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Educational Psychology (Areas of Focus (Development (Types of development…
Educational Psychology
Areas of Focus
Development
Jean Piaget
Piaget’s Four Stages of Cognitive Development
Sensorimotor
Preoperational
Concrete Operational
Formal Operations
Lev Vygosky
Socially based cognitive development
Cultural-Historical Approach
Higher Psychological Functions
Phylogenesis
Sociocultural History
Tools and Signs
Ontogenesis
Microgenesis
Zone of proximal development
Activity Theory
Leont’ev
Types of development (adolescents)
Social, Emotional, and Personality Development
Motivational Development
Physiological Development
Bronfenbrenner
Ecological Systems Theory of Development
Chronosystem
Macrosystem
Exosystem
Mesosystem
Microsystem
Eriskson
Eriskson’s Epigentic Theory of Development
Individual Differences
Measurement and Assessment
Cronbach
Statistical Methods
Francis Galton
Neuroscience (emerging)
Information Processing Theory
Constructivism
Achievement
Motivation
Founding Theorists
John Dewey
Functionalism
G. Stanley Hall
Thorndike
William James
Pragmatism
Functionalism
Core Principles
Teaching
Learning
Intelligence
Structural Theories of Intelligence
Theory of Psychometric g
Spearman
Model of Mental Abilities
Thurstone
Hierarchical Theories of Intelligence
Theory of fluid and crystallized intelligence (Gf-Gc)
Crystalized Intelligence]
Cattel
Horn
Cattle-Horn-Carroll Model
Carroll
Systems Models of intelligence
Theory of Multiple intelligences
Gardner
Triadic Theory of Intelligence
Steinberg
Componential subtheory
Experiential subtheory
Contextual subtheory
Measurement tools
Woodcock-Johnson III (WJ-III)
Wechsler Intelligence Scale for Children (WISC-IV)
Stanford-Binet Fifth Edition (SB-V)
Kaufman Assessment Battery for Children-II (KABC-II)
Expert Performance Approach
Expert performance
Deliberate Practice
Other intelligence factors
Problem Solving
Motivation
Study Strategies
Mental representations/Background knowledge
Generalized intelligence
Cognition
Metacognition
Flavell
Metamemory
Nelson & Narems
Monitoring
Control
Calibration
Jacobs & Paris
Procedural metacognitive knowledge
Declarative metacognitive knowledge
Conditional metacognitive knowledge
Executive Function
Self-regulation
Academic Help seeking
Stereotype threat
Academic Disidentification
Academic Disengagement
Theory of Mind
Within Academic Domains
Self-regulated strategy development model
Metamemory Strategies
Self-regulation strategies
General metacognitive strategies
Content-specific metacognitive strategies
Metacognitive control strategies
Planning strategies
Self-evaluation
Scientific Inquiry
Metacognitive knowledge monitoring
Metacomprehension
Self-assessment
Metacognitive knowledge
Implications for teaching
Principles for strategies instruction
Cognitive apprenticeship model
Movitation
Modern-expectancy value theory
Eccles and Wigfield
Expectancies for success
Task Value
Attainment Value
intrinsic value
Utility Value
Cost
Implicit theories about intelligence
Dweck
Incremental/malleable view of intelligence
Entity/fixed view of intelligence
Self-determination theory
Intrinsic Motivation
Deci & Ryan
Autonomously regulated behavior
Amotivation
External regulation
Introjected motivation
Identified regulation
Integrated regulation
Extrensic motivation
Achievement goals
Mastery Goals
Performance Goals
Performance Avoidance Goals
Performance Approach goals
Ames
TARGET System
Attribution Theory
Locus
Controrability
Stability
Intrapersonal Motivation
Interpersonal motivation
Research
Design-based research
Participatory action research
Intervention research
Targeted intervention research
Multicomponent Intervention Research
Early Researchers
Joseph Schwab
Four Commonplaces of education
Social Cognitive Theory expands this
Cronbach
Behaviorism
John Watson
B. F. Skinner
Imitation
Theories
Social Cognitive Theory
Historical Influences
Imitation
Skinner*
Latent Learning
Tolman
Social Learning Theory
Rotter
Bandura
Conceptual Framework
Triadic Reciprocity
Enactive Learning
Vicarious learning
Learning Performance Distinction
Vicarious Processes
Modeling
Response Facilitation
Inhibition and Disinhibition
Observational Learning
Attention
Retention
Production
Motivation
Symbolic Processes
Self-Efficacy
Actual Performance
Vicarious Experiences
Social Persuasion
Physiological Indexes
Goals
Specificity
Proximity
Difficulty
Outcome Expectations
Value
Social Comparison
Self-regulatory processes
Zimmerman
Cyclical model of self-regulation
Forethought Phase
Performance/volitional phase
Self-reflection phase
Sociocultural Theory
Cultural Psychology
Informal Learning
Rogoff
Vygosky
Community of Learners
Communities of Practice
Lave and Wenger
Situated Learning
Legitimate peripheral participation
Constructivism
Moshman
Exogenous Constructivism
Endogenous Constructivism
Piaget
Cognitive disequilibrium
Assimilation
Adaptation
Schema
Equilibration
Dialectical constructivism
Social Participation
Scaffolding
Authentic Tasks
Tools
Environmental Dialetic
Social Constructivism
Teaching Strategies
Cognitive Apprenticeships
Reciprocal Teaching
Problem Based Learning