11

What is meant by a "organismic" view of human development? (Metaphor?)

Back 11

- society corrupts but is needed
- children NOT little adults (stages)
- qualitative shifts
- Nature

Front 12

What are the characteristics of the organismic view?

Back 12

- Humans are active
- Nature imposes limits on development (stages)
- People actively construct what is known
- Structural whole of interest
-Universal norms/patterns

Front 13

What are the three general principles of development?

Back 13

1. People develop at different rates
2. Development is relatively orderly
3. Development takes place gradually

Front 14

What are the characteristics of stage theories when studying development?

Back 14

1. Sensori-motor (ages 0-2)
- egocentrism, cause-effect relationships, object permanence
2. Pre-operational (ages 2-7)
- symbolic thinking develops, egocentrism, more intuitive than logical
3. Concrete Operations (ages 7-12)
- mentally manipulate symbols, less egocentric, can do classification tasks, difficulty with abstractions
4. Formal operations (ages 12 and up)
- true logical/abstract thinking, can evaluate own thinking, formal operational egocentrism

Front 15

What are the assumptions that Piaget makes about human learning?

Back 15

- Maturation (limits that bio places on development)
- Learn through activity (organismic thinker, people want greater sense of control)
- we construct our understanding of the world
- Children are active, motivated learners
- Deals with the development of logical/scientific thinking

Front 16

What are the basic tendencies of thinking in Piaget's theory?

Back 16

-Organization-schemes (what someone thinks in their head)
- Adaptation:
1. Assimilation-new included in existing
2. Accommodation-qualitative change in scheme
3. Ignoring-too different from existing scheme
- Equilibration and Disequilibration (causes adaptation)

Front 17

What are the basic assumptions Vygotsky makes about human learning?

Back 17

- Children construct their knowledge
- Development cannot be separated from social context
- Prior concepts and new conceptions are interwoven
- Language plays a central role in mental development
- ZPD and Scaffolding

Front 18

What is "scaffolding" in Vygotskian theory, and how would you implement it?

Back 18

- Develop a plan
- Demonstrate performance
- Divide into smaller tasks
- Guided questions
- Focus on relevant aspects of task
- Maintain motivation
- Focus on the goal

Front 19

What are the implications for teaching from Piaget's theory?

Back 19

- Understand Student Thinking
- Match Strategies to Abilities
- Constructing Knowledge

Front 20

What are the implications for teaching from Vygotsky's Theory?

Back 20

- Assisted Learning
- Cooperative Learning
- Encourage Language to Organize Thoughts

Front 21

What are the biblical positives of the theories?

Back 21

- Development at different rates
- Construction
- Active motivation
- Social Beings
- Language and thought

Front 22

What are the biblical negatives of the theories?

Back 22

- Motivation
- Construction
- Perpetuation of Sinful Thought Patterns (Normalizing the sin nature)

Front 23

What are the eight stages of Erikson's theory of psychosocial development?

Back 23

1. Trust v. Mistrust (b-1)
2. Autonomy v. Shame and Doubt (1-3)
3. Initiative v. Guilt (3-6)
4. Industry v. Inferiority (6-12)
5. Identity v. Role Confusion (teens)
6. Intimacy v. Isolation (yng adult)
7. Generativity v. Stagenation (mid-life)
8. Integrity v. Despair (late-adult)

Front 24

What are the major stages in Kohlberg's theory of moral development?

Back 24

1. Preconventional (only wrong if get caught)
2. Conventional (rules are reality
3. Post Conventional (universal/abstract morals) (fruit of spirit)

Front 25

What are the major criticism of Kohlberg's theory?

Back 25

- Subjective score
- Domain specific (life experiences)
- Reasoning and action not linked (people reason at higher levels than they behave)
- Sample for testing (gender bias)

Front 26

How does motivation affect performance?

Back 26

1. Goal-directed behavior
2. Effort and energy
3. Initiation of activities
4. Persistence with activities
5. Information processing
6. Reinforcing consequences

Front 27

What is the difference between extrinsic and intrinsic motivation?

Back 27

extrinsic- rewarded by outside (grades, prizes)
intrinsic- personal gain (do it bc you like to)

Front 28

What are the four basic views of motivation?

Back 28

1. Behavioral
2. Humanistic
3. Cognitive
4. Socio-cultural

Front 29

In Maslow's theory what motivates us to perform? How can it be enhanced?

Back 29

1. physiological needs (food, warmth)
2. safety needs
3. social needs (fit in, friends)
4. recognition needs (give to others)

Front 30

What are the three factors that affect our explanations for success and failure in attribution theory?

Back 30

1. Control (internal or external)
2. Stability (stable or unstable)
3. Responsibility (controllable or uncontrollable)
Best is: internal, unstable, cobtrollable

Front 31

How are our expectancies and values formed in expectancy and value theory?

Back 31

- expectancies: prior success/failure, belife in your abilities, general work habits, perceived difficulty of task, resources, anticipated effort needed
- values: personal qualities/values, world view, desired goals, pleasure/enjoyment you get from tasks

Front 32

In socio-cultural motivational theory what influences us to act in more motivated ways?

Back 32

- Identity and interpersonal relationships
- Legitimate peripheral participation
- Central participation
- Classrooms as Learning communities

Front 33

What is the difference between learning and performance goals?

Back 33

Learning: learn from mistakes, set high goals, measure success by progress (intrinsic)
Performance: Demonstrate competence, good grades/better than others, shy away from challenges (extrinsic)

Front 34

How do goals motivate us?

Back 34

- Direct our attention
- Mobilize effort
- Increase persistence
- Promote the development of strategies to be successful
- Feedback
- Goal acceptance
- Setting Appropriate Goals

Front 35

What is "learned helplessness?"

Back 35

Think they can't do something for themselves.
Dependent on someone else.

Front 36

What are the differences between mastery-orientation, failure-avoidance, and failure accepting students?

Back 36

- Mastery: low fear of failure, learning goals, adaptive strategies(try another way)
- Failure-Avoiding: high fear of failure, performance goals, self-defeating strategies
- Failure accepting: expectations of failure, depression, performance goals, learned helplessness, likely to give up