Educational psychology: a developmental approach
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
McGraw-Hill
1994
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| Ausgabe: | 6. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXI, 677 S. zahlr. Ill., graph. Darst. |
| ISBN: | 0070605475 007113669X |
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Titel: Educational psychology
Autor: Sprinthall, Norman A
Jahr: 1994
CONTENTS IN BRIEF Special Features xviii Preface XX CHAPTER 1 Introduction and History 1 UNIT 1 CHILD AND ADOLESCENT GROWTH 25 CHAPTER 2 Fundamentals of Growth and Development 27 CHAPTER 3 Physical Growth and Development 47 CHAPTER 4 Early Experience 77 CHAPTER 5 Cognitive Growth 97 CHAPTER 6 Personal Growth 141 CHAPTER 7 Value Development 175 UNIT 2 LEARNING THEORY 209 CHAPTER 8 Learning Backgrounds 211 CHAPTER 9 Learning Theory Today 229 CHAPTER 10 Learning in the Classroom 255 CHAPTER 11 Information Processing 285 UNIT 3 TEACHING EFFECTIVENESS 321 CHAPTER 12 Methods and Models of Teaching 323 CHAPTER 13 Teaching Objectives 355 CHAPTER 14 Teaching: The Personal Dimension 385 UNIT 4 INDIVIDUAL DIFFERENCES: MEASUREMENT AND RESEARCH 423 CHAPTER 15 Measurement and Individual Differences 425 CHAPTER 16 Intelligence: Concepts and Measures 457 UNIT 5 MANAGING STUDENTS IN GROUPS 491 CHAPTER 17 The Class as a Social Unit 493 CHAPTER 18 Motivation in the Classroom 527 CHAPTER 19 Student Discipline: A Developmental Model 555 CHAPTER 20 Mainstreaming: Students with Special Needs 585 Glossary—Study Guide 623 Photo Credits 661 Index 663 IX
CONTENTS Special Features xviii Preface xx CHAPTER 1 Introduction and History 1 Educational Psychology: A Bridge Stepped on at Both Ends? 2 Theory and Practice: Two Cultures? 2 Why Theory? Why Practice? 4 One Theory or Many? 5 Educational Psychology: Four Problems to Solve Simultaneously 6 Education Yesterday and Today 8 Yesterday: Trivia in the Classroom 8 Today: Still Trivia in the Classroom? 9 Emergence of a Theoretical Framework 10 William James: The Early Promise 11 E. L. Thorndike: Scientific Education 13 John Dewey and Human Interaction 13 Maxine Greene: The Teacher as Stranger 16 The Art and Science of Teaching 21 Summary 21 Key Terms and Names 22 Theory into Practice: Your Philosophy and Assumptions about Teaching and Learning 22 References 24 UNIT 1 CHILD AND ADOLESCENT GROWTH 25 CHAPTER 2 Fundamentals of Growth and Development 27 The Nature-Nurture Controversy 29 The Hereditarians Speak: Henry E. Goddard and the "Bad Seed" 29 The Environmentalists Speak: John B. Watson and "Give Me the Baby" 30 Educational Psychology: The Battleground 33 The IQ Testers 34 The Learning Theorists 35 Why Was an Environmental Position so Attractive in the United States? 35 Ethology 36 Cherished Beliefs and Scientific Facts 37 Nature-Nurture: A Modern Solution to an Old Problem 41 Summary 42 Key Terms and Names 42 Theory into Practice: Are You a Hereditarian or an Environmentalist at Heart? 42 References 44 CHAPTER 3 Physical Growth and Development 47 The ABCs of Genetics 48 Dominants and Recessives 50 Down Syndrome 51 Behavior Genetics 51 Animal Studies 51 Human Studies 52 Psychology's First Principle 52 Life before Birth 53 The Zygote 53 The Embryo 54 The Fetus 54 Physical Development in Childhood 55 The Nervous System 55 Sleep 55 Motor Development 55 Sensory Development 57 Emotional Development 59 Speech Development 60 Physical Development in Adolescence 63 Special Problems of Girls 63 Special Problems of Boys 64 Adolescent
