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The History of Psychology
The History of Psychology

... • Felt consciousness could be broken into 3 parts: 1. physical sensations 2. feelings 3. images ...
The History of Psychology
The History of Psychology

... • Felt consciousness could be broken into 3 parts: 1. physical sensations 2. feelings 3. images ...
Introduction to Cognitive Psychology
Introduction to Cognitive Psychology

... Your implicit knowledge of syntax (word arrangement rules) and semantics (rules for expressing meaning) allows you to comprehend instantly what makes sense and what does not ...
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... progress and reform, The school must represent life, life as real and vital to the child. Children interact with their environment, Teacher facilitate inquiry based on scientific method ...
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Behaviorism-Cognitivism

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PSYC 103 - Tompkins Cortland Community College
PSYC 103 - Tompkins Cortland Community College

... 7. The ability to recognize, understand, and respect the complexity of sociocultural, international, and human diversity subject matter. 8. Insight into their own and others’ behavior and mental processes and the ability to apply effective strategies for selfmanagement and self-improvement. 9. Reali ...
Master Course Syllabus - Tompkins Cortland Community College
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cover page knowledge base

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UNIT THREE - Theories of Learning
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Behaviorism and Cogntivism
Behaviorism and Cogntivism

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Educational psychology

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.Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. It is also informed by neuroscience. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.The field of educational psychology involves the study of memory, conceptual processes, and individual differences (via cognitive psychology) in conceptualizing new strategies for learning processes in humans. Educational psychology has been built upon theories of Operant conditioning, functionalism, structuralism, constructivism, humanistic psychology, Gestalt psychology, and information processing.Educational Psychology has seen rapid growth and development as a profession in the last twenty years. School psychology began with the concept of intelligence testing leading to provisions for special education students, who could not follow the regular classroom curriculum in the early part of the 20th century. However, ""School Psychology"" itself has built a fairly new profession based upon the practices and theories of several psychologists among many different fields. Educational Psychologists are working side by side with psychiatrists, social workers, teachers, speech and language therapists, and counselors in attempt to understand the questions being raised when combining behavioral, cognitive, and social psychology in the classroom setting.
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