father of educational psychology

"People are the objects of education"

not so useful

The process by which individuals acquire knowledge, apply knowledge, and process information

Perception, imagination, memory and other thinking activities (brain use) performed by individuals in understanding things

1. Simple concrete – complex abstract

2. Unintentional - conscious

3. Generalization - differentiation (in-depth)

4. Cognitive activities have sequence, stage, difference, continuity, etc.

i. Piaget's theory of cognitive development

ii. Vygotsky's theory of cultural development

iii. Bronfenbrenner

The unique and stable way of thinking and behavior that distinguishes a person from others, including the overall mental outlook

Thoughts, emotions, interests, hobbies, morals, character

1. Continuity and stages coexist

2. directionality and sequence

3. Imbalance

4. Differences and commonalities coexist

Erikson's theory of psychosocial development

Kohlberg's stage theory of moral cognitive development

I. Whether people are affected by environmental information when perceiving

cognitive speed

way of thinking

The level of conceptualization used in processing information

learning strategies

The level of conceptualization when processing information

High-level neural activity types

Excitable

Lively

Quiet type

Depressive type

Play to their strengths

Learn from each other's strengths

Sociality

language as a medium

proactive

Negative adaptation to the environment

subtopic

1. signal learning

2. stimulus-response learning

3. chain learning

4. Verbal associative learning

5. discrimination learning

6. concept learning

7. learning of rules

8. problem solving learning

1. Learning of verbal information

2. Learning of intellectual skills

3. cognitive strategy learning

4. attitude learning

5. Learning of motor skills

1. how learning takes place

2. Learning materials are linked to learners’ original knowledge

unconsciously

Be aware, put in the effort, and follow the rules

Professional terminology during the experiment

law

The process of learning to substitute one stimulus for another to establish a conditioned reflex

The essence of learning lies in forming habits, that is, forming connections between stimuli and responses.

The formation of habits follows the law of frequent cause and the law of recency

Eliminate fear and condition happiness on things

Hungry cat opens the cage experiment

Application in education

evaluate

The essence of learning

law

1. 小步子

2. 积极反应

3. 及时强化

4. 自定步调

The essence of learning

law

application

experiment

the nature of learning

experiment

the nature of learning

The essence of learning lies in actively forming cognitive structures

a. get

b. Convert

c. evaluate

Understand the basic structure of the subject

Use your own mind to personally acquire all forms of knowledge and discover the basic structure of the subject

a. Create problem situations

b. stimulate desire for inquiry

c. Test hypothesis

d. Guide students to use analytical thinking to verify conclusions

a. advantage

b. shortcoming

The new knowledge represented by the symbols establishes a non-artificial and substantive connection with the appropriate concepts already in the learner's cognitive structure.

a. objective, external conditions

b. Subjective, internal conditions

Link teaching content to cognitive structures

1. Find concepts (fixation points) in the cognitive structure that can fix new knowledge.

2. Find similarities between old and new ideas

3. Find the difference between the two

4. Systematize new knowledge

Lower level learning

Superior learning

Combined learning (parallel learning)

A kind of guiding material that appears before the learning task itself. It has a higher level of abstraction, generalization and comprehensiveness than the learning task itself, and can be clearly related to the original concepts in the cognitive structure and the new learning task.

Build a bridge between old and new knowledge, provide a fixation point for concepts, increase the discriminability of old and new knowledge, and promote learning transfer

a. declarative organizer

b. comparative organizer

Teachers directly present the knowledge to be imparted and its significance, and students acquire new knowledge through the interaction between old and new knowledge.

Features

1. There is no contradiction between the two

2. Acceptance of learning or discovery of learning may be mechanical or meaningful

3. In fact, students find that learning new knowledge is based on existing knowledge in the cognitive structure

4. Students do not accept knowledge passively, but actively reflect it through their own minds.

5. The two have different focuses, but both emphasize the role and composition of cognitive structures.

expect

NOTE: Selective Perception

Coding: Save registration

memory storage

extract

migrate

reaction

strengthen

Gradual formation theory The result of the interaction between subject and object

Top down: indirect experience

Bottom up: direct experience

With the advancement of human understanding, it is constantly being overturned and replaced by new theories.

When facing real problems, only by transforming, reorganizing, and even creating existing knowledge according to specific situations and problems can we solve practical problems.

Actively construct meaning based on one’s own experience

During the learning process, learners must constantly think, actively process various information, synthesize old and new knowledge, and form new hypotheses and inferences. Learners need to self-manage and adjust.

