Understanding Art Testing: Past Influences, Norman C. Meier's Contributions, Present Concerns, and Future Possibilities
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
Print This Article
Learnings, However Wise colorful narrative. The chapter is organized as much by experience as chronology, with Lyn Corno six key sections. Readers can find one- sentence lessons signaled by underlined material located at the start of some paragraphs within each key section. Why and How Educational Research I was an Arizona girl, born near the Grand Canyon, where my father had his first teaching job, and raised in Tempe just a short walk from Arizona State University. I was ready to leave home as soon as I finished college. As a child, my grandmother took me on bus trips to California, where beaches and flowering tree gardens lured me away from desert landscapes and endless days of sun. I wrote this chapter during the COVID-19 pandemic of 2020. How coincidental it is to be writing a reflective memoir at a time when it is hard to avoid reflecting. I had not thought I could tackle this project until well into the year, but sequestration at a rented house in South Carolina gave me time and so the pages multiplied in a different way. With this said, what is omitted is often the First grade photo, Broadmoor School, Tempe, most important material for reflection - the AZ emotional moments of childhood and the feelings that come with each turn of event. My parents appreciated my independent This is to be an account of things I may streak and, after helping me set up a studio have learned, however “wise,” for graduate apartment in Seal Beach, California, near my students or others who would have careers first job, my mother boarded a plane home in education and psychology, so it lacks a and left me to it. -
An Academic Genealogy of Psychometric Society Presidents
UvA-DARE (Digital Academic Repository) An Academic Genealogy of Psychometric Society Presidents Wijsen, L.D.; Borsboom, D.; Cabaço, T.; Heiser, W.J. DOI 10.1007/s11336-018-09651-4 Publication date 2019 Document Version Final published version Published in Psychometrika License CC BY Link to publication Citation for published version (APA): Wijsen, L. D., Borsboom, D., Cabaço, T., & Heiser, W. J. (2019). An Academic Genealogy of Psychometric Society Presidents. Psychometrika, 84(2), 562-588. https://doi.org/10.1007/s11336-018-09651-4 General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:30 Sep 2021 psychometrika—vol. 84, no. 2, 562–588 June 2019 https://doi.org/10.1007/s11336-018-09651-4 AN ACADEMIC GENEALOGY OF PSYCHOMETRIC SOCIETY PRESIDENTS Lisa D. -
Research and Development Center for Teacher Education, the University of Texas
REPORT RESUMES ED 013 981 24 AA 000 252 RESEARCH AND DEVELOPMENT CENTER FOR TEACHER EDUCATION, THE UNIVERSITY OF TEXAS. BEHAVIORAL SCIENCE MEMORANDUM NUMBER 13, PARTS A AND B. BY- MCGUIRE, CARSON TEXAS UNIV., AUSTIN, R! AND DEV. CTR. FOR ED. REPORT NUMBER BR- 23 PUB DATE 67 CONTRACT OEC-0 106 EDRS PRICE -$0.25 HC-$2.00 46P. DESCRIPTORS- *BIBLIOGRAPHIES, *ANNOTATED BIBLIOGRAPHIES, *TEACHER EDUCATION, *BEHAVIORAL SCIENCES, *EDUCATIONAL PSYCHOLOGY, ELEMENTARY EDUCATION, SECONDARY EDUCATION PART A OF MIS MEMORANDUM IS AN ANNOTATED BIBLIOGRAPHY FOR INSTRUCTORS IN TEACHER EDUCATION. PART B PRESENTS AN ANNOTATED BIBLIOGRAPHY THAT IS INTENDED AS AN ADDENDUM TO "BEHAVIORAL SCIENCE RESEARCH MEMORANDUMS" NUMBERS 10 AND 12. THESE BIBLIOGRAPHIES REPORT UPON TEXTS, BOOKS OF READINGS, SELECTED JOURNAL ARTICLES, VARIOUS MONOGRAPHS, AND RECENT BOOKS UPON TOPICS PERTINENT TO TEACHER EDUCATION. THE REFERENCES WERE COMPILED BY INSTRUCTORS OF EDUCATIONAL PSYCHOLOGY COURSES AT THE UNIVERSITY OF TEXAS AND BY RESEARCH PERSONNEL OF THE RESEARCH AND DEVELOPMENT CENTER FOR TEACHER EDUCATION LOCATED AT THE UNIVERSITY. THE AUTHOR STATES MOST OF THE REFERENCES ARE RELEVANT TO THE COURSE "BEHAVIORAL SCIENCES IN EDUCATION" OFFERED AT THE UNIVERSITY FOR BOTH ELEMENTARY AND SECONDARY EDUCATION SECTIONS, (AL) AltC- 0A-q7- r A RESEARCH AND DEVELOPMENT CENTER FOR TEACHER EDUCATION THE UNIVERSITY OF TEXAS , Behavioral Science Memorandum No. 13 This issue of the BSR Memo series reports upon texts, books of readings,selected journal ar- ia*. tidies, various monographs, and recent books upon topics pertinent toteacher education.Most of CC) the references are relevant to a course "Behavioral Sciences inEducation" (Elementary and Second- ary Education sections) offered at The University of Texas. -
