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Ed Psych WGU
Ed Psych Vocab Words
| Term | Definition |
|---|---|
| Action Research | When educators do research in their own classroom or school. Can be teacher, principle etc. |
| Control Group | the individuals that receive no special treatment during an experiment |
| Correlational study | studying relationships between variables as they naturally happen |
| Descriptive Research | Aims to gather detailed info about a specific topic. Things such as surveys, census. etc. |
| Effective teaching | research and common sense |
| Experimental Group | individuals that receive treatment during experiment |
| External Validity | how much results can be applied to real-life? |
| Intentionality | doing things for a reason/purpose |
| internal Validity | if the results can be attributed to the treatment or other factors |
| Laboratory experiment | Experiment where conditions are controlled |
| Laws | tested principles that apply to lots of situations |
| Negative Correlation | as something increases something else decreases. i.e. missing lots of school and grades going down. |
| Pedagogy | knowing HOW to teach |
| Positive Correlation | As one increases so does the other. i.e amount of time studying and test scores. |
| Principle | explains relationships between factors |
| Randomized Field Experiment | experiments done with realistic conditions with random individuals |
| Single-Case experiment | studying treatment on one individual/group. observing behavior before during and after. |
| Teacher Efficacy | believing that what you do makes a difference |
| Theory | set of principles/laws that explain large part of learning or other area of interest |
| Treatment | subject of an experiment |
| psychosocial theory | relates social environment to psychological development |
| psychosocial crisis | critical issues individuals must overcome as they pass through 8 stages of life |
| Erikson birth-18 mo | trust vs mistrust |
| Erikson 18 mo- 3 yr | autonomy vs doubt |
| Erikson 3-6 | initiative vs guilt |
| Erikson 6-12 | industry vs inferiority |
| Erikson 12-18 | identity vs role confusion |
| Erikson young adulthood | intimacy vs isolation |
| Erikson middle adulthood | generativity vs self-absorption |
| Erikson late adulthood | integrity vs despair |
| heteronomous morality | Piaget: children think rules are unchangeable and if broken, they will be punished automatically. |
| autonomous morality | Piaget: understanding that people make rules and punishment isn't automatic |
| moral dilemmas | Kohlberg: hypothetical situations where person must consider value of right and wrong |
| Preconventional level of morality | Stages 1 & 2 in Kohlberg’s model. Individuals make moral judgments in their own interests. |
| Conventional Level of Morality | Stages 3 & 4 in Kohlberg's model. Individuals make moral judgements in consideration of others. |
| Postconventional Level of Morality | Stages 5 & 6 in Kohlberg's model. Individuals make moral judgements in relation to abstract principles. (whats best for the people?) |
| prosocial behaviors | actions that show respect and caring for others |
| solitary play | playing by ones self |
| parallel play | children engage in the same activity but don't engage with one another much |
| associative play | children engages in same activity, this time on a higher level. They share, take turns and have general interest in what others are doing. |
| cooperative play | children play together to achieve a goal. i.e. building a lego castle together |
| self-concept | how one views own strengths, weaknesses, abilities, attitudes and values. |
| reflectivity | the tendency to analyze ones self and thoughts |
| foreclosure | adolescent’s premature establishment of an identity based on parental choices, rather than his or her own desires. |
| identity diffusion | Inability to develop a clear direction or sense of self. |
| moratorium | Experimentation with occupational and ideological choices without definite commitment. usually in the midst of an identity crisis |
| identity achievement | A state of consolidation reflecting conscious, clear-cut decisions concerning occupation and ideology. |
| continuous theories of development | Theories based on the belief that human development progresses smoothly and gradually from infancy to adulthood. |
| discontinuous theories of development | Theories describing human development as occurring through a fixed sequence of distinct, predictable stages governed by inborn factors. |
| cognitive development | Gradual, orderly changes by which mental processes become more complex and sophisticated. |
| schemes | Mental patterns that guide behavior. |
| adaptation | The process of adjusting schemes in response to the environment by means of assimilation and accommodation. |
| assimilation | Understanding new experiences in terms of existing schemes. |
| accommodation | Modifying existing schemes to fit new situations. |
| equilibration | The process of restoring balance between present understanding and new experiences. |
| constructivism | View of cognitive development that emphasizes the active role of learners in building their own understanding of reality. |
| sensorimotor stage | Piaget's stage during which infants learn about their surroundings by using their senses and motor skills. |
| preoperational stage | Piaget's Stage at which children learn to represent things in the mind. |
| conservation | The concept that certain properties of an object (such as weight) remain the same regardless of changes in other properties (such as length). |
| centration | Paying attention to only one aspect of an object or situation. |
| concrete operational stage | Piaget's Stage at which children develop the capacity for logical reasoning and understanding of conservation but can use these skills only in dealing with familiar situations. |
| inferred reality | The meaning of stimuli in the context of relevant information. |
| seriation | Arranging objects in sequential order according to one aspect, such as size, weight, or volume. |
| transitivity | A skill learned during the concrete operational stage of cognitive development in which individuals can mentally arrange and compare objects. |
| formal operational stage | Piaget's Stage at which one can deal abstractly with hypothetical situations and reason logically. |
| sign systems | Symbols that cultures create to help people think, communicate, and solve problems. (such as counting, money, etc) |