Learn through participating in certain social and cultural activities in real practical activities. In this process, a learning community is often needed to achieve

Learning should be related to actual situations

meaning

effect

link

meaning

method

occur

Learning Content

problem solving process

test

1. meaning

Teaching is based on powerful real events or real problems

Group cooperation between students and students

Teaching and learning mutually beneficial between teachers and students

Advocates that domain learning occurs through the acquisition, development, and use of cognitive tools in real domain activities

Allow inexperienced or less experienced learners to participate in a real activity under the guidance of experts, thereby acquiring knowledge and skills related to the activity

actual self

ideal self

summary

(Patient Centered Therapy)

meaningful free learning

non-directive teaching

in line with social interests

In line with personal interests and contrary to social interests

Directly connected, immediate goals

Long-term goals, indirectly connected

Motivation is satisfied within the activity. The action itself is the driving force. It is generated based on the understanding of needs and the mastery of knowledge. There is no need for external inducements or punishments to direct the behavior towards the goal.

Motivation is satisfied outside of activities, and is not interested in learning itself, but in learning results.

Stable and long-lasting motivation manifested in many learning activities

Motivation manifested in a specific activity

In order to understand, understand and master knowledge, and acquire the ability to systematically elaborate or solve knowledge

equivalent to internal motivation

The source of gaining status and self-esteem

Gaining approval or approval from elders

Motives that dominate activities

Motivation to play a supporting role in activities

The harder it is, the lower the motivation for optimal levels

Such as, praise, rewards, competitions

Atkinson

McClelland

Atkinson

Those who pursue success

avoid losers

Striving for success

avoid losers

people’s explanations and evaluations of why they or others achieved results

Hyde

Lot

Wiener

Attributions have a great impact on student behavior, expectations, and emotions

1. Information about other people’s operations

2. previous ideas

3. self-awareness

Guide students to make correct attributions - hard work (dialectics)

Everything cannot be attributed to hard work

self-efficacy

1. Direct experience has the greatest impact

2. vicarious experience vicarious reinforcement observing others

3. Verbal persuasion

4. emotional arousal

1. Affects the acquisition and performance of new behaviors

2. Determine people's choice and persistence in activities

3. Affects emotions during activities

4. Influence people's attitude when facing difficulties

Overcome the tendency of traditional psychology to emphasize knowledge and actions over emotions.

Combining cognition, needs, and emotions to study motivation has great scientific value

Limitations: A relatively complete and unified theoretical framework has not been formed.

High approach, high avoidance type

High drive and low avoidance type

Trend low, avoid high

low-trend-low-avoidance type

Can explain the phenomenon - having ability but not working hard

teacher measures

Different views on ability growth lead to different goal orientations

learning target

performance goals

score

study

Self-determination: People are active and autonomous organisms with an innate tendency for psychological growth. They will strive to cope with continuous challenges in the environment and integrate external experiences into their self-concept.

Three basic psychological needs: sense of competence, autonomy, and belonging

desi experiment

Lepore experiment

When the task itself is interesting, imposing extrinsic motivation can undermine intrinsic motivation

internalized motivation

Emphasize intrinsic motivation and focus on how the outside affects the inside

Improper use of motivation can reduce intrinsic motivation

When students are interested in the task, do not provide rewards easily, especially material ones

Teachers should promote the internalization of external motivation

Concentrate, be spontaneous, self-evaluate, and develop in an all-round way

Teaching arouses students' interest and attracts students to actively participate

Establish a sincere, harmonious and democratic teacher-student relationship, allowing students to express their opinions freely

Establish an evaluation mechanism that combines student self-evaluation with teacher encouragement and evaluation

Be student-centered and promote the independent development of students’ personality and potential

Physiological, safety, belonging and love, respect, knowledge and understanding, aesthetics, self-actualization needs

There are not only distinctions between high and low, but also priorities. Only when low-level needs are met can high-level needs be pursued.

Deficiency needs arise due to lack and disappear once satisfied

The need for growth is never satisfied

Due to various reasons, very few people can achieve the need for self-actualization

1. To some extent, students lack motivation to learn, which may be due to unsatisfied missing needs.

2. Therefore, teachers should not only care about students’ learning, but also pay appropriate attention to students’ lives.

3. Love and respect are easily missing in schools

4. Teaching guides students to pursue growth needs

Pygmalion effect

subtopic

Progress rate, new focus, comments

Including skills, strategies, etc., and also generally refers to all experiences people get

Such as theorems, concepts, etc. in various disciplines, excluding skills and experience

Surface features can be directly accessed through the senses

Reflect the essence, laws and internal connections of things, obtained through certain thinking activities

Can be directly observed, tangible

It cannot be observed directly and can only be obtained by definition.

It mainly reflects the status, content and time reasons of the development and change of things. It mainly expresses what and how

Reflect the specific process or main steps of the activity, Explain what to do and how to do it, mainly for practical operation

declarative

procedural

Declarative knowledge often provides the necessary information to perform a certain operating procedure

The mastery of procedural knowledge will also promote the deepening of declarative knowledge.