International Journal of Scientific Research and Reviews Meaning
Islam Md. Nijairul, IJSRR 2018, 7(4), 1969-1982 Research article Available online www.ijsrr.org ISSN: 2279–0543 International Journal of Scientific Research and Reviews Meaning and nature of human intelligence: A review Islam Md. Nijairul Gazole Mahavidyalaya, Malda, West Bengal, India. PIN 732124. E-mail: [email protected] ABSTRACT How to define intelligence seems to be a conundrum with human race. People have been pondering over the nature of intelligence for millennia. Simply put, intelligence is the ability to learn about, learn from, understand and interact with one‟s environment. This mental ability helps one in the task of theoretical as well as practical manipulation of things, objects or events present in one‟s environment in order to adapt to or face new challenges and problems of life as successfully as possible. Some psychometric theorists like Spearman believed that intelligence is a basic ability that affects performance on all cognitively oriented tasks – from computing mathematical problems to writing poetry or solving riddles, and that it can be measured through IQ tests. On the other hand, cognitive theorists like Earl B. Hunt hold that intelligence comprises of a set of mental representations of information and a set of processes that can operate on the mental representations. The latest ones – cognitive-contextual theorists of intelligence such as Howard Gardner – think that cognitive processes operate in various environmental contexts. The present paper tries to understand the meaning and nature of human intelligence from various perspectives, development of intelligence, and its measurement. KEY WORDS: Intelligence, understanding, psychometric theory, cognitive theory, cognitive- contextual theory. -
Copyrighted Material
CHAPTER 1 Educational Psychology: Contemporary Perspectives WILLIAM M. REYNOLDS AND GLORIA E. MILLER INTRODUCTION TO EDUCATIONAL PSYCHOLOGY IN THE SCHOOLS 12 PSYCHOLOGY 1 PERSPECTIVES ON EDUCATIONAL PROGRAMS, CURRENT PRESENTATIONS OF THE FIELD 3 RESEARCH, AND POLICY 15 DISTINCTIVENESS OF THIS VOLUME 4 SUMMARY 18 OVERVIEW OF THIS VOLUME 5 REFERENCES 18 EARLY EDUCATION AND CURRICULUM APPLICATIONS 10 INTRODUCTION TO EDUCATIONAL assessment of intelligence and the study of gifted chil- PSYCHOLOGY dren (as well as related areas such as educational tracking), was monumental at this time and throughout much of the The field of educational psychology traces its begin- 20th century. Others, such as Huey (1900, 1901, 1908) nings to some of the major figures in psychology at were conducting groundbreaking psychological research the turn of the past century. William James at Harvard to advance the understanding of important educational University, who is often associated with the founding fields such as reading and writing. Further influences on of psychology in the United States, in the late 1800s educational psychology, and its impact on the field of edu- published influential books on psychology (1890) and edu- cation, have been linked to European philosophers of the cational psychology (1899). Other major theorists and mid- and late 19th century. For example, the impact of thinkers that figure in the early history of the field include Herbart on educational reforms and teacher preparation in G. Stanley Hall, John Dewey, and Edward L. Thorndike. the United States has been described by Hilgard (1996) Hall, cofounder of the American Psychological Asso- in his history of educational psychology. -
Learning Theory This Course Will Cover the Fundamentals Of
