Educational Psychology -2

                           

           Educational Psychology

21. What is the “Flynn Effect”?

The observed rise in average IQ scores over generations, attributed to improved nutrition, education, healthcare, and environmental complexity. 

Educational implication: Highlights the role of enriched environments in cognitive development.

 

22. Explain “Erikson’s Psychosocial Stage: Industry vs. Inferiority”.

Occurs during ages 6–12 years. Children develop competence through academic/social tasks. 

Success: Sense of industry (confidence). 

Failure: Inferiority (self-doubt). Teacher’s role: Provide achievable challenges and positive reinforcement.

 

23. Define “Negative Reinforcement” with a classroom example.

Removal of an aversive stimulus to increase a behavior.
Example: Eliminating homework for a week (removing unwanted task) to reward active class participation (increases participation).

 

24. What is “Learned Helplessness” (Seligman)?

When repeated failure leads students to believe outcomes are uncontrollable, resulting in passivity. Solution: Scaffold tasks for small successes, teach growth mindset.

 

25. Describe “Gagne’s Nine Events of Instruction”.

A: Systematic instructional design process:

1.Gain attention

2.Inform objectives

3.Stimulate recall

4.Present content

5.Provide guidance

6.Elicit performance

7.Give feedback

8.Assess performance

9.Enhance retention/transfer.

26. What are “Sternberg’s Triarchic Intelligences”?

Three types of intelligence:

ü  Analytical (problem-solving, academic)

ü  Creative (innovative solutions)

ü  Practical (“street-smart,” adapting to environment).
Critique: Broader than traditional IQ; useful for diverse assessments.

 

27. Define “Inquiry-Based Learning”.

Student-centered approach where learners investigate questions/problems, collect data, and draw conclusions. Role of teacher: Facilitator who provides resources and guides critical thinking.

 

28. Explain “Albert Bandura’s Social Learning Theory”.

Learning occurs through observation, imitation, and modeling of others (e.g., teachers, peers). Key processes: Attention, Retention, Reproduction, Motivation. 

Example: Students emulate a teacher’s problem-solving method.

 

29. What is “Response to Intervention (RTI)”?

A multi-tiered framework to identify and support students with learning/behavioral needs:

Ø  Tier 1: Universal screening + whole-class instruction.

Ø  Tier 2: Targeted interventions for at-risk students.

Ø  Tier 3: Intensive individualized support.

 

30. Differentiate “Formal” vs. “Informal” Assessment.

 

Formal Assessment	Informal Assessment
Standardized (e.g., exams)	Non-standardized (e.g., observations)
High-stakes grading	Low-stakes feedback
Summative focus	Formative focus

 

31. What is “Attribution Theory” (Weiner)? Explain its three dimensions.

How individuals explain success/failure through:

Ø  Locus of Control (internal vs. external)

Ø  Stability (stable vs. unstable)

Ø  Controllability (controllable vs. uncontrollable).
Example: A student attributes failure to “lack of effort” (internal, unstable, controllable) → motivates improvement.

32. Describe “Carol Dweck’s Mindset Theory” and its impact on grading practices.

ü  Fixed Mindset: Belief abilities are static → avoids challenges.

ü  Growth Mindset: Belief abilities can develop → embraces effort.
Grading Implication: Use formative feedback (e.g., “Your strategy improved because...”) instead of fixed labels (e.g., “You’re smart”).

33. What is “Cognitive Load Theory” (Sweller)? How can teachers reduce extraneous load?

Learning is hindered when working memory is overloaded. Reduce extraneous load by:

Ø  Chunking content

Ø  Using visuals + audio (dual-coding)

Ø  Eliminating irrelevant distractions.

34. Explain “Bronfenbrenner’s Ecological Systems Theory” with school examples.

Child development is influenced by nested systems:

1. Microsystem: Direct interactions (e.g., teacher-student rapport).
2. Mesosystem: Connections between microsystems (e.g., parent-teacher meetings).
3. Exosystem: Indirect influences (e.g., school policy changes).
4. Macrosystem: Cultural values (e.g., societal views on education).

35. Define “Universal Design for Learning (UDL)” and its three principles.

Framework for inclusive curriculum design:

1.Engagement (motivate via choice/relevance)

2.Representation (present content in multiple formats)

3.Action & Expression (allow varied demonstration of learning).

36. What is “Stereotype Threat” (Steele & Aronson)? How does it affect academic performance?

Fear of confirming negative stereotypes about one’s group → increased anxiety → underperformance.
Solution: Emphasize growth mindset, reframe tasks as challenges, highlight diverse role models.

37. Differentiate “Crystallized Intelligence” vs. “Fluid Intelligence” (Cattell-Horn).

Crystallized Intelligence	Fluid Intelligence
Acquired knowledge (e.g., vocabulary)	Problem-solving ability (e.g., puzzles)
Increases with age	Peaks in early adulthood
Culture-dependent	Biologically based

 

38. Explain “Self-Determination Theory” (Deci & Ryan). What are its three needs?

Motivation thrives when these needs are met:

Ø  Autonomy (sense of control)

Ø  Competence (feeling capable)

Ø  Relatedness (social belonging).
Classroom tip: Offer choices (autonomy), scaffold tasks (competence), use group work (relatedness).

39. What is “Differentiated Instruction”? Provide strategies for diverse learners.

Tailoring teaching to student needs:

Ø  Content: Tiered assignments, varied texts

Ø  Process: Flexible grouping, learning stations

Ø  Product: Choice in assessments (e.g., essay/poster)

40. Describe “Theories of Language Acquisition” (Chomsky vs. Skinner).

Ø      Nativist (Chomsky): Innate “Language Acquisition Device” → universal grammar. 

Ø      Behaviorist (Skinner): Language learned through imitation, reinforcement. 

Ø      Modern view: Interactionist approach (biology + social environment).