Mastering procedural knowledge such as note-taking and reading is also of certain significance for us to learn declarative knowledge.

Experience gained through doing it yourself

The theoretical and systematic knowledge structure and system summarized through long-term human culture

Able to explain clearly in language and words

It cannot be explained in words, it can only be understood but cannot be expressed in words.

There are fixed answers and fixed methods

No fixed answers or methods

Understanding and acquiring new knowledge

Adjustment and integration of old knowledge

A series of rules expressed as "if...then..."

The basic attributes and characteristics of things

Express a fact or describe a state, usually consisting of a relationship and more than one topic

two or more propositions linked together

mental images that people form in their minds that are similar to real-world situations

organized knowledge structure

Pairing of conditional actions

Exposure to foreign knowledge and strive to establish connections

Building connections through assimilation

Knowledge systematized and structured

Appearance

Languages

action, method

Intuition and summary of teaching materials

Memorize and maintain teaching materials

concretization process (extraction)

a. meaningfulness

b. specificity

c. relative complexity and difficulty

intuitiveness of presentation

Consciousness: subjective initiative

Method: Create frameworks, tables, and add questions

The presence or absence of fixation points; the stability and clarity of fixation points; the distinguishability between old and new materials

cognitive development level

language skills

Instantaneous, short-term, long-term

long term memory

Common among children

Positive, negative

question, extract clues

Ausubel, senior replaces junior, major replaces minor

selective amnesia

It is a concentrated expression of the interaction between old and new experiences, the transformation of existing experiences by new experiences, and the process of initiating and resolving cognitive conflicts.

The state of confusion, tension and discomfort felt when there is a conflict between original ideas and new experiences.

A. Rejection of new concepts directly or after analysis

B. incorporate

Ability or achievement

Use existing knowledge to solve problems

Understand the teaching materials and solve similar problems based on knowledge

Know when you appear

does not appear reappear

Can be positive or negative

a. positive migration

b. negative transfer

c. zero migration

a. Lateral migration

b. vertical migration

a. Ordinal migration

b. reverse migration

a. self migration

b. near migration

c. far migration

a. General migration

b. Specific migration

functional psychology

Transfer occurs when the new learning situation shares elements with the original learning situation.

water target shooting test

Basic concepts, theorems and conclusions - generalized theory

An epiphany about internal relationships in learning situations

Establish a pattern in training

The schema matches, the representation is the same, and migration occurs

The productions are the same, migration occurs

(Skinner) representation matching, identical structure

Knowledge situationality, situational transfer

learning materials and situations

Similarity of processes between individuals in processing learning materials

Lateral migration

vertical migration

Motor Skills | Motor Skills

Wisdom Skills | Intelligence Skills

Mental skills (memory)

Practical models and operational activity procedures for mental skills (memorizing words)

Acquire procedural knowledge

Use physical objects, models, etc. to manipulate procedural knowledge through explicit actions

Establish prototypes and models, procedural knowledge

Correspondingly add 2.3.4, external action

Automatic, embedded, simplified

Knowledge, how-to, declarative, and preliminary procedural start-goal states

procedural knowledge, operations

Internal speech, not under conscious control

small muscle groups

large muscle groups

continuous, coordinated, inseparable

Discontinuous countable quantity

gymnastics

football

Tai Chi

fencing

Learn relevant knowledge (procedural, declarative)

Think about actions and steps (heavy workload)

Merge local movements into large units and imitate - skilled

Actions are basically unconscious and are generalized and systematic.

Concentrated, dispersed, whole, part, simulation, actual, psychological

Over practice 1.5 times

1. Practice scores gradually improve

2. plateau phenomenon

3. The ups and downs in practice performance

4. There are individual differences in exercises

self-sensory system

feedback from outside oneself

1. Guide students to combine the visual image of movements with kinesthetic representations

2. Experience kinesthetic stimulation

3. In the later stage of contact, visual control and kinesthetic control are alternately practiced.

Learners’ methods and techniques for information processing

Pay attention to strategies

Fine machining strategy

rehearsal strategy

Coding and organizing strategies

Metacognition helps us estimate the extent of learning, decide how to learn, and provide evaluation, feedback, and regulation of cognitive strategies.

Cognitive strategies help us integrate new knowledge with old knowledge

meaning

effect

Strategies for students to effectively monitor their own learning process

1. self planning strategy

2. self-monitoring strategy

3. self-regulation strategies

4. self-evaluation strategies

5. self-directed strategies

Strategies to assist students in managing available environments and resources

I. time management strategies

II. effort management strategy

III. Academic help-seeking strategies

IV. environmental management strategy

It is an overall ability and intelligence is indivisible

Spearman

factor

Thurston

seven mental abilities

Gerford

three dimensions

5X4X6=120 factors

cartel