Learning Theory This course will cover the fundamentals of pedagogy and andragogy, as well as examine different theories in learning. We will analyze the particular characteristics of adult learning, identifying the contributions of theoretical and scientific support to andragogy, its principles and applications. Also we will evaluate the concept and importance of permanent or life-long education. Hopefully you will come away with a better sense of how humans learn and how you in particular can continue to learn. What is learning? Learning involves change. It is concerned with the acquisition of habits, knowledge, and attitudes. It enables the individual to make both personal and social adjustments. Since the concept of change is inherent in the concept of learning, any change in behavior implies that learning is taking place or has taken place. Learning that occurs during the process of change can be referred to as the learning process. Learning is a change in the individual, due to the interaction of that individual, and his environment, which fills a need to make him more capable of dealing adequately with his environment. A distinction is frequently made between education and learning. Education is an activity undertaken or initiated by one or more agents that is designed to effect changes in the knowledge, skill, and attitudes of individuals, groups, or communities. The term education emphasizes the educator, the agent of change who presents stimuli and reinforcement for learning and designs activities to induce change. The term learning, in contrast, emphasizes the person in whom the change occurs or is expected to occur. -
Beyond Pavlov, Thorndike, and Skinner: Other Early Behaviorist Theories
Supplementary reading in the Companion Website accompanying HUMAN LEARNING 5/E by J. E. Ormrod, 2008, Upper Saddle River, NJ: Merrill/Prentice Hall. Copyright© 2007 by Pearson Education, Inc. All rights reserved. BEYOND PAVLOV, THORNDIKE, AND SKINNER: OTHER EARLY BEHAVIORIST THEORIES Chapters 3 and 4 in Human Learning describe the work of three prominent early behaviorists: Ivan Pavlov, Edward Thorndike, and B. F. Skinner. But other theorists had a significant impact on early behaviorist thinking as well. Here we’ll focus on three especially notable ones: John Watson, Edwin Guthrie, and Clark Hull. John Watson It was actually John Watson (1913) who introduced the term behaviorism and served as the most vocal advocate for the behaviorist perspective in the early part of the twentieth century. In his major writings, Watson (1914, 1916, 1919, 1925) adamantly called for the introduction of scientific objectivity and experimentation into the study of psychological phenomena. He emphasized the need for focusing scientific inquiry on observable behaviors rather than on such nonobservable phenomena as “thinking.” Not only did Watson oppose the study of internal mental events, but he also denied any existence of the mind at all! Thought, he proposed, was nothing more than tiny movements of the tongue and larynx and thus was a behavior just like any other. Greatly influenced by the work of both Pavlov and another Russian, Vladimir Bechterev (1913), Watson adopted the classically conditioned S-R habit as the basic unit of learning and extended it to human learning (e.g., see Watson and Rayner’s study with an infant named Albert, described in Chapter 3).1 Watson proposed two laws describing how such habits develop. -
3. Main Theories on Acquisition and Development Del Language. 3.1 Learning Theories: Watson and Skinner Operant Conditioning B
SEC 3 Page 1 of 9 3. MAIN THEORIES ON ACQUISITION AND DEVELOPMENT DEL LANGUAGE. 3.1 LEARNING THEORIES: WATSON AND SKINNER OPERANT CONDITIONING By the 1920s John B. Watson had left academic psychology and other behaviorists were becoming influential, proposing new forms of learning other than classical conditioning. Perhaps the most important of these was Burrhus Frederic Skinner; Although, for obvious reasons he is more commonly known as B.F. Skinner. Skinner's views were slightly less extreme than those of Watson. Skinner believed that we do have such a thing as a mind, but that it is simply more productive to study observable behavior rather than internal mental events. Skinner believed that the best way to understand behavior