1. Educational Psychology: Human Development EDF 6113 Section 314 (M W)

2. Theory What do we mean by theory: Set of statements that attempt to describe behavior. As one increases the distance between observable and inferred… less empirical evidence can be used to vet the theory

3. What do we mean by development? Moshman’s View (2005) Moshman’s View (2005) Extended: (time typically measured in months and years rather than minutes and seconds) Extended: (time typically measured in months and years rather than minutes and seconds) Self Regulated: (maturation not learning) Self Regulated: (maturation not learning) Qualitative: (changes in kind not amount) Qualitative: (changes in kind not amount) Progressive: (changes build upon each other) Progressive: (changes build upon each other)

4. The Big Three Worldviews Mechanistic: Mechanistic: Behavior can be explained like the workings of a machine (broken into its constitute parts). External forces make the system work. Behavior can be explained like the workings of a machine (broken into its constitute parts). External forces make the system work. Operant Conditioning Watson (1878-1958) Social Learning Theory Emphasis Emphasis Reductionism, environment, continuous development, quantitative change Reductionism, environment, continuous development, quantitative change

5. The Big Three Worldviews Organismic: Organismic: Behavior can be explained like the blooming of a flower. Change happens from within (inherent). Psychological structures control development. Behavior can be explained like the blooming of a flower. Change happens from within (inherent). Psychological structures control development. Strong nativism Chomsky Constructivism Piaget (1896-1980) Emphasis Holism, active role for organism, discontinuous development, qualitative change Holism, active role for organism, discontinuous development, qualitative change

6. The Big Three Worldviews Contextual: Contextual: Behavior can be explained as the constant interaction between person and environment (e.g., tapestry, historical event). Change happens from within (inherent). Psychological structures control development. Behavior can be explained as the constant interaction between person and environment (e.g., tapestry, historical event). Change happens from within (inherent). Psychological structures control development. Soviet Dialectical Theory Vygostky (1896-1934) Ecological Urie Bronfenbrenner Emphasis Super Gestaltism (see Miller introduction), child’s behavior must be situated in the context in which the child operates. Super Gestaltism (see Miller introduction), child’s behavior must be situated in the context in which the child operates.

7. Bronfrenbrenner’s Model Microsystems: people, activities in child’s immediate surroundings (e.g., home, school, friends) Mesosystems: relationships between Microsystems (e.g., parents involvement with school) Exosystems: indirect systems that can influence the child (e.g., parent’s workplace) Macrosystem: underlying social and political climate in a child’s own culture (e.g., emphasis on individual or not, competition cooperation).

8. Theory

9. Research Principles vs. Theories vs. Hypotheses Principles vs. Theories vs. Hypotheses Principles describe well-known and established relationships between events Principles describe well-known and established relationships between events Theories attempt to explain principles (explain why things happen the way that they do). Theories attempt to explain principles (explain why things happen the way that they do). Hypotheses are testable ideas that are used to help us build Theories Hypotheses are testable ideas that are used to help us build Theories

10. Research Descriptive Research Case Study Case Study Content Analysis Content Analysis Archival Studies Archival Studies Survey Research Survey Research Correlational Correlational Quasi-Experimental Quasi-Experimental

11. Research Issues Validity Validity Internal: ability of your design to adequately test your hypotheses Internal: ability of your design to adequately test your hypotheses External: the degree to which your findings extend beyond the research setting and sample External: the degree to which your findings extend beyond the research setting and sample Generalizability Generalizability Observational/Correlational vs. Experimental Observational/Correlational vs. Experimental Reliability Reliability Are your results replicable by others Are your results replicable by others

13. Research Experimental Research Experimental Research Population/Sample Population/Sample Random Random Subjects (participants) Subjects (participants) Experimental and Control Groups Experimental and Control Groups I.V and D.V. I.V and D.V. Statistical Significance Statistical Significance