by:Anis SovianaAyu Liskinasih

AN INTRODUCTION TO EDUCATIONAL PSYCHOLOGY

Foundation of Education and Instruction

An Introduction to Educational Psychology:

Behaviorism and Cognitive Psychology

What is education?

Carried out by one person

Standing in front of the class

Transmitting information

What is psychology?

Studies the behavior, activities, and mental processes of human beings.

What is Educational Psychology?

Approaches to Educational psychology

Positivist School

Cognitive psychology

Positivist SchoolKnowledge and facts exist within the real world.It can be discovered by setting up experiments in which conditions are carefully controlled.

BehaviorismThe founder of modern behaviorism is B. F. Skinner.

This approach attempted to explain all learning in term of conditioning. Human behavior could be explained in terms of Stimulus-Response.

Learning was the result of environmental rather than genetic factors.

A powerful influence to the development of audiolingual approach

Audiolingual Approach

The Characteristics of audiolingual:

• pattern drill• memorization • choral repetition

The weaknesses of audiolingual:

• the role of the learners is a fairly passive one.

• little concern for what goes on inside the learners’ head.

• it can be carried out with little attention to the meaning.

Cognitive Psychology

It is concerned with the way in which the human mind thinks and learns.

Learner is seen as an active participant in the learning process.

Information ProcessingMainly concerns with

the way in which people take information, process it, and act upon it.

It focuses on:• attention• perception• memory

MemoryO Atkinson and Shiffrin (1968)

The successful application of memory research to foreign language:

• Linkword (Gruneberg 1987)• Linking words in both the first language and second language to

construct a picture in the mind.• Advance organizer (David Ausubel 1968)

• Give a topical introduction to a lesson that orientates learners to the subject matter and relate new learning to what the learners already know.

Advance organizer

Intelligence and Intelligence Testing

Intelligence some form of inborn, general ability which enables some of us to learn better or faster than others.Howard Gardner (1983) proposed seven kinds of intelligence: Linguistic, Logical-Mathematic, Bodily-Kinesthetic, Spatial, Musical, Interpersonal, and Intrapersonal.

Philip Vernon (1964) suggested that intelligence can be in terms of:• Intelligence A Intelligence with which we are born.

• Intelligence B Intelligence in all aspects of our everyday lives.

• Intelligence C Intelligence which is measured by IQ tests.

• Metacomponents Cognitive skill

• Performance Solving problem

• Knowledge Acquisition processing in acquiring new knowledge

Sternberg (1985) proposed

a triarchic theory

of intelligence:

Intelligence TestModern Language Aptitude Test (MLAT)

• People possess a fixed amount of ability at language learning.

• Predict someone’s success at learning foreign language.

IQ Test

• Predict academic success, including success at learning languages.

Constructivism

Piaget Jerome Brunner

George Kelly

PiagetConstructivism individuals are actively involved right from birth in constructing personal meaning, that is their own understanding from their experiences.

Theory of ‘Action-based’ concerned with the process of learning than what is learned.

Stages of cognitive development

Piaget saw cognitive development as essentially a process of maturation. It is accomplished by the process of assimilation and accommodation.

Jerome BrunerThe development of conceptual understanding and of cognitive skills and strategies is a central aim of education, rather than the acquisition of factual information.

Learning in schools must have a purpose.

In Bruner’s term, we need to seek a balancing of:

• Teaching aspects of the target language and language skills.

• Developing learners ability to analyze the language and to guess how the rules operate.

• Taking a risk in trying out a language and to learn from the errors.

Children different modes of thinking according to Bruner:

• Enactive through their actions

• Iconic by means of visual imagery

• Symbolic by using language

George KellyLearning involves learners making their own sense of information or events.Language is not learned by memorizing items of grammar, discourse, or other aspects of language but by active process of making sense, of creating their own understanding of the language surround them.

HUMANISM AND SOCIAL INTERACTIONISM

Further School of Thought in Psychology:

HUMANISM

Humanistic approaches in educational psychology emphasize:

The importance of the inner world of the learner and place the individuals’ thought, feelings, and emotions at the forefront of all human development.

ERIK HOMBURGER ERIKSON

Epigenetic Principle:• Predetermined maturational stages

• Challenges that are set by society

Every individual proceeds through eight stages from birth to old age, each of which poses a particular crisis.

CRISIS / CHALLENGE

If it is handled well (with the help of other significant people):• Individuals will move smoothly to the next stage.

• Individuals will be in stronger position to meet future challenges.If it is inadequately dealt with:

• Individuals will find it more difficult to deal with the subsequent stages.

