Related Research Articles
Psychology is the scientific study of mind and behavior. Its subject matter includes the behavior of humans and nonhumans, both conscious and unconscious phenomena, and mental processes such as thoughts, feelings, and motives. Psychology is an academic discipline of immense scope, crossing the boundaries between the natural and social sciences. Biological psychologists seek an understanding of the emergent properties of brains, linking the discipline to neuroscience. As social scientists, psychologists aim to understand the behavior of individuals and groups.
Robert Mearns Yerkes was an American psychologist, ethologist, eugenicist and primatologist best known for his work in intelligence testing and in the field of comparative psychology.
Edward Lee Thorndike was an American psychologist who spent nearly his entire career at Teachers College, Columbia University. His work on comparative psychology and the learning process led to the theory of connectionism and helped lay the scientific foundation for educational psychology. He also worked on solving industrial problems, such as employee exams and testing.
Louis Leon Thurstone was an American pioneer in the fields of psychometrics and psychophysics. He conceived the approach to measurement known as the law of comparative judgment, and is well known for his contributions to factor analysis. A Review of General Psychology survey, published in 2002, ranked Thurstone as the 88th most cited psychologist of the 20th century, tied with John Garcia, James J. Gibson, David Rumelhart, Margaret Floy Washburn, and Robert S. Woodworth.
The Pygmalion effect is a psychological phenomenon in which high expectations lead to improved performance in a given area and low expectations lead to worse performance. It is named after the Greek myth of Pygmalion, the sculptor who fell so much in love with the perfectly beautiful statue he created that the statue came to life. The psychologists Robert Rosenthal and Lenore Jacobson present a view, that has been called into question as a result of later research findings, in their book Pygmalion in the Classroom; borrowing something of the myth by advancing the idea that teachers' expectations of their students affect the students' performance. Rosenthal and Jacobson held that high expectations lead to better performance and low expectations lead to worse, both effects leading to self-fulfilling prophecy.
Joy Paul Guilford was an American psychologist best known for his psychometric study of human intelligence, including the distinction between convergent and divergent production.
The testing effect suggests long-term memory is increased when part of the learning period is devoted to retrieving information from memory. It is different from the more general practice effect, defined in the APA Dictionary of Psychology as "any change or improvement that results from practice or repetition of task items or activities."
Robert Sessions Woodworth was an American psychologist and the creator of the personality test which bears his name. A graduate of Harvard and Columbia, he studied under William James along with other prominent psychologists as Leta Stetter Hollingworth, James Rowland Angell, and Edward Thorndike. His textbook Psychology: A study of mental life, which appeared first in 1921, went through many editions and was the first introduction to psychology for generations of undergraduate students. His 1938 textbook of experimental psychology was scarcely less influential, especially in the 1954 second edition, written with Harold H. Schlosberg.
Pygmalion in the Classroom is a 1968 book by Robert Rosenthal and Lenore Jacobson about the effects of teacher expectation on first and second grade student performance. The idea conveyed in the book is that if teachers' expectations about student ability are manipulated early, those expectations will carry over to affect teacher behavior, which in turn will influence how the students will perform on an IQ test. Inducing high expectations in teachers will lead to high levels of IQ test performance. Inducing low expectations, will lead to low IQ test performance.
General knowledge is information that has been accumulated over time through various media and sources. It excludes specialized learning that can only be obtained with extensive training and information confined to a single medium. General knowledge is an essential component of crystallized intelligence. It is strongly associated with general intelligence and with openness to experience.
Susan Tufts Fiske is an American psychologist who serves as the Eugene Higgins Professor of Psychology and Public Affairs in the Department of Psychology at Princeton University. She is a social psychologist known for her work on social cognition, stereotypes, and prejudice. Fiske leads the Intergroup Relations, Social Cognition, and Social Neuroscience Lab at Princeton University. Her theoretical contributions include the development of the stereotype content model, ambivalent sexism theory, power as control theory, and the continuum model of impression formation.
The worked-example effect is a learning effect predicted by cognitive load theory. Specifically, it refers to improved learning observed when worked examples are used as part of instruction, compared to other instructional techniques such as problem-solving and discovery learning. According to Sweller: "The worked example effect is the best known and most widely studied of the cognitive load effects".
Military psychology is a specialization within psychology that applies psychological science to promote the readiness of military members, organizations, and operations. Military psychologists provide support to the military in many ways, including through direct clinical care, consultation to military commanders, teaching others and supporting military training, and through research relevant to military operations and personnel. Military psychology as a field has been growing since the early 20th century, evidence that the demands and needs for psychological clinical and operational application is continuing to grow steadily. There are many stressors associated with military service, including exposure to high-risk training and combat. As such, psychologists are critical support components that assist military leaders in designing appropriate training programs, providing oversight to those programs, and assisting military members as they navigate the challenges of military training and their new lifestyle. Military psychology covers a wide range of fields throughout the military including operational, tactical, and occupational psychology. Gender differences between military-trained personnel who seek mental health assistance have been extensively studied. Specific examples include post traumatic stress disorder (PTSD) associated with combat, or guilt and family/partner difficulties accompanying extended or frequent deployments due to separation. Clinical providers in military psychology are often focused on the treatment of stress, fatigue, and other personal readiness issues. Previous wars such as the Korean war, Vietnam war, and WW 2 provide great insight to the workings and practices of military psychology and how the practices have changed and assisted the military over the years.
