Educational Psychology

Mayer (1987, p. 7) adopted the cognitive approach in defining educational psychology. Educational psychology, thus, includes the variables considered in the behavioral approach. In stead of emphasizing the relationships between these two factors, however, the emphasis in on the relationships between these two factors as a group and the several internal factors learning processes, and so forth.

Experimental psychology, in one context, may be contrasted with observational psychology (Chaplin, 1989, p. 425). In the conduct of observational psychology, the social scientist is involved in the passive process of recording and interpreting the interactions between variables (Chaplin, 1989, p. 425). By contrast, in the conduct of in experimental psychology, the social scientist is involved in an active process that includes the manipulation of one or more variable

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(treatment) for student groups differentiated by some specific factor or characteristic (attribute). One major problem with ATIbased evaluations is the difficulty in both defining and measuring attributes (Mayer, 1987, p. 471). As examples, students differ both in ability to learn and in the way learning occurs. In each of these instances, definition and measurement are major and difficult tasks. Brophy (1987, pp. 328336) thinks that classroom control is best attained through a classroom management program in which students become selfguiding in the management of instruction. Brophy's (1987, pp. 328336) contends that selfguidance on the part of students in the classroom is best induced through four characteristics of instruction and teacher activity. These four characteristics are (1) overlapping, which implies that several different activities will be in progress simultaneously within a classroom, (2) withitness, which implies that the classroom teacher demonstrates to the students that he or she is continuously aware of what is occurring in all parts of the classroom, (3) signal continuity and momentum, which requires wellprepared and briskly prepared lessons that focus student attention, and (4) challenge and variet
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Approximate Word count = 7873
Approximate Pages = 31 (250 words per page)

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