Stage (age) Psychosocial crisis

Significant relations

Psychosocial modalities

Psychosocial virtues

Maladaptations &

malignancies

I (0-1) -- infant

trust vs mistrust mother

to get, to give in return

hope, faithsensory

distortion – withdrawal

II (2-3) -- toddler

autonomy vs shame and doubt

parents to hold on, to let go

will, determination

impulsivity – compulsion

III (3-6) -- preschooler

initiative vs guilt family to go after,

to playpurpose, courage

ruthlessness – inhibition

IV (7-12 or so) --

school-age child

industry vs inferiority

neighborhood and school

to complete, to make things together

competencenarrow

virtuosity – inertia

V (12-18 or so) --

adolescence

ego-identity vs role-confusion

peer groups, role models

to be oneself, to share oneself

fidelity, loyalty

fanaticism – repudiation

VI (the 20’s) --

young adult

intimacy vs isolation

partners, friends

to lose and find oneself

in a another

love promiscuity – exclusivity

VII (late 20’s to 50’s) -- middle

adult

generativity vs self-absorption

household, workmates

to make be, to take care

ofcare overextension

– rejectivity

VIII (50’s and beyond) -- old adult

integrity vs despair

mankind or “my kind”

to be, through

having been, to face not

being

wisdom presumption – despair

Erikson’s Psychosocial Development Chart

Erikson’s theory is important for

educators to recognize that:

Learning and education is a lifelong process.

Real life learning require help from others.

Learning is a cumulative process.

Education involves the whole person.

Abraham Harold Maslow

Individuals are driven to meet basic needs.

Maslow’s Hierarchy of Needs

Maslow’s hierarchy of human needs help educators to recognize that:

Children may be having difficulties with learning because their basic needs are not being met.It is important to establish a secure environment where learners can build up self respect by receiving respect from others.Learners must be encouraged to think (cognitive needs) and not be penalized for being creative (aesthetic needs).Classroom tasks should be challenging and encouraging; helping learners recognize their full potential.

Carl Ransom Rogers

Humanist principles of learning

Rogers abstracted a number of principles about learning:

Natural potential Personal relevance Perception change and adaptation Minimum external threats Active learning Responsibility Self-initiated learning Self-criticism and self-evaluation Learning of the process of learning

Unconditional Positive Regard

Classroom atmosphere which emphasis respect.

Students are clients which specific needs to be met.

Positive regard is unconditional, it does not depends on client’s

behavior.

The clients are regarded as person, not as a collection of behavior.

Teacher essentially conveys warmth & empathy to build a relationship of

trust.

From Rogers’s Perspective:

Learning experiences are seen to be of

limited educational value unless they have impact upon

human condition.

IMPLICATIONS OF THE HUMANIST APPROACH TO EDUCATION

Differentiation

• Educators have to help learners to develop personal identity and relate it to realistic future goals.

Self-actualization

• Educators have to help & encourage learners to make choices for themselves in what & how they learn.

Empathy

• Educators have to grow empathy with learners by getting to know them as individuals & understand their perspectives.

HUMANISM IN ELT

Language Teaching Methodologies: Silent way, suggestopaedia, community language learning.

• Humanist response of alienation.• Based firmly on psychology than in linguistics.• Consider affective aspects of learning and language as important.• Concern with treating learner as a whole person.• See the importance of a learning environment which minimizes

anxiety and enhances personal identity.

SOCIAL INTERACTIONISM Emphasize the importance of culture and context in understanding the society and constructing knowledge based on this understanding.

Reality Reality is constructed trough human activity.

Knowledge Knowledge is human product which is socially & culturally constructed.

Learning Learning is a social process.

SOCIAL INTERACTIONIST VIEW

• Children learn independently by exploring the environment

Piagetian

• Adults are responsible for shaping children’s learning by the use of punishments and rewards.

Behaviorist

• Children are born into a social world, learning occurs through interaction with other people.

Social Interactionist

Lev Vygotsky’s Approach:

Click icon to add picture

Interaction• The importance of language is in interacting with people.

Holistic• What is to be learned cannot be broken down into small subcomponentsMeaning

• Meaning should be the central aspect of any unit of study

Concept of Mediation

• MKO=More Knowledgeable Other.

Vygotzky’s Zone of Proximal Development (ZPD)

Reuven Feuerstein: Anyone can become fully effective learner

Structural cognitive modifiability

• People cognitive structures are modifiable

Dynamic Assessment

• A way of assessing the true potential of children by involving two-way interaction.

Mediator is a key factor in effective learning

• Mediation involves interaction between mediator and learner.

SOCIAL CONSTRUCTIVIST MODEL

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