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Summary - Educational psychology - Lectures, book and articles
A summary of the book Human Learning by Jeanne Omrod, lectures from University of Utrecht and relevant articles
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Pre-master Educational SciencesSummary
Educational psychology
Hurk, A. van den (Anouk)
23-10-2020
,Lecture 1: General introduction to educational psychology .............................................................................. 5
In comes educational psychology..................................................................................................................................... 5
Multiple methods .................................................................................................................................................................. 5
Early psychology .................................................................................................................................................................... 5
Learning.................................................................................................................................................................................... 5
Research on learning ............................................................................................................................................................ 5
Learning principles and theory .......................................................................................................................................... 6
Lecture 2: Behaviorism (H3+4)............................................................................................................................. 7
Assumptions of behaviourism........................................................................................................................................... 7
Classical conditioning................................................................................................................................................................ 7
Learning by association (Ivan Pavlov) ............................................................................................................................. 7
Common phenomena in classical conditioning ............................................................................................................ 8
Application on humans ........................................................................................................................................................ 8
Operant conditioning ................................................................................................................................................................ 9
Behavior operates on the environment (Thorndicke and Skinner)......................................................................... 9
Important conditions for Operant conditioning to occur ........................................................................................... 9
Contrasting Operant conditioning with Classical conditioning ................................................................................ 9
Forms of reinforcement ...................................................................................................................................................... 9
Positive reinforcement ...................................................................................................................................................... 10
Negative reinforcement .................................................................................................................................................... 10
Common phenomena in operant conditioning ........................................................................................................... 10
Reinforcement schedules ................................................................................................................................................. 11
Punishment ........................................................................................................................................................................... 11
Cognition and motivation in behaviorist theories...................................................................................................... 12
Applying behaviourism ...................................................................................................................................................... 12
Conclusions Behaviorism .................................................................................................................................................. 15
Lecture 3: Cognitivism (H6, 7 +8)....................................................................................................................... 16
The cognitive approach...................................................................................................................................................... 16
Basic assumptions .............................................................................................................................................................. 16
Edward Tolman’s purposive behaviour ........................................................................................................................ 16
Gestalt psychology.............................................................................................................................................................. 17
, Verbal learning research ................................................................................................................................................... 17
Main ideas cognitivism and learning ............................................................................................................................. 17
Contemporary cognitive perspectives .......................................................................................................................... 18
Memory ....................................................................................................................................................................................... 19
A-dual store model of memory....................................................................................................................................... 19
Storage as a constructive process ................................................................................................................................. 20
What determines what is learned? ................................................................................................................................ 21
Types of memories ............................................................................................................................................................. 22
Levels of processing ........................................................................................................................................................... 22
Determinants of retrieval ................................................................................................................................................. 22
Experiment Hyde and Jenkins (1969) ............................................................................................................................ 23
Flashbulb memories ........................................................................................................................................................... 23
Bartlett’s war of the ghosts ............................................................................................................................................. 23
Lost in the mall experiment.............................................................................................................................................. 23
Implication of misleading information .......................................................................................................................... 24
Relevance to eyewitness memory ................................................................................................................................. 24
Forgetting .............................................................................................................................................................................. 24
Lecture 4: Development and individual differences ........................................................................................ 26
Differentiation ........................................................................................................................................................................... 26
(Dealing with) individual differences ............................................................................................................................. 26
Teacher expectations ......................................................................................................................................................... 26
Intelligence ................................................................................................................................................................................. 27
What is intelligence? .......................................................................................................................................................... 27
Measuring intelligence ....................................................................................................................................................... 27
Flynn effect ........................................................................................................................................................................... 28
Giftedness .................................................................................................................................................................................. 29
Identifying giftedness ........................................................................................................................................................ 29
‘Diagnosing’ giftedness ..................................................................................................................................................... 29
Internal differentiation....................................................................................................................................................... 30
External differentiation...................................................................................................................................................... 30