Sexuality 65 The Sissy-Boy Syndrome 66 Early and Late Maturation 68 Growth Periods and Educational Problems 68 Summary 70 Key Terms and Names 71 Theory into Practice: Observing Changes in Growth 71 References 72 xi
Contents xii CHAPTER 4 Early Experience 77 Early Experience: The Key to the Nature-Nurture Puzzle 77 Two Studies of the Critical-Time Hypothesis 78 Early Experience: Observations and Theories 79 The Berkeley Growth Study 79 Bloom's Hypothesis 81 Stimulus Variety: The Basic Ingredient 82 Bruner on Early Experience 83 Piaget on Early Experience 83 The Biological Basis of Early Experience 83 The A/S Ratio 84 The Evidence from Krech 84 Environmental Stimulation for Physiological Development 85 Skinner's Air Crib—Healthful but Unstimulating 86 Head Start's Success: Perry Preschool Program 86 Design of the Study 87 Outcomes of the Study 88 A Good Investment for Society 88 The Milwaukee Project 89 The Critics Speak 90 A Word of Caution 91 A Final Comment 91 Summary 91 Key Terms and Names 92 Theory into Practice: Early Experience— Learning the Concepts 92 References 94 CHAPTER 5 Cognitive Growth 97 Stages of Growth and Development 97 Jean Piaget: The Late Discovery of His Work 99 The Concept of Cognitive Growth 101 Research through Repeated Observations 101 The Meaning of Cognition: Piaget's Definition 102 Piaget's Stages of Cognitive Growth 103 Sensorimotor Experience (Birth to Two Years) 105 Intuitive or Preoperational Thought (Two to Seven Years) 107 Concrete Operations (Seven to Eleven Years) 110 Formal Operations (Eleven to Sixteen Years) 113 Educational Implications of Piaget's Theory 115 Intelligence and Activity 115 The American Question: Can We Speed Up Growth? 115 Patricia Arlin: Beyond Piaget 116 Accommodation and Assimilation 117 Equilibration, or Knowledge Disturbances 119 Lev Vygotsky: Teaching for Growth 121 Shared Cognitions 122 The Zone of Proximal Growth 122 Classroom Instruction: Peer Interaction and Relaxed Reflection 124 Dimant and Bearison: A Community College Study 124 Vygotsky and Affect 124 Vygotsky's Contribution 125 Brain Physiology and Piaget's Stages 125 Piagetian Theory: New Directions 126
Cognitive Development: Too Narrow a Focus? 128 Children Are Not Like Adults 129 Adults Are Not Like Adults Either 129 Summary 131 Key Terms and Names 132 Theory into Practice: Applying Piaget 132 References 137 CHAPTER 6 Personal Growth 141 Personal Growth: The Pre-Freudian View of Mindless Children 141 Sigmund Freud: The Discovery of Childhood 142 Emotional Growth during Childhood: Freud's New View 142 Erik Erikson: The Sequence of Stages and Tasks of Personal Development 143 The Epigenetic Principle: The Engine for Growth 144 Childhood (Birth to Six Years) 146 The Juvenile Period (Six to Twelve Years) 155 Adolescence (Thirteen through the College Years) 157 James Marcia: Identity Status during College 160 Identity Diffusion 160 Identity Foreclosure 161 Identity Moratorium 161 Identity Achievement 162 Alan Waterman: The Order of Identity Phases 162 Recent Research on Identity Status 163 Identity Formation and Minority Status 163 Identity Formation and Gender 165 Educational Implications 167 Psychological Defenses During Adolescence 168
