Related Research Articles
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes,from both cognitive and behavioral perspectives,allows researchers to understand individual differences in intelligence,cognitive development,affect,motivation,self-regulation,and self-concept,as well as their role in learning. The field of educational psychology relies heavily on quantitative methods,including testing and measurement,to enhance educational activities related to instructional design,classroom management,and assessment,which serve to facilitate learning processes in various educational settings across the lifespan.
In sociology,a peer group is both a social group and a primary group of people who have similar interests (homophily),age,background,or social status. The members of this group are likely to influence the person's beliefs and behaviour.
Intellectual giftedness is an intellectual ability significantly higher than average. It is a characteristic of children,variously defined,that motivates differences in school programming. It is thought to persist as a trait into adult life,with various consequences studied in longitudinal studies of giftedness over the last century. There is no generally agreed definition of giftedness for either children or adults,but most school placement decisions and most longitudinal studies over the course of individual lives have followed people with IQs in the top 2.5 percent of the population—that is,IQs above 130. Definitions of giftedness also vary across cultures.
Gifted education is a broad group of special practices,procedures,and theories used in the education of children who have been identified as gifted or talented.
Lewis Madison Terman was an American psychologist and author. He was noted as a pioneer in educational psychology in the early 20th century at the Stanford Graduate School of Education. He is best known for his revision of the Stanford–Binet Intelligence Scales and for initiating the longitudinal study of children with high IQs called the Genetic Studies of Genius. He was a prominent eugenicist and was a member of the Human Betterment Foundation. He also served as president of the American Psychological Association. A Review of General Psychology survey,published in 2002,ranked Terman as the 72nd most cited psychologist of the 20th century,in a tie with G. Stanley Hall.
Relational aggression or alternative aggression is a type of aggression in which harm is caused by damaging someone's relationships or social status.
Julian Cecil Stanley was an American psychologist. He was an advocate of accelerated education for academically gifted children. He founded the Johns Hopkins University Center for Talented Youth (CTY),as well as a related research project,the Study of Mathematically Precocious Youth (SMPY),whose work has,since 1980,been supplemented by the Julian C. Stanley Study of Exceptional Talent (SET),which provides academic assistance to gifted children. Stanley was also widely known for his classic book,coauthored with Donald Campbell,on the design of educational and psychological research - Experimental and Quasi-experimental Designs for Research.
The big-fish–little-pond effect (BFLPE) is a frame of reference model introduced by Herbert W. Marsh and John W. Parker in 1984. According to the model,individuals compare their own self-concept with their peers and equally capable individuals have higher self-concepts when in a less capable group than in a more capable group. For example,it is better for academic self-concept to be a big fish in a little pond than to be a big fish in a big pond. High achieving and gifted students are just as susceptible to the effect as are less talented students indicating that the effect depends only on the achievement of the reference group. Malcolm Gladwell publicized the BFLPE in his 2013 book David and Goliath:Underdogs,Misfits,and the Art of Battling Giants.
David J. Lubinski is an American psychology professor known for his work in applied research,psychometrics,and individual differences. His work has focussed on exceptionally able children:the nature of exceptional ability,the development of people with exceptional ability. He has published widely on the impact of extremely high ability on outputs such as publications,creative writing and art,patents etc. This work disconfirmed the "threshold hypothesis" which suggested that a certain minimum of IQ might be needed,but higher IQ did not translate into greater productivity or creativity. Instead his work shows that higher intelligence leads to higher outcomes with no apparent threshold or dropping off of its impact.
The Carolina Abecedarian Project was a controlled experiment that was conducted in 1972 in North Carolina,United States,by the Frank Porter Graham Child Development Institute to study the potential benefits of early childhood education for poor children to enhance school readiness. It has been found that in their earliest school years,poor children lag behind others,suggesting they were ill-prepared for schooling. The Abecedarian project was inspired by the fact that few other early childhood programs could provide a sufficiently well-controlled environment to determine the effectiveness of early childhood training.
Expectancy–value theory has been developed in many different fields including education,health,communications,marketing and economics. Although the model differs in its meaning and implications for each field,the general idea is that there are expectations as well as values or beliefs that affect subsequent behavior.
Environment and intelligence research investigates the impact of environment on intelligence. This is one of the most important factors in understanding human group differences in IQ test scores and other measures of cognitive ability. It is estimated that genes contribute about 20–40% of the variance in intelligence in childhood and about 80% in adulthood. Thus the environment and its interaction with genes account for a high proportion of the variation in intelligence seen in groups of young children,and for a small proportion of the variation observed in groups of mature adults. Historically,there has been great interest in the field of intelligence research to determine environmental influences on the development of cognitive functioning,in particular,fluid intelligence,as defined by its stabilization at 16 years of age. Despite the fact that intelligence stabilizes in early adulthood it is thought that genetic factors come to play more of a role in our intelligence during middle and old age and that the importance of the environment dissipates.
Sociometric status is a measurement that reflects the degree to which someone is liked or disliked by their peers as a group. While there are some studies that have looked at sociometric status among adults,the measure is primarily used with children and adolescents to make inferences about peer relations and social competence.