is to look at the causes of an action and its consequences. He called this approach operant conditioning. Skinner's theory of operant conditioning was based on the work of Thorndike (1905). Edward Thorndike studied learning in animals using a puzzle box to propose the theory known as the 'Law of Effect'. BF Skinner: Operant Conditioning Skinner is regarded as the father of Operant Conditioning, but his work was based on Thorndike’s law of effect. Skinner introduced a new term into the Law of Effect - Reinforcement. Behavior which is reinforced tends to be repeated (i.e. strengthened); behavior which is not reinforced tends to die out-or be extinguished (i.e. weakened). Skinner (1948) studied operant conditioning by conducting experiments using animals which he placed in a “Skinner Box” which was similar to Thorndike’s puzzle box. B.F. -
Structural Peculiarities of Social Mental Abilities of Future Teachers
INTERNATIONAL JOURNAL OF ENVIRONMENTAL & SCIENCE EDUCATION 2016, VOL. 11, NO. 18,12629-12636 OPEN ACCESS Structural Peculiarities of Social Mental Abilities of Future Teachers Ardakh Rizabekovna Yermentayevaa,Kundyz Serikovna Kenzhebayevab,Akerke Nurlanbekovna Umirbekovac, Zhanat Kanashovna Aubakirovad, and Akmaral Bakytbekovna Iskakovad a N.Gumilyov Eurasian National University, KAZAKHSTAN, b The Korkyt Ata Kyzylorda State University, KAZAKHSTAN, c Abai Kazakh National Pedagogical University, KAZAKHSTAN, d University Turan-Astana, KAZAKHSTAN, ABSTRACT The problem of social intelligence of researchers has attracted attention in recent years. Social intelligence is one of the most important characteristics of teachers. The aim of this research was to study features of structure of social intelligence of future teachers. The respondents in this study were selected 360 students of pedagogical specialties from Kyzylorda State University. The following tools are used in the work: methods of investigation of social intellect by J.P. Guilford and M.O. Sullivan. Results of theoretical and experimental studies have revealed general and specific features of social intelligence of future teachers. The results of research indicated that normative-role values accepted in society are significant for respondents; the students are guided by these values in situations of interpersonal interactions. Dynamics of parameters of social intelligence of respondents was performed. Gender features of social intelligence of future teachers were established. Differences which were related with professional specialization were not found. KEYWORDS ARTICLE HISTORY Teacher, social intelligence, interpersonal Received 11 April 2016 interaction, specialization, dynamics Revised 07 August 2016 Accepted 30 August 2016 Introduction There is a considerable amount of research of social structure of social intelligence for both children and adults. -
EDUCATIONAL PSYCHOLOGY SERIES Critical Comprehensive Reviews of Research Knowledge, Theories, Principles, and Practices Under the Editorship of Gary D
Transfer of Learning This is a volume in the Academic Press EDUCATIONAL PSYCHOLOGY SERIES Critical comprehensive reviews of research knowledge, theories, principles, and practices Under the editorship of Gary D. Phye Transfer of Learning Cognition, Instruction, and Reasoning Robert E. Haskell Department of Psychology University of New England Biddeford, Maine San Diego San Francisco New York Boston London Sydney Tokyo This Page Intentionally Left Blank Contents Foreword xi Introduction xiii I What Transfer of Learning Is 1. THE STATE OF EDUCATION AND THE DOUBLE TRANSFER OF LEARNING PARADOX A World at Risk: National Reports 4 Corporate Business Training and Transfer 9 The Double Transfer of Learning Paradox: Importance 9 The Double Transfer of Learning Paradox: Failure 12 Conclusion 17 Notes 17 2. TRANSFER OF LEARNING: WHAT IT IS AND WHY IT’S IMPORTANT The Basics of What Transfer of Learning Is 24 Evolution of Transfer from Rats to Chimps to Humans 27 v vi Contents A General Scheme for Understanding the Levels and Kinds of Transfer 29 Importance of Transfer of Learning 32 Tricks of the Trade: Now You See It, Now You Don’t 35 Conclusion 37 Notes 37 3. TO TEACH OR NOT TO TEACH FOR TRANSFER: THAT IS THE QUESTION Instructional Prospectus for the 21st Century 44 Implications for Instruction and a Prescriptive Remedy 47 From Research to Useful Theory 49 Conclusion 54 Notes 54 4. TRANSFER AND EVERYDAY REASONING: PERSONAL DEVELOPMENT, CULTURAL DIVERSITY, AND DECISION MAKING Reasoning about Everyday Events 58 Reasoning with Single Instances 59 Legal Reasoning and Transfer 62 Personal Development, Human Diversity, and the Problem of Other People’s Minds 63 Social Policy Decision Making and Transfer Thinking 69 Notes 72 5. -
