Final Post

Hi all,

Below are links to the two “jeopardy” powerpoints.

Don’t forget to do course evaluations!!

See you Wednesday

jeopardy-round1

double-jeopardy-round1

 

Final Review Jeopardy

The time has finally arrived!! FINAL JEOPARDY REVIEW. All jeopardy, all hour. Two BIG ways to win BIG! Regular Jeopardy and DOUBLE Jeopardy. Plus, a Daily Double!

Lots of prizes– everyone is a winner!!! Come early and get a table close to the screen.

 

Motivation Powerpoint

Here is the Motivation powerpoint.

 

Guidelines for the Motivation Paper

The Motivation Paper is due Friday December 5th. Like previous papers, it should be from 4-6 pages in length, Times New Roman, 12 font, double spaced. Use information from the text Ch. 10, lectures, classroom discussions and the powerpoint.

Topic— What should a teacher know about motivation?

You should include two sections: 1) Briefly discuss the various theories about motivation (Behavioral-Skinner, Bandura; Cognitive-Piaget and Adkinson; Attributrion; Humanistic-Maslow) 2) Discuss your plan/strategies for motivating students once you have your own classroom.

 

Review Topics for the Final

Review Topics for the Final

Concepts/Individuals/Terms to know

Nature versus nurture

Stage theory versus continuous theory

Theories of Human Development

Theories of Moral Development

Piaget (learning theory, theory of moral development)

Schema

Assimilation and accommodation

Conservation

Stages of Human Development

Vygotsky

zone of proximal development

Scaffolding

Erikson

Kohlberg

Marcia

Beane

Hoffman

Gilligan

Childhood & Adolescent Development

Identity, self concept, self esteem, self efficacy

Learning Theories

Behavioral Learning Theory

Thorndike (Law of Effect)

Classical Conditioning

Pavlov

Skinner (Operant Conditioning)

Consequences

primary and secondary reinforcers

The Premack Principle

Punishment

Shaping

Extinction

Brain-based learning

The Cognitive Revolution

brain scanning

anatomy of the brain

neural pruning during infancy and adolescence

characteristics of the brain i.e. plasticity, adaptability, pattern perception, self organizing

Memory

The Modal Model (sensory memory, short-term memory [rehearsal], long term memory)

The Serial Position Curve-the Primary Effect hypothesis and the Recency Effect hypothesis

Chunking

Coding

Proactive Interference

The Working Memory Model

Long-Term Memory “coding”- (phonological, visual, semantic)

Constructivist Learning Theory

Gestalt learning theory

Jerome Bruner-discovery learning

Enactive (action, doing) Ionic (pictures, graphic representations) Symbolic (language and other abstract symbol systems)

Domains of Learning

a.       The Cognitive Domain

b.      The Psychomotor Domain

c.       The Affective Domain

Benjamin Bloom’s taxonomy of the cognitive domain

Motivation

B. F. Skinner and programmed learning

Bandura and social learning/motivation

Intrinsic versus extrinsic motivation

The undermining effect

Cognitive theories of motivation (Piaget)

Adkinson

The “need” for achievement

Attribution theory

locus of control

Humanistic theories of motivation

Maslow – the hierarchy of needs

Learning styles

Multiple intelligences

Sternberg

Gardner

 

Preparing for Thursday’s Quiz

Sorry I am so late in uploading the powerpoints. The “Slideshare” site was down again.

I changed my mind about the format of the quiz. There will be 15 multiple choice questions and two short answer essays.

 

Implicit Bias and the Election

Psychologists from San Diego State and the University of Chicago have just published an interesting study. They used a common research technique, the implicit association test, to measure whether people regarded Barack Obama and other candidates as more foreign or more American. They found that research subjects — particularly when primed to think of Senator Obama as a black candidate — subconsciously considered him less American than either Hillary Clinton or John McCain.

It’s not that any of them actually believed Senator Obama to be foreign. But the implicit association test measures the way the unconscious mind works, and in following instructions to sort images rapidly, the mind of many of the participants (college students at the two schools) balked at accepting a black candidate as fully American. This result mattered: The more difficulty a person had in classifying Senator Obama as American, the less likely that person was to support him.

You can read the study here.

You can also take a similar implicit association test here.

 

Back from Break

Welcome back from fall break.

We are going to move on to a new topic Tuesday- Learning theory.

The first learning theory we will explore is Behaviorism, so be sure to read Chapter 5 of your text.

A new poll.

 

Reading about the Brain

Here are the links to the articles we will discuss in class

Reading 1

addicted-to-starvation

Reading 2

animal-intelligence-and-the-evolution-of-the-human-mind

Reading 3

buried-prejudice

Reading 4

five-ways-brain-scans-mislead-us

Reading 5

high-apptitude-minds

Reading 6

hypnosis

Reading 7

minding-mistakes

Reading 8

putting-thoughts-into-action

Reading 9

searching-for-intelligence-in-our-genes

Reading 10

sleep-on-it

Reading 11

the-certainty-bias

Reading12

the-secrets-of-storytelling

Reading 13

why-calories-taste-delicious

 

Quiz Review

The quiz will consist of 15 Multiple Choice questions and 4 short answer essays.

Here are some of the ideas/concepts that you should know:

human development (definition and types); G. Stanley Hall; ontogeny recapitulates phylogeny; continuous/discontinuous theories of development; nature versus nurture; maturation; schema; equilibration; adaptation; assimilation; accommodation; constructivist learning theory; Piaget’s stages of cognitive development (sensorimotor, preoperational, concrete operational, formal operational); object permanence; egocentric; conservation; transitivity; seriation; hypothetico-deductive reasoning; Vygotsky’s theory of socio-cultural development; public versus private speech; psychological tools; imitative learning; mediation; empirical learning; theoretical learning; the zone of proximal development; scaffolding; Erikson’s stages of personal/social development (trust versus mistrust, autonomy versus doubt, initiative versus guilt, industry versus inferiority, identity versus role confusion, intimacy versus isolation, generativity versus self-absorption, integrity versus despair); Piaget’s moral development (heteronomous morality, autonomous morality); Marcia’s elaboration on Identity ( foreclosure, diffusion, moratorium, achievement); Kohlberg’s three levels of moral development (preconventional, conventional and postconventional) as well as each of the two stages at each level; Gilligan’s criticism of Kohlberg and her own theory of development; Elkind’s elaboration of Piaget’s concept of egocentrism; Garbarino’s elaboration of Erickson’s “trust-mistrust” stage when applied to at-risk children; Beane’s middle school model and his theory of Democratic Teaching; The meaning of and differences between Self-Esteem, Self-Concept and Self Efficacy.