Contents XtU Erikson's Contribution 169 Summary 170 Key Terms and Names 170 Theory into Practice: Identity Formation Phases—An Interview Guide 171 References 172 CHAPTER 7 Value Development 175 Exploding the Myth of Character Education 175 Kohlberg's Theory: A Developmental View 177 Kohlberg's Six Stages of Moral Growth 178 Preconventional Morality: Stages I and II 178 Conventional Morality: Stages III and IV 179 Postconventional Morality: Stages V and VI 183 Comparing the Stages 183 The Research Evidence 185 Stages of Moral Development: Current Issues 185 Age Trends 185 Modal Stage Plus One: A Preference for More Complex Reasoning 188 An Invariant Sequence 188 Moral Judgments and Moral Action 189 Sex Differences: Gilligan's Critique 193 Moral Dilemma Content: Are Females Changing? 195 Care, Gender, and Ethnicity 195 Universal Stages across Cultures 196 Peer Interaction 199 Family Influences and Moral Judgment 200 Moral Growth: Understanding at Your Own Stage and One Stage Up 201 Moral Education in the Classroom 201 The Berkowitz Approach: Support and Challenge 202' Violence: How to Stop Moral Growth 202 Summary 204 Key Terms and Names 204 Theory into Practice: Leading a Dilemma Discussion 205 References 207 UNIT 2 LEARNING THEORY 209 CHAPTER 8 Learning Backgrounds 211 Association Learning and Cognitive Learning 212 The Origins of Learning Theory: William James and Wilhelm Wundt 212 The Gestaltists Attack Wundt 213 The Behaviorists Attack Wundt 213 Behaviorists and Gestaltists Attack Each Other 213 The Associationists versus the Gestaltists 215 The Early Association Theorists 215 E. L. Thorndike 215 Ivan Pavlov 216 Edwin Guthrie 218 The Early Cognitive Theorists 218 Max Wertheimer 218 Wolfgang Kohler 220 New Directions in Psychology and Education 221 Summary 223 Key Terms and Names 224 Theory into Practice: Learning Backgrounds—Focusing Your Thinking 225 References 227 CHAPTER 9 Learning Theory Today 229 B. F.
Skinner and Response Analysis 230 Reinforcement 232 Responses: Two Types 232 Operant Conditioning 233 Extinction 234 Discrimination • 235 Stimulus Generalization 235 Conditioned Reinforcement 236 The Engineering of Society 238 Verbal Behavior 239 Operant Conditioning in the Classroom 240 Behaviorism Today: The Functional View 241 The Challenge Today 241 A Message to Educators 242 Jerome Bruner and the Process of Thought 243 Bruner's First Principle: Motivation 243 Bruner's Second Principle: Structure 245 Bruner's Third Principle: Sequence 247 Bruner's Fourth Principle: Reinforcement 247 Discovery Learning 247 A Final Comparison 249 Summary 250 Key Terms and Names 251 Theory into Practice: Learning through Understanding 251 References 253 CHAPTER 10 Learning in the Classroom 255 Transfer 255 Formal Discipline 256
XIV Contents The Learning Curve 256 Learning Sets 257 Massed versus Distributed Learning 257 The Spacing Effect 257 Social Learning or Modeling 258 Modeling versus Operant Conditioning 258 Significance in the Classroom 259 Operant Conditioning in the Classroom 261 The Case for Behavior Modification 261 The Use of Reinforcement 263 Punishment 265 Aversive Stimuli in the Classroom 267 Extinction 268 Shaping 268 The Token System 268 The Premack Principle 270 Behavioral Technology and the Three Rs 270 Spelling 271 Handwriting 271 Oral Reading 271 Mathematics 271 Programmed Instruction 271 Computer-assisted Instruction 273 The Teacher's Role 275 Summary 278 Key Terms and Names 280 Theory into Practice: Operant Conditioning 280 References 281 CHAPTER 11 Information Processing 285 Learning as Information Processing 286 The Sensory Register 287 Short-Term Memory 288 Long-Term Memory 289 Rehearsal: Two Types—Maintenance and Elaborative 290 Two Long-Term Memory Systems? 290 Emotions and Memory 295 The Information Processing Theory of Forgetting 296 Decay 296 Interference 298 Aids to Retrieving Learned Material 299 Mnemonics 301 IQ and Information Processing 303 Developmental Aspects of Information Processing 303 Differences in Processing Input 303 Differences in Storing Information 305 The Physical Locus of Memory 309 In Search of the Engram 309 The Two-Stage Memory Process Revisited 310 Memory and Physiology—from Protein to Calpain 312 Friendly Rivals 312 Serenity in the Cognitive Patch? 