Domain-specific learning theories of development hold that we have many independent, specialised knowledge structures (domains), rather than one cohesive knowledge structure. Thus, training in one domain may not impact another independent domain. Domain-general views instead suggest that children possess a "general developmental function" where skills are interrelated through a single cognitive system. Therefore, whereas domain-general theories would propose that acquisition of language and mathematical skill are developed by the same broad set of cognitive skills, domain-specific theories would propose that they are genetically, neurologically and computationally independent.
Neurodevelopmental framework for learning, like all frameworks, is an organizing structure through which learners and learning can be understood. Intelligence theories and neuropsychology inform many of them. The framework described below is a neurodevelopmental framework for learning. The neurodevelopmental framework was developed by the All Kinds of Minds Institute in collaboration with Dr. Mel Levine and the University of North Carolina's Clinical Center for the Study of Development and Learning. It is similar to other neuropsychological frameworks, including Alexander Luria's cultural-historical psychology and psychological activity theory, but also draws from disciplines such as speech-language pathology, occupational therapy, and physical therapy. It also shares components with other frameworks, some of which are listed below. However, it does not include a general intelligence factor, since the framework is used to describe learners in terms of profiles of strengths and weaknesses, as opposed to using labels, diagnoses, or broad ability levels. This framework was also developed to link with academic skills, such as reading and writing. Implications for education are discussed below as well as the connections to and compatibilities with several major educational policy issues.
The history of the race and intelligence controversy concerns the historical development of a debate about possible explanations of group differences encountered in the study of race and intelligence. Since the beginning of IQ testing around the time of World War I, there have been observed differences between the average scores of different population groups, and there have been debates over whether this is mainly due to environmental and cultural factors, or mainly due to some as yet undiscovered genetic factor, or whether such a dichotomy between environmental and genetic factors is the appropriate framing of the debate. Today, the scientific consensus is that genetics does not explain differences in IQ test performance between racial groups.
Goal orientation, or achievement orientation, is an "individual disposition towards developing or validating one's ability in achievement settings". In general, an individual can be said to be mastery or performance oriented, based on whether one's goal is to develop one's ability or to demonstrate one's ability, respectively. A mastery orientation is also sometimes referred to as a learning orientation.
Ulrich Trautwein is a German psychologist and education researcher. He has been a Full Professor of Education Science at the University of Tübingen, Germany, since October 2008. In addition, he has been director of LEAD Graduate School & Research Network at Tübingen University since 2012. Since 2014, he has also headed the Hector Research Institute of Education Sciences and Psychology in Tübingen.
Lynn Fuchs is an educational psychologist known for research on instructional practice and assessment, reading disabilities, and mathematics disabilities. She is the Dunn Family Chair in Psychoeducational Assessment in the Department of Special Education at Vanderbilt University.
Toni Falbo is a social psychologist known for her research on power dynamics in relationships, sibling status, and development of only children. She is a professor of Educational Psychology and Faculty Research Affiliate of the Population Research Center at the University of Texas at Austin.
References
- 1 2 "Margaret Cobb, psychologist, dies in Concord". Nashua Telegraph. 1963-11-21. p. 2. Retrieved 2022-04-07.
- ↑ The Biographical dictionary of women in science: pioneering lives from ancient times to the mid-20th century. 2001-02-01.
- 1 2 "Miss Denkinger honor student". The Boston Globe. 1910-06-29. p. 16. Retrieved 2022-04-07.
- ↑ Cobb, Margaret V (1913). Inheritance of arithmetical qualities: a quantitative study (Thesis). OCLC 430342444.
- ↑ "Army psychologists". Nashville Banner. 1918-07-07. p. 26. Retrieved 2022-04-07.
- ↑ "Clipped From Los Angeles Evening Express". Los Angeles Evening Express. 1918-07-07. p. 43. Retrieved 2022-04-07.
- ↑ "Woman doctor is given Army job". Star Tribune. 1918-07-22. p. 3. Retrieved 2022-04-07.
- ↑ "Women school board members invited". The Record. 1926-04-17. p. 5. Retrieved 2022-04-07.
- ↑ "Margaret Cobb, Educational Psychologists makes a plea for the super-normal child". Middletown Daily Herald. 1924-06-08. p. 19. Retrieved 2022-04-07.
- ↑ American Men of Science: A Biographical Directory. Bowker. 1949. p. 458.
- ↑ "Margaret Cobb, psychologist, dies in Concord". Nashua Telegraph. 1963-11-21. p. 2. Retrieved 2022-04-07.
- 1 2 Cobb, Margaret V; Yerkes, Robert M; National Research Council (U.S.) (1921). Intellectual and educational status of the medical profession as represented in the United States Army. Washington, D.C.: Published by the National Research Council of the National Academy of Sciences. OCLC 808864870.
- 1 2 Cobb, Margaret V. (1917). "A preliminary study of the inheritance of arithmetical abilities". Journal of Educational Psychology. 8 (1): 1–20. doi:10.1037/h0075614. ISSN 0022-0663.
- ↑ "Is ability to figure inherited?". The Star Press. 1917-09-02. p. 19. Retrieved 2022-04-07.
- ↑ "Historic Fellows | American Association for the Advancement of Science". www.aaas.org. Retrieved 2022-04-06.
- ↑ Ogilvie, Marilyn Bailey; Harvey, Joy Dorothy (2000). The Biographical Dictionary of Women in Science: Pioneering lives from ancient times to the mid-20th century. Internet Archive. New York : Routledge. pp. 275–276. ISBN 978-0-415-92038-4.
| International | |
|---|---|
| National | |
