| A | B |
|---|---|
| A psychologist who focuses on course planning and improving instructional methods | educational psychologist |
| A medical professional who deals with mental, emotional, or behavioral disorders | psychiatrist |
The individuals and their behavior & mental processes are the focus of psychology. As a science, psychology tests ideas through research methods such as surveys and experiments. A statement that attempts to explain why things are the way they are and happen the way they do.
Applying psychological knowledge to help individuals change their behavior so that they can meet their own goals more effectively. Clinical psychologists Help people with psychological disorders adjust to the demands of life. Counseling psychologists
Johann Herbart (1776–1841) is considered the founder of educational psychology as a distinct field. He emphasized interest in a subject as a crucial component of learning. He also proposed five formal steps of learning: Maria Montessori (1870–1952) was an Italian physician and educator who started by teaching disabled and underprivileged children.
Employed by school systems to identify and assist students who have problems that interfere with learning. Education psychologists Attempt to facilitate learning but they usually focus on course planning and instructional methods for a school system rather than on individual children.
Humanistic psychologists study how people are influenced by theirself-perceptions and the personal meanings attached to their experiences. Humanistic psychologists are not primarily concerned with instinctual drives,responses to external stimuli, or past experiences.
John B. WatsonBehaviourism as a formal school of Psychology was established by John B. Watson (1878-1958), in 1913. He argued that psychology was a natural science whose domain was restricted to observable events where the only objectively measurable event was organisms' behaviour.
Psychology is the scientific study of the mind and behavior. Psychologists are actively involved in studying and understanding mental processes, brain functions, and behavior.
Social psychologists are interested in all aspects of personality and social interaction, exploring the influence of interpersonal and group relationships on human behavior.
Watson is famous for having founded classical behaviourism, an approach to psychology that treated behaviour (both animal and human) as the conditioned response of an organism to environmental stimuli and inner biological processes and that rejected as unscientific all supposed psychological phenomena that were not ...
Jean Piaget, a cognitive development theorist, adhered to the cognitive and development schools of psychology more than behaviorism.
There are different types of psychology, such as cognitive, forensic, social, and developmental psychology.
Eight types of psychology to consider a career in include: abnormal, biopsychology, social, cognitive, developmental, personality, forensic and industrial-organizational.
structuralism, in psychology, a systematic movement founded in Germany by Wilhelm Wundt and mainly identified with Edward B. Titchener.
Occupational psychologists are concerned with the performance of people at work and in training, and with developing an understanding of how organisations function and how individuals and groups behave at work. Their aim is to increase effectiveness, efficiency and satisfaction at work.
The field of general psychology concerns itself with studying the mind. This includes cognition, perception, behavior and emotion. Psychology has been around since the time that people started to think about other people. As a discipline, however, it separated itself from regular medicine in the 1800s.
John B. Watson is known as the father of behaviorism within psychology.
Plato believed that learning is based on the mind’s innate capacity to receive information and judge its intellectual and moral value. Plato’s foremost pupil, Aristotle, emphasized how learning involves building associations such as succession in time, contiguity in space, and similarities and/or contrasts.
Researchers in educational psychology have made important contributions to contemporary education and culture, from learning paradigms (behaviorism, cognitivism, constructionism) and the theory of multiple intelligences, to proactive school-wide positive behavioral supports.
Educational and school psychologists overlap in their training and functions, to some extent, but also differ in important ways. Educational psychologists are more involved in teaching and research at the college or university level.
Educational psychology is dedicated to the study and improvement of human learning, across the lifespan, in whatever setting it occurs. Such settings include not only schools, but also workplaces, organized sports, government agencies, and retirement communities – anywhere humans are engaged in instruction and learning of some type.
Educational psychology is important because of its focus on understanding and improving the crucial human capacity to learn. In this mission of enhancing learning, educational psychologists seek to assist students and teachers alike.
He also proposed five formal steps of learning: 1 Reviewing what is already known 2 Previewing new material to be learned 3 Presenting new material 4 Relating new material to what is already known 5 Showing how new knowledge can be usefully applied
In that sense, Vygotsky is often considered a (social) constructivist, where learning depends on social communication and norms. Learning thus reflects our connection to and agreement with others, more than a connection with a purely external or objective reality.
Behaviorism has significantly shaped the disciplines of psychology and education, illuminating major influencing factors in human behavior and learning. In psychology, both behavior modification and behavior therapy owe their origins to behaviorism.
Because early behaviorists tried to legitimize psychology as a science, their theories emphasized external, scientifically measurable behavioral changes in response to similarly measurable stimuli.
Behaviorism defines learning as observable behavioral change that occurs in response to environmental stimuli. Positive stimuli — or “rewards” — create positive associations between the reward and a given behavior; these associations prompt one to repeat that behavior.
Behaviorist learning theory distinguishes between classical and operative conditioning. The former involves natural responses to environmental stimuli, while the latter involves the reinforcement of a response to stimuli.
Teachers work toward their desired objectives by using external stimuli, explaining and demonstrating a skill or behavior, and then inviting student practice and providing feedback that reinforces the behaviors or skills they wish students to learn or unlearn. Cognitivism. Key Theorists.
As psychologists, these professionals often work directly with children — and in collaboration with parents and teachers — to improve a child’s learning outcomes. However, educational psychologists can also pursue careers as researchers, consultants, and teachers in a variety of contexts, including schools, community organizations, ...
Social and contextual learning theories also inform educators’ efforts to connect new concepts with direct applications of concepts in specific contexts where a student lives, works, and/or learns.
Faculty demeanor in the classroom influences their#N#students’ willingness to initiate one-on-one contact with#N#them outside of class. If students perceive faculty to be#N#supportive and caring, they are likely to perceive them as#N#being approachable outside the classroom. Questions to ask#N#to assess approachability and availability include:
Choices in Assessment of Teaching. A teacher’s preparation and organization, classroom. performance, approachability and availability, and assessment of. students’ learning are all fair game for evaluation. The question, of course, is how to go about the assessment process.
experience. Some faculty may wish to evaluate their teaching more. than once or twice a semester, even weekly, but students. may find such frequent assessment obsessive and annoying. Instead, faculty may wish to solicit feedback from students. when trying a new technique or demonstration for the first.
clarity of lectures, the extent to which they engage students. in discussion, and so on, but teaching involves more than. classroom performance. Faculty prepare for hours in advance. of class, create and grade tests, and meet students during office. hours, to name but a few teaching activities. Students should.
learning outcomes, the nature of the subject matter, the. teacher’s orientation to learning (e.g., lecture versus a greater. emphasis on student involvement), the kinds of classroom. learning activities practiced, how students will be engaged, the approach to assessing student learning, and classroom.
teaching experiences creates opportunities for reflection. — the chance to lead an “examined life” as a teacher. Contemplating both what one does well and poorly as a. teacher may provide insights into strategies and actions to. undertake to become better. Finally, determining how well students achieve course.
Do not limit evaluation to a single source (e.g., students) or#N#a specific teaching dimension ( e.g., classroom performance).#N#Faculty have the best chances of learning about their teaching#N#and improving it if they gather evaluative information from#N#both students and peers on all aspects of their teaching.