313 Summary 314 Key Terms and Names 315 Theory into Practice: Improving Your Memory 316 References 317 UNIT 3 TEACHING EFFECTIVENESS 321 CHAPTER 12 Methods and Models of Teaching 323 Elements of Teaching Effectiveness 323 Academic Learning Time 325 Use of Reinforcement 325 Cues and Feedback 326 Cooperative Learning 328 Classroom Morale 328 Higher-Order Questions 329 Advance Organizers 329 Teaching Effectiveness: Direct Instruction
Exclusively? 331 The Flanders System: Bridging to Models 332 Model One: The Transmitter of Knowledge 335 Model Two: Inductive Inquiry 337 Model Three: Interpersonal Learning 340 Synthesizing Teaching 342 Avoiding Rigidity 343 Enhancing Flexibility among Models 343 Nonverbal Behavior 345 Communicating Expectations 347 Cross-cultural Differences 348 Summary 350 Key Terms and Names 350 Theory into Practice: Verbal and Nonverbal Behavior 350 References 352 CHAPTER 13 Teaching Objectives 355 Objectives: The Problem of What to Teach 355 Educational Goals: Bloom's Taxonomy 356 Level One: Basic Knowledge 356 Level Two: Comprehension 356 Level Three: Application 357 Level Four: Analysis 358 Level Five: Objective Synthesis 358
Contents XV Level Six: Objective Evaluation 358 Taxonomy and Developmental Stages 358 Educational Objectives and Developmental Stages 360 David Hunt: Conceptual Stages 360 Attribute-Treatment Interaction 361 Matching or Mismatching: The Art of Teaching 363 Mary Belenky, Blythe Clinchy, Nancy Goldberger, and Jill Tarule: Ways of Knowing 366 Lesson Planning: The Vehicle for Educational Goals 369 New Educational Goals For All: Teaching for Higher-Order Understanding 371 Conceptions of Thinking in The Seventies, Eighties, and Nineties 371 Approaches to Teaching Higher-Order Thinking and Understanding 373 Summary 378 Key Terms and Names 379 Theory into Practice: A Detective Approach to Lesson Planning 379 References 381 CHAPTER 14 Teaching: The Personal Dimension 385 The Teacher as a Person: The Elusive Question 385 What Is Teaching Really Like? 385 The Hidden Agenda 387 The Medium and the Message 387 Attitudes toward Teaching and Learning 388 Conceptual Levels of Teachers 389 Does Conceptual Level Make a Difference? 391 Attitudes toward Pupils 391 Teacher Expectations 392, Cultural Differences and Student Characteristics 395 Student Characteristics That Affect Teacher Expectations 399 Effects of Student Difference in Academic Achievement on Teachers' Behavioral Responses 403 How Widespread Are Negative Expectations? 405 Attitudes toward Self 407 A Reflective Inquiry Approach 409 Values and Teaching 414 Teaching Goals and Strategies: A Developmental Model 415 Summary 417 Key Terms and Names 418 Theory into Practice: The Process of Learning Self-Reflection 418 References 421 UNIT 4 INDIVIDUAL DIFFERENCES: MEASUREMENT AND RESEARCH 423 CHAPTER 15 Measurement and Individual Differences 425 Measurement 425 Reliability and Validity 426 Distributions: Tables and Graphs 429 Stem-and-Leaf Display 431 Measures of Central Tendency 432 Variability: The Name of the Game in Educational Psychology 434 The Range 435 The Standard
