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Psychology Study Guide for Chapters 4-6

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by: Lauren Notetaker

Psychology Study Guide for Chapters 4-6 PSYC 201

Marketplace > Towson University > Psychlogy > PSYC 201 > Psychology Study Guide for Chapters 4 6
Lauren Notetaker
GPA 3.3
Educational Psychology
Dr. Gallihue

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About this Document

The study guide goes over Chapters 4-6 and the topics that are not covered in the book
Educational Psychology
Dr. Gallihue
Study Guide
Psyc201, Study Guide, study
50 ?




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1 review
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"The content was detailed, clear, and very well organized. Will definitely be coming back to Lauren for help in class!"
Lucas Donnelly IV

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This 0 page Study Guide was uploaded by Lauren Notetaker on Tuesday March 22, 2016. The Study Guide belongs to PSYC 201 at Towson University taught by Dr. Gallihue in Summer 2015. Since its upload, it has received 42 views. For similar materials see Educational Psychology in Psychlogy at Towson University.

Similar to PSYC 201 at Towson


Reviews for Psychology Study Guide for Chapters 4-6

Star Star Star Star Star

The content was detailed, clear, and very well organized. Will definitely be coming back to Lauren for help in class!

-Lucas Donnelly IV


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Date Created: 03/22/16
Study Guide for Test 2 Covers 0 Chapter 4 0 Chapter 5 0 Chapter 6 Qhaptgfl Intelligence a person s problem solving skills amp the ability to adapt to specific situations In Gardner s Theory of Multiple Intelligence there are 8 types of intelligence 0 Verbal ability to think using words use language to express meaning 0 Music pitch melody rhythm tone 0 Spatial ability to think in 3D 0 Logical Mathematical math skills logic reasoning 0 Body kinesthetic being physically adept and dealing with movement 0 Interpersonal understanding others how they feel etc 0 Intrapersonal understanding oneself how you feel etc 0 Naturalist ability to observe the patterns in nature as well as in systems In Sternberg s Triarchic Theory there are 3 kinds of intelligence Analytical Creative Practical Analyze judge evaluate Create design invent Use apply implement Compare contrast Original imaginative Put into practice common sense Do well in conventional out of the box thinkers Do well outside of the classroom schools When you have all 3 then you have wisdom Grouper prefer to have as wide a grasp of topics as possible Some characteristics of Groupers 0 Like general principles amp relating the topic to many aspects of life 0 Learn better in unstructured situations 0 Resist details in learning 0 Starts with general concepts amp overall situation before getting the details Stringer prefer to have a systematic methodical analysis for things Some characteristics of Stringers 0 Comfortable With strategy 0 Prefer specifics to general concepts 0 Acquire knowledge sequentially amp gradually 0 Info must be directly related to the task Learning styles preference in learning amp studying Coanitive stvles strategy involved in thinking amp problem solving There are 4 types of style learners 0 Mastery 0 Understanding 0 Selfexpressive 0 Interpersonal The Mastery Style learner 0 Absorbs info concretely 0 Processes info sequentially 0 Judges info value by its clarity amp practicality The Understanding Style learner 0 Focuses on abstractions of the ideas 0 Uses the process of questioning amp reasoning The Selfexpressive Style learner 0 Focuses on feelings amp emotion to form new ideas or products 0 Judges the value of products by their originality amp aesthetics The Interpersonal Style learner 0 Social in nature amp tends to learn better in groups 0 Judges learning value by its potential in helping others Personality distinctive thoughts emotions amp behaviors that characterize how a person adapts to the world There are 5 personality factors 0 Openness in regards to experiences 0 Conscientiousness 0 Extraversion 0 Agreeableness 0 Neuroticism emotional stability Temperament person s behavioral style amp characteristic way of responding There are 3 types of temperament 0 Easy 0 Difficult 0 Slow to Warm Up A child with an easy temperament 0 Has positive mood 0 Establishes quickly to routines 0 Adapts easily to new experiences A child with a difficult temperament 0 Reacts negatively cries frequently 0 Irregular daily routines 0 Slow to accept change A child with a slow to warm up temperament 0 Low activity level low adaptability 0 Somewhat negative 0 Low intensity of mood Qhapt l 1 in 5 children 20 live in poverty in 2010 The poverty level for a family of four is having an income of 22050 per year What kind of resources do people living in poverty lack 0 School supplies 0 Food 0 Electricity 0 Hygiene items 0 Access to quality education 0 Safe housing 0 Pet supplies 0 Clothes 