Academic achievement or academic performance is the extent to which a student,teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.
Arnold J. Sameroff is an American developmental psychologist. He researches and writes about developmental theory and the factors that contribute to mental health and psychopathology,especially related to risk and resilience. Together with Michael Chandler he is known for developing the transactional model of development. He is one of the founders of the field of developmental psychopathology.
The relationship between intelligence and education is one that scientists have been studying for years. It is correct to say that higher level of education leads to greater level of intelligence and also true the other way around,however,it does not apply for every situation.
Marjorie Knickerbocker Pyles Honzik was a developmental psychologist known for her longitudinal research on children's mental abilities,behavioral problems,and health outcomes.
Makeba Parramore Wilbourn is an American developmental psychologist and professor at Duke University in the Department of Psychology and Neuroscience. She studies how children acquire knowledge. She was awarded the Presidential Early Career Award for Scientists and Engineers from President Barack Obama. This is the highest honor bestowed on early career scientists in the US.
The most commonly used definition of school belonging comes from a 1993 academic article by researchers Carol Goodenow and Kathleen Grady,who describe school belonging as "the extent to which students feel personally accepted,respected,included,and supported by others in the school social environment." The construct of school belonging involves feeling connected with and attached to one's school. It also encompasses involvement and affiliation with one's school community. Conversely,students who do not feel a strong sense of belonging within their school environment are frequently described as being alienated or disaffected. There are a number of terms within educational research that are used interchangeably with school belonging,including school connectedness,school attachment,and school engagement.
Stephanie Johnson Rowley is a developmental psychologist known for her work on racial identity and parental socialization of race and ethnicity. Rowley is Provost,Dean and Vice President for Academic Affairs and Professor of Psychology and Education at Teachers College,Columbia University. She is a member of the Governing Council of the Society for Research in Child Development.
References
- ↑ "CSUN: Faculty Bio". www.csun.edu. Retrieved 2018-10-17.
- ↑ "The Fullerton Longitudinal Study". psych.fullerton.edu. Retrieved 2018-10-17.
- ↑ "PAR Author Adele Gottfried Recipient of WPA Social Responsibility Award". PAR's Blog. 2011-03-22. Retrieved 2018-10-17.
- ↑ Gottfried, Adele Eskeles; Gottfried, Allen W. (1996). "A Longitudinal Study of Academic Intrinsic Motivation in Intellectually Gifted Children: Childhood Through Early Adolescence". Gifted Child Quarterly. 40 (4): 179–183. doi:10.1177/001698629604000402. ISSN 0016-9862. S2CID 143816138.
- ↑ "Gottfried, Adele". catalog.csun.edu. Retrieved 2018-11-07.
- ↑ "Founder of Fullerton Longitudinal Study Honored by Western Psychological Association". calstate.fullerton.edu. Retrieved 2018-11-17.
- ↑ "Faculty Research Activities". www.csun.edu. Retrieved 2018-11-07.
- ↑ Hudley, Cynthia; Gottfried, Adele Eskeles (2008). Academic motivation and the culture of school in childhood and adolescence. Oxford; New York: Oxford University Press. ISBN 9780195326819. OCLC 180190818.
- ↑ Gottfried, Adele Eskeles; Marcoulides, George A.; Gottfried, Allen W.; Oliver, Pamella H.; Guerin, Diana Wright (2007). "Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence". International Journal of Behavioral Development. 31 (4): 317–327. doi:10.1177/0165025407077752. ISSN 0165-0254. S2CID 145477500.
- ↑ Gottfried, Allen W.; Gottfried, Adele Eskeles; Bathurst, Kay; Guerin, Diana Wright (1994). Gifted IQ : early developmental aspects : the Fullerton Longitudinal Study. New York: Plenum. ISBN 978-0306446832. OCLC 30777028.
- ↑ Matthew, Makel (2006). "Review of Gifted IQ: Early Developmental Aspects: The Fullerton Longitudinal Study". Gifted Children. 1 (1). ISSN 2326-1544.
- ↑ Marcos, Angie (2017-08-28). "Deepening Our Understanding of Gifted Children". The California State University.
- ↑ Yu, Huihui; McCoach, D. Betsy; Gottfried, Allen W.; Gottfried, Adele Eskeles (2018). "Stability of intelligence from infancy through adolescence: An autoregressive latent variable model". Intelligence. 69: 8–15. doi:10.1016/j.intell.2018.03.011. ISSN 0160-2896.
- ↑ Gottfried, Adele Eskeles; Gottfried, Allen W. (1988). Maternal employment and children's development : longitudinal research . New York: Plenum Press. ISBN 978-0306428678. OCLC 17954452.
- ↑ Berryman, Julia C. (1991). "Book Review: Maternal employment and children's development: Longitudinal research". International Journal of Behavioral Development. 14 (2): 244–246. doi:10.1177/016502549101400213. ISSN 0165-0254. S2CID 143583734.