Deviation 435 The Normal Curve 435 Standard Scores (z Scores) 436 Percentiles (Deciles and Quarteies) 437 Normal Curve Equivalents (NCE) 438 Stanines 438 Norm-referenced and Criterion- referenced Testing 438 Multiple-Choice Tests or Essays? 442 Curriculum Testing 444 Correlation: A Useful Tool for Making Predictions 445 The Sign of the Correlation 445 Correlation Values and Their Interpretation 445 Scatterplot Diagrams 445 The Pearson r 447 Sampling: Generalizing from the Few to the Many 450 Summary 450 Key Terms and Names 451 Theory into Practice: Statistical Evaluation 452 References 453 CHAPTER 16 Intelligence: Concepts and Measures 457 What Is Intelligence? 457 In the Beginning: The History of IQ Testing 461 Individual Differences and Correlation 462 Alfred Binet and Mental Age 462 The Early Stanford-Binet 464 IQ Tests Today 464 The Current Stanford-Binet 464 The Wechsler Tests 467 Group Tests of Intelligence 469 What Do IQ Tests Predict? 469 Academic Achievement 469 Success in Life 469
xvt Contents Heredity, Environment, and Time 470 Hereditary Factors 470 Environmental Factors 472 Time 474 The Mix 475 Infant Intelligence 475 The Transactional Model 476 Sex Differences in IQ 476 Are There Genetic Differences In Intelligence between Racial Groups? 476 Heritability 479 The Cumulative Deficit in IQ 480 Sir Cyril Burt and the Taint of Scandal 480 The Confluence Model: The Family Environment 481 Summary 483 Key Terms and Names 484 Theory into Practice: Testing for Intelligence-learning 484 References 488 UNIT 5 MANAGING STUDENTS IN GROUPS 491 CHAPTER 17 The Class as a Social Unit 493 Social Psychology Defined 493 Social Facilitation 494 The Risky Shift 495 Brainstorming 495 Differential Effects on Behavior 496 Cohesiveness 496 Conformity 497 Socialization 501 Cognitive Dissonance 502 Attribution Theory 503 Aggression 504 Theories of Aggression 505 Aggression and the Mass Media 506 Nature or Nuture? 508 Status and Role 508 The Influence of Expectations 509 Sex Roles in Society and in the School 511 Role and Personality 511 Leadership 512 Theories of Leadership 512 Leadership and Gender 513 Styles of Leadership 513 Classroom Leadership 515 Group Dynamics in the Classroom 515 Summary 520 Key Terms and Names 521 Theory into Practice: Impact of Status and Role on Behavior 521 References 522 CHAPTER 18 Motivation in the Classroom 527 Motivation and the Law of Effect 527 A Current Appraisal 528 Motivation Never Acts in a Vacuum 528 The Motive and Its Components 529 Physiological Motives 529 Acquired Motives 530 Functional Autonomy 530 Emotions and Motivation 530 Intrinsic versus Extrinsic Motivation 531 Self-Regulated Learning 532 Maslow's Need Hierachy 532 Acquired Motives and Social Forces 534 Need for Approval 534 Achievement 536 Competence 540 Curiosity 540 Cooperation and Competition 541 Unconscious Motivation 545 Repression 545 The Zeigarnik Effect 546 Motivation and Conflict 546 Sources of Motivational
Conflicts 546 Reactions to Conflict 547 Motivation and Development 547 The Teacher's Role 548 Summary 548 Key Terms and Names 549 Theory into Practice: Motivation and Procrastination 549 References 551 CHAPTER 19 Student Discipline: A Developmental Model 555 Historical Background 555 Student Discipline and the Fallacy of Character Education 556 Discipline: A Developmental Method 556 Stages of Development and Discipline 557 Matching Discipline Levels and Pupils 564 Discipline Levels: Four Questions 564 Strategies at Stage I 565 Strategies at Stage II 565 Strategies at Stage III 566 Strategies at Stage IV 567 Strategies at Stage V 568 Discipline: Effects of Discussion 571