0 Playground 0 Employment Culture the behaviors patterns beliefs of a particular group of people that are passed on Multicultural classroom education that values diversity amp perspectives of a variety of cultural groups Individualism 0 Gives priority to personal goals 0 Values feeling good amp independence 0 Personal distinction Collectivism 0 Set of values that support the group 0 Values group integrity amp interdependence 0 Supports harmonious relationships Prejudice unjustified negative attitude towards an individual because of his her membership in a group Discrimination unjustified negative or harmful action towards a member of a group because a person belongs to that group Gender psychological amp sociocultural dimensions of being male or female Gender roles social expectations that prescribe how males amp females should think act amp feel Gender stereotVDing broad categories that re ect impressions amp beliefs about which behavior is appropriate for males amp females Parents amp teachers treat boys different than girls where boys are reinforced to follow intellectual pursuits while girls are reinforced to follow nurturing activities Teachers attribute failure in boys as a lack of motivation while failure in girls is seen as a lack of ability There are many form of sexual harassment 0 Sexist remarks 0 Convert physical contact 0 Blatant propositions 0 Sexual assaults Quid Pro Quo when a school employee threatens to base an educational decision grades on a student s submission to unwelcome sexual conduct Hostile Environment student is subjected to unwelcome sexual conduct that is so severe persistent amp pervasive that it limits the student s ability to benefit from his her education Qhapt l Exceptional refers to one or more kind of special needs or characteristics in children IDEA Individuals with Disabilities Act 1990 Least Restrictive Environment 0 Evaluation amp determination of eligibility 0 Necessary support for disabled students 0 Minimizing time removed from regular classrooms 0 Mainstreaming Individualized Education Plan IEP 0 Specifically tailored for students With disabilities 0 Special education placement is based on physical social intellectual amp emotional factors Gifted amp Talented students Who demonstrate high performance capabilities Who require serVices not usually given by the school Acceleration completing programs in less time or at an earlier age than usual Enrichment method of instruction With additional or challenging experiences Special classes pullout programs Sensory Disorders 0 Visual Impairments 0 Educationally Blind 0 Hearing Impairments Deafness Visual Impairments Where student has low Vision meaning anywhere from 2070 amp 20200 With correction lens Educationally blind students cannot use their Vision to learn and must rely on their other senses instead like hearing amp touch Deafness cannot process auditory info Some oral approaches for hearing impaired students are lip reading amp speech reading Some manual approaches are sign language amp finger spelling Speech amp Language Disorders 0 Articulation pronouncing words incorrectly 0 Apraxia muscle control 0 Voice hoarse harsh too loud soft pitch 0 Fluency stuttering Physical Disorders Orthopedic versions deal With restrictions of movement because of muscle joint or bone problems Some other health impairments are heart conditions asthma and diabetes An example of a seizure disorder is epilepsy Autism Spectrum Disorders 0 Autistic 0 Asperger s 0 Childhood disintegrative 0 Rett s 0 Pervasive developmental NOS NOS Not Otherwise Specified Onsets Within the 1st 3 years of life Some signs are 0 Deficiencies in social relationships lack of being able to determine social norms 0 Communications abnormalities 0 Restrictive repeated amp stereotyped behavior patterns 0 Unusual responses to sensory experience 0 Benefit from highly structured learning environment Emotional amp Behavioral Disorders serious persistent problems that involve relationships aggression depression amp fears associated With school amp personal matters Aggressive Out of Control Behavior 0 Serious emotional disturbance 0 Engage in aggressive defiant dangerous acts 0 Incidence greater in boys than girls Depression Symptoms are 0 Feelings of worthlessness hopelessness 0 Behaving lethargically for a prolonged period 0 Poor appetite a change in appetite 0 Sleep problems a change in sleeping patterns Incidences of it are more common in adolescence than in childhood and occurs higher in girls Anxiety vague highly unpleasant feeling of fear amp apprehension If anxiety is intense amp prolonged then it substantially impairs school performance When you notice it refer students to a school counselor Behavioral therapies have been effective With helping people With anxiety Attention Deficit Hyperactivity Disorder ADHD Signs 0 Inattention 0 Hyperactivity 0 Impulsively Onsets in early childhood Intervention includes a combination of academic behavioral amp medical outlooks


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