Article Subotnik – Giftedness............................................................................................................................................... 30
Article Marshall – Montesorri .............................................................................................................................................. 33
, Key elements of the Montesorri educational method ............................................................................................. 33
Cognitive development (H10) .............................................................................................................................. 35
Cognitive development ...................................................................................................................................................... 36
Jean Piaget............................................................................................................................................................................. 36
Developmental stages ....................................................................................................................................................... 37
Formal operational thought ............................................................................................................................................. 37
Connecting Piaget to the classroom.............................................................................................................................. 37
General criticism .................................................................................................................................................................. 37
Lecture 5: Constructivistic approaches and metacognition ............................................................................ 38
Vygotsky: Constructivism (H11) .......................................................................................................................................... 38
Comparing Vygotsky and Piaget ..................................................................................................................................... 39
Social construct meaning .................................................................................................................................................. 39
Contextual perspectives .................................................................................................................................................... 40
General implications for instruction of Vygotsky's theory...................................................................................... 41
Structure of guidance ......................................................................................................................................................... 41
Learning and studying effectively: Constructivism (H12) ............................................................................................ 43
Constructivism ..................................................................................................................................................................... 43
Epistemological beliefs of constructivism ................................................................................................................... 43
2 kinds of constructivism .................................................................................................................................................. 44
Situated learning ................................................................................................................................................................. 45
Constructivism as a learning theory? ............................................................................................................................ 45
Teaching conceptions......................................................................................................................................................... 45
Constructivist teaching ...................................................................................................................................................... 45
Constructivism in practise ................................................................................................................................................ 46
Metacognition ........................................................................................................................................................................... 46
Discovery learning ............................................................................................................................................................... 47
Article Kirschner, Sweller & Clark ........................................................................................................................................ 48
Lecture 6: Complex cognitive processes (H9+13) ............................................................................................ 50
Problem solving ................................................................................................................................................................... 50
Acquiring problem solving skills...................................................................................................................................... 50
Cognitive load theory ......................................................................................................................................................... 51
Knowledge ................................................................................................................................................................................. 51
, Knowledge encoding .......................................................................................................................................................... 51
Example-based learning ................................................................................................................................................... 53
Strategies............................................................................................................................................................................... 53
Design of video modelling examples.................................................................................................................................. 54
Article van Gog – Learning how to solve problems by studying examples ............................................................ 55
How can example-based learning best be implemented? ..................................................................................... 57
Lecture 7: Motivation (h14+15) ......................................................................................................................... 58
Basic human needs that can foster intrinsic motivation......................................................................................... 58
Individual differences in motivation .............................................................................................................................. 59
Creating a motivating and affect friendly classroom environment ..................................................................... 59
Cognitive factors in motivation ....................................................................................................................................... 60
Theories of motivation....................................................................................................................................................... 61
Achievement Goal Theory ................................................................................................................................................. 61
Expectancy x Value Theory and Control-value theory ............................................................................................. 61
Self-determination Theory ............................................................................................................................................... 61
Comparing theories of motivation ................................................................................................................................. 62
Measuring motivation ........................................................................................................................................................ 62
Motivation and engagement............................................................................................................................................ 63
Promoting motivation ........................................................................................................................................................ 63
Encouraging motivating conditions in education ...................................................................................................... 63
Lecture 8: Boundary crossing (article)............................................................................................................... 65
, LECTURE 1: GENERAL INTRODUCTION TO
EDUCATIONAL PSYCHOLOGY
In comes educational psychology
• Goals: enhance learning, instructional learning design learning classroom management,
assessment
• Describe learning: observation, questionnaires, interviews, case studies
• Explain learning: controlled experiments, laboratory situations
Multiple methods
Experimental: psychophysics
Non-experimental: pseudoscience, psychoanalysis
Early psychology study of consciousness
Laboratory of Wilhelm Wundt (1879)
Edward Titchener: structuralism = Systematic analysis of structure of consciousness = Introspection Is it
really psychology? Or interesting? No practical use, no practical answers
John Watson: Alternative view: psychology as the study of behaviour (and only the study of behaviour) Goal:
psychology as one of the natural sciences
Characteristics of behaviourism
- Same principles apply to all organisms
- Evolutionary explanations
- Parsimonious (simple) explanations
- Study behaviour without reference to internal processes
- Learning is a change in behaviour
Learning
• Learning is a long-term change
• Learning involves mental representations or associations
• Learning is a change as a result of experience
• Learning is a change of behaviour
Research on learning
• Basic research (fundamental research)
Controlled situations & laboratory experiments
• Applied research
Research in the real world in order to solve real life problems
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