Contents XVti Discipline Stage and Individual Differences 571 Initiating and Preventative Teacher Behaviors 572 Transition to Corrective Methods: I-Messages 572 Corrective Techniques 573 Dealing with Cheating 573 When All Else Fails: Behavioral Contract Form 574 Discipline and Parenting: Damon's Implications for Teaching 577 Summary 578 Key Terms and Names 578 Theory into Practice: Matching Disciplinary Strategies 579 References 582 CHAPTER 20 Mainstreaming: Students with Special Needs 585 Traditional Practices Regarding Placement 585 Remolding 585 Exclusion 586 Segregation 586 A New Policy: Mainstreaming 587 Public Law 94-142 587 The "Least Restrictive" Dictum 588 The Diagnostic Problem 589 IQ Testing: Is It Valid? 589 Assessment: The Problematic Nature of the Learning-Disabled Category 590 Assessment: The Problem with the Emotionally Disturbed Category 592 Assessment: The Confounding Effects of Social Class, Ethnicity, and Gender 593 Assessment: Some New Proposals 594 An Alternative Classification Procedure 596 Alternative Educational Environments: Promoting Development 597 The Regular Education Initiative 597 Cross-Categorical, or Noncategorical, Systems 602 Intervention Programs 602 Increasing the Accommodative Capacity of Classrooms 602 Developing the Requisite Teaching Skills 604 From Diagnosis to Teaching 606 Learned Helplessness: A Common Characteristic 608 Unlearning Helplessness 608 Teaching Strategies for Mainstreaming 608 Precise Teaching 609 Cooperative Learning 612 Tutoring 613 Social Skills Training 615 Matching and Gradual Mismatching 615 The Individualized Education Plan 616 The Case for Mainstreaming 617 Summary 618 Key Terms and Names 619 Theory into Practice: Peer Tutoring 619 References 621 Glossary—Study Guide 623 Photo Credits 661 Index 663 |
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| spelling | Sprinthall, Norman A. Verfasser aut Educational psychology a developmental approach Norman A. Sprinthall ; Richard C. Sprinthall ; Sharon N. Oja 6. ed. New York [u.a.] McGraw-Hill 1994 XXI, 677 S. zahlr. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Psychopédagogie Educational psychology Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf 1\p (DE-588)4151278-9 Einführung gnd-content Pädagogische Psychologie (DE-588)4044321-8 s DE-604 Sprinthall, Richard C. Verfasser (DE-588)170821862 aut Oja, Sharon N. Verfasser aut HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=006865058&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
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| title | Educational psychology a developmental approach |
| title_auth | Educational psychology a developmental approach |
| title_exact_search | Educational psychology a developmental approach |
| title_full | Educational psychology a developmental approach Norman A. Sprinthall ; Richard C. Sprinthall ; Sharon N. Oja |
| title_fullStr | Educational psychology a developmental approach Norman A. Sprinthall ; Richard C. Sprinthall ; Sharon N. Oja |
| title_full_unstemmed | Educational psychology a developmental approach Norman A. Sprinthall ; Richard C. Sprinthall ; Sharon N. Oja |
| title_short | Educational psychology |
| title_sort | educational psychology a developmental approach |
| title_sub | a developmental approach |
| topic | Psychopédagogie Educational psychology Pädagogische Psychologie (DE-588)4044321-8 gnd |
| topic_facet | Psychopédagogie Educational psychology Pädagogische Psychologie Einführung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=006865058&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT sprinthallnormana educationalpsychologyadevelopmentalapproach AT sprinthallrichardc educationalpsychologyadevelopmentalapproach AT ojasharonn educationalpsychologyadevelopmentalapproach |