| self-regulation | The ability to think and solve problems without the help of others. |
| emergent literacy | Knowledge and skills relating to reading that children usually develop from experience with books and other print media before the beginning of formal reading instruction in school. |
| behavioral learning theories | Explanations of learning that emphasize observable changes in behavior. |
| social learning theories | Learning theories that emphasize not only reinforcement but also the effects of cues on thought and of thought on action. |
| cognitive learning theories | Explanations of learning that focus on mental processes. |
| stimuli | Environmental conditions that activate the senses; the singular is stimulus. |
| unconditioned stimulus | A stimulus that naturally evokes a particular response. (with pavlov, meat was the U.S as the dog salivated when seeing the meat w/o training) |
| unconditioned response | A behavior that is prompted automatically by a stimulus. ( the action of salivating due to the meat) |
| neutral stimuli | stimuli that have no effect on a particular response (if pavlov rang a bell, it wouldn't make dog salivate. has no effect on response in question) |
| conditioned stimulus | previously neutral stimulus that provokes a particular response after having been paired with unconditioned stimulus. (Neu -bell- is pair with U.S. -meat- neu becomes con stim. so eventually bell will make dog salivate) |
| classical conditioning | process of repeatedly associating a neutral stimulus with an unconditioned stimulus to provoke a response. |
| operant conditioning | The use of pleasant or unpleasant consequences to control the occurrence of behavior. |
| primary reinforcer | Food, water, or other consequence that satisfies a basic need. |
| secondary reinforcer | A consequence that people learn to value through its association with a primary reinforcer. |
| negative reinforcer | Release from an unpleasant situation, given to strengthen behavior. |
| Premack Principle | Rule stating that enjoyable activities can be used to reinforce participation in less enjoyable activities. |
| intrinsic reinforcers | Behaviors that a person enjoys engaging in for their own sake, without any other reward. |
| extrinsic reinforcers | Praise or rewards given to motivate people to engage in behavior that they might not do otherwise. |
| aversive stimulus | An unpleasant consequence that a person tries to avoid or escape. |
| presentation punishment | An aversive stimulus following a behavior, used to decrease the chances that the behavior will occur again. |
| removal punishment | Withdrawal of a pleasant consequence that may be reinforcing a behavior, designed to decrease the chances that the behavior will recur. |
| response cost | Procedure of charging misbehaving students against their free time or other privileges. |
| shaping | The teaching of a new skill or behavior by means of reinforcement for small steps toward the desired goal. |
| extinction | The weakening and eventual elimination of a learned behavior as reinforcement is withdrawn. |
| extinction burst | The increase in levels of a behavior in the early stages of extinction. |
| schedule of reinforcement | The frequency and predictability of reinforcement. |
| fixed ratio schedule | Reinforcement schedule in which desired behavior is rewarded following a fixed number of behaviors. |
| variable ratio schedule | reinforcement schedule in which desirable behavior is rewarded following an unpredictable number of behaviors.encourages persistence of response |
| fixed interval schedule | einforcement schedule in which desired behavior is rewarded following a constant amount of time (student writing book report the night before its due) |
| variable interval schedule | desired behavior is rewarded following unpredicted amount of time (doing spot checks on students work) |
| antecedent stimuli | Events that precede behaviors. |
| cues | Signals as to which behavior(s) will be reinforced or punished. |
| discrimination | Perception of and response to differences in stimuli. |
| generalization | Carryover of behaviors, skills, or concepts from one setting or task to another. |
| observational learning | Learning by observation and imitation of others. |
| vicarious learning | Learning based on observation of the consequences of others’ behavior. |
| self regulation | Rewarding or punishing one’s own behavior. |
| cognitive behavior modification | Procedures based on both behavioral and cognitive principles for changing one’s own behavior by means of self-talk and self-instruction. |
| transfer of learning | The application of knowledge acquired in one situation to new situations. |
| Direct instruction | teaching approach that emphasizes teacher control of most classroom events and the presentation of structured lessons. |
| metacognition | knowledge about our own thinking processes |
| interference | when new info gets confused with old info |
| perception | detecting a stimulus and assigning meaning to it. |
| growth needs | the need to know and understand things, to appreciate beauty, or to grow and develop in appreciation of others, can never be satisfied completely |
| deficiency needs | physiological, safety, love, and esteem) are those that are critical to physical and psychological well-being. These needs must be satisfied, but once they are, a person’s motivation to satisfy them diminishes |
| self-actualization | A person’s ability to develop his or her full potential. |
| attribution theory | A theory of motivation that focuses on how people explain the causes of their own successes and failures. |
| locus of control | A personality trait that determines whether people attribute responsibility for their own failure or success to internal or external factors. Also called self-efficacy |
| expectancy theory | A theory of motivation based on the belief that people’s efforts to achieve depend on their expectations of reward. |
| performance goal | Performance goals reflect a desire to demonstrate high ability and make a good impression. |
| motivation | one of the most critical components of learning; motivation is also one of the most difficult to measure. |
| intrinsic motivation | the natural human tendency to seek out and conquer challenges as we pursue personal interests and exercise our capabilities. |
| extrinsic incentive | Extrinsically motivated learners perform a task as a means to an end, not as an end in and of itself. |
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