The Adventures of Love in the Social Sciences: Social Representations, Psychometric Evaluations and Cognitive Influences of Passionate Love
The adventures of love in the social sciences : social representations, psychometric evaluations and cognitive influences of passionate love Cyrille Feybesse To cite this version: Cyrille Feybesse. The adventures of love in the social sciences : social representations, psychometric evaluations and cognitive influences of passionate love. Psychology. Université Sorbonne Paris Cité, 2015. English. NNT : 2015USPCB199. tel-01886995 HAL Id: tel-01886995 https://tel.archives-ouvertes.fr/tel-01886995 Submitted on 3 Oct 2018 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. UNIVERSITE PARIS DESCARTES INSTITUT DE PSYCHOLOGIE HENRI PIERON Ecole Doctorale 261 « Cognition, Comportements, Conduites Humaines » THESE Pour obtenir le grade de DOCTEUR DE L’UNIVERSITE PARIS DESCARTES Discipline : Psychologie Mention : Psychologie Sociale et Différentielle Laboratoire de Psychologie Sociale: menaces et société (LPS) Laboratoire Adaptations Travail Individu (Lati) Présentée et soutenue publiquement par Cyrille FEYBESSE Le 26 Novembre 2015 The adventures of love in the social sciences: social representations, psychometric evaluations and cognitive influences of passionate love. JURY G. COUDIN – MCF-HDR – Directrice de Thèse T. LUBART – Professeur à l’Université Paris Descartes – Co-directeur de Thèse I. OLRY-LOUIS – Professeur à l’Université Paris Ouest Nanterre - Rapporteur E. -
Psychology: Behaviorism
Psychology: Behaviorism Skill: Objectives: ● Students will explain what constitutes Classical Conditioning, as well as describe the type of behavior for which this type of conditioning is suitable. ● Students will explain what constitutes Operant Conditioning, as well as describe the type of behavior for which this conditioning is suitable. ● Students will then compare and contrast Classical and Operant conditioning. Online Activity Have students look up and read about the experiments of Ivan Pavlov, John B. Watson, and Edward Thorndike, and B.F. Skinner. Ask students to pay special attention to the differences between Classical (Pavlov and Watson) and Operant (Thorndike and Skinner) Conditioning. Online Websites that contain relevant articles include (or you can research your own): https://www.simplypsychology.org/classical-conditioning.html https://www.simplypsychology.org/operant-conditioning.html https://www.verywellmind.com/classical-conditioning-2794859 https://courses.lumenlearning.com/boundless-psychology/chapter/classical-conditioning/ https://www.verywellmind.com/operant-conditioning-a2-2794863 https://courses.lumenlearning.com/boundless-psychology/chapter/operant-conditioning/ Online Activity 1 Complete the Following Questions: 1. What are the three steps to Classical Conditioning? 2. What type of behavior does Classical Conditioning address? 3. Describe Pavlov’s Experiment. 4. Describe Watson’s Experiment. 5. What are the steps to Operant Conditioning? 6. What were Thorndike’s Contributions to Operant Conditioning? 7. Describe Skinner’s Experiment. 8. Explain the difference between Primary and Secondary Reinforcers. 9. Describe the four different reinforcement schedules. 10. Compare and Contrast Classical and Operant Conditioning in paragraph form. Online Activity 2 Complete ONE of the following options: ● Draw a cartoon depicting the differences between positive reinforcement, negative reinforcement, positive punishment, and negative punishment.