THE HISTORY OF EDUCATIONAL PSYCHOLOGY : PRESENT

PRESENT: THE HISTORY OF EDUCATION PSYCHOLOGY

"No one asks how to motivate a baby. A baby naturally explores everything it can get at, unless restraining forces have already been at work. And this tendency doesnt die out, its wiped out."(B.F.Skinner)

OUTSTANDING FIGURE "B.F. SKINNER"

BIOGRAPHY

Full Name: Burrhus Frederic Skinner
Born: March 20 th, 1904.
Place of Birth: Pensylvania U.S.A.
Died: August 18 th, 1990.
Place of Death: Massachusetts U.S.A.

EDUCATION:

Studied English at Hamilton College with the intention of becoming a writer.

Later obtained a degree in English Literaturefrom Harvard in 1926.

After reading John B. Watson´s Behaviorism, obtained a Masters in Psychology from Harvard.

Skinner then furthered his research in Psychology and recieved a PhD, again from Harvard, where he remained until 1936 as a researcher. (Updated, 2019)

MAIN THEORIES:

Positive & Negative Reinforcement, Operant Behavior, Escape Learning, Avoidence Learning and Behavior Modification. (Updated, 2019)

THE MOST IMPORTANT APPROACHES (SCHOOLS) OF PSYCHOLOGY

FEMALE PSYCHOLOGIST

Although most of the earliest psychologists were men, women are increasingly contributing to psychology. The first female president of the American Psychological Association was Mary Whiton Calkins (1861–1930; lower right). Calkins made significant contributions to the study of memory and the self-concept. Mahzarin Banaji (upper left), Marilynn Brewer (upper right), and Linda Bartoshuk (lower left) all have been recent presidents of the American Psychological Society. (Saylor Academy, 2012)

Psychodynamic Psychology

Freud’s ideas were extended by other psychologists whom he influenced, including Carl Jung (1875–1961), Alfred Adler (1870–1937), Karen Horney (1855–1952), and Erik Erikson (1902–1994). These and others who follow the psychodynamic approach believe that it is possible to help the patient if the unconscious drives can be remembered, particularly through a deep and thorough exploration of the person’s early sexual experiences and current sexual desires. These explorations are revealed through talk therapy and dream analysis, in a process called psychoanalysis.Sigmund Freud and the other psychodynamic psychologists believed that many of our thoughts and emotions are unconscious. Psychotherapy was designed to help patients recover and confront their “lost” memories. (Saylor Academy, 2012)

The Cognitive Approach and Cognitive Neuroscience

Although cognitive psychology began in earnest in the 1960s, earlier psychologists had also taken a cognitive orientation. Some of the important contributors to cognitive psychology include the German psychologist Hermann Ebbinghaus (1850–1909), who studied the ability of people to remember lists of words under different conditions, and the English psychologist Sir Frederic Bartlett (1886–1969), who studied the cognitive and social processes of remembering. Bartlett created short stories that were in some ways logical but also contained some very unusual and unexpected events. Bartlett discovered that people found it very difficult to recall the stories exactly, even after being allowed to study them repeatedly, and he hypothesized that the stories were difficult to remember because they did not fit the participants’ expectations about how stories should go. The idea that our memory is influenced by what we already know was also a major idea behind the cognitive-developmental stage model of Swiss psychologist Jean Piaget (1896–1980). Other important cognitive psychologists include Donald E. Broadbent (1926–1993), Daniel Kahneman (1934–), George Miller (1920–), Eleanor Rosch (1938–), and Amos Tversky (1937–1996). (Saylor Academy, 2012)

Social Development Theory By Vigotsky
Purpose of the Scaffolding
Scaffolding is widely considered to be an essential element of effective teaching as all teachers almost certainly use various forms of instructional scaffolding in their teaching. In addition, scaffolding is often used to bridge learning gaps which is the difference between what students have learned and what they are expected to know and be able to do at a certain point in their education. One of the main goals of scaffolding is to reduce the negative emotions and self-perceptions that students may experience when they get frustrated, intimidated, or discouraged when attempting a difficult task without the assistance, direction, or understanding they need to complete it. (Siti Zaimar binti Wahid,2017):

Types of the Scaffolding
Instructors can use a variety of scaffolds to accommodate different levels of knowledge. The context of learning may require more than one scaffold strategy in order for the student to master new content. When we teach students who are not physically present in the classroom, instructors need to adapt to the environment and their scaffolding needs to be adjusted to fit this new learning medium. It can be challenging to find a way to adjust the verbal and visual elements of scaffolding to construct a successful interactive and collaborative learning environment for distance learning. The recent spread of technology used in education has opened up the learning environment to include hypermedia, hypertext, collaborative learning environments, and web-based learning environments. A recent review on the types of scaffolding used in online learning identified four main types of scaffolding (Siti Zaimar binti Wahid,2017):