Revista Educational Psichology

References:
John, S. (2009). Educational Psychology. Dallas Texas: University of Texas Dallas.
Indies, T. U. (2004). The University of the West Indies. Obtenido de
https://sta.uwi.edu/ct/ctande.asp
By: Martha Valeria Iracheta Treviño.
1683196.

INDEX
Cognitive Process on School… 1
Bandura´s Social Cognitive Theory… 1
Cognitive Psychology on School… 1
We Need to Put attention on School… 1-2
We Need Memory For Save Information... 2
We Need for a Good Learning Make Concepts… 2-3
We Have to Think for Make a Good Concepts… 3
When we Think we Can Reasoning… 3
What is Critical Thinking? ... 3
Creative Thinking … 3
Problem Solving… 3
We Can Also Have a Critical Thinking... 3
We Can Produce a Creative Thinking … 3
We Have Different Strategies to Solve a Problem… 4
We Can Transfer Our Knowledge … 4
We Have to Motivate Our Students... 4-5
Motivation Strategy by the Editor… 5-6
Teacher Expecattion… 6
We Have to Know About Nonverbal communication… 6
Cognitive Strategies 5-6
Robert Gagne’s Theory…. 7
Jerome Brunner’s Theory… 7
David Ausubel’s Theory… 8
Game… 9
Cognitive Process on School
Bandura’s Social Cognitive Theory
Bandura said that when students learn, they can make a cognitively represent or
transform their experiences. It occurs between environmental experiences and
behavior.
And also cognitivist
has characteristics between the
most important we have:
● Behavior influences cognition
● Environment influences behavior
● Behavior influences environment.
●They tend to imitate a model.
Example: We can see this when we put our students in a natural environment because they will behave in a
positive behavior.
Cognitive Psychology on School
Robert Siegler made three mechanisms that work together to create changes
in children’s cognitive skills:
Encoding: Is the process by which we save information in memory.
Automaticity: Is the ability to process information with little or no effort.
Strategy Construction: Is the creation of new processing information.
(256, 2009, Santrock).
Example: We can see this when we teach a new topic at our students, if we
teach with creativity it will be more comprehensible.
We need to put attention on School
Is the focusing of mental resources that help us on focus of mental resources. We have different types of attention:
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Selective attention: Is focus on a specific aspect.
Divided attention: Involves concentrating on more than
one activity at the same time.
Sustained attention: Is the ability to maintain attention
over an extended period of time.
Executive attention: Involves make an action planning
where we can detect our mistakes.
Example: We pay attention if the talker use a good strategy for talk, but if we do not have interest we do not put
attention.
We Need Memory For Save Information
Memory is retention of information over time.
We have steps to retain information: Encoding, storage and
retrieval. It can be:
Short-Term Memory (When we save history information)
Long-Term Memory (When we learn the multiplication tables)
We Need for a Good Learning Make Concepts
Concepts are a group objects, events, and characteristics about
something. They help us to organize information. For make a
clear definition of a concept we have to:
1. Define the concept: Is identifying or characteristics of an
object.
2. Clarify terms in the definition: Make a clear definition.
3. Give examples: Is give examples to define a new concept.
4. Provide additional examples. Is when we give more
examples to clarify something.
It involves manipulating and transforming information in memory. (301, 2009, Santrock).
When we Think we Can Reasoning
Is a type of thinking where we use our logical thinking for make an induction
or deduction to find a conclusion. (302,2009, Santrock). We have two types
of reasoning:
Inductive Reasoning: Is from the specific to the general.
It consists on make conclusions based on one of similar members.
Deductive Reasoning: Is reasoning from the general to the specific.
Example: We use reasoning when we think about to choose a good way.
We Can Also Have a Critical Thinking
Is evaluate all things that we see, and also promote independent thinking and reasoned judgment to make a rational
answer for a problem.Critical thinking involves also logic as well as creativity. It may involve inductive and
deductive reasoning, analysis and problem-solving as well as creative, innovative
and complex approaches to the resolution of issues and challenges. ( (Indies, 2004)
Example: When we thing about an unknown thing and we make hypothesis.
We Can Produce a Creative Thinking
One of the most important part of thinking is have creativity that means think about
something or make a solution in an unusual way.
J. P. Guilford (1967) distinguished between convergent and divergent thinking:
Convergent: It refers to make a correct answer.
Divergent: Is make different answers.
Example: We use our creativity when we make a draw or a craft.
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2
Example: We can teach an unknown concept with examples of something that they know, if we teach what a lion
is, we can use a cat for simplify.
We Have to Think for Make a Good Concepts

We Have Different Strategies to Solve a Problem
Involves finding an appropriate way to get a goal.
We have different forms to obtain a problem solution:
Problem-based learning Is when student are able to distinguish a
problem with their daily life, and in a future he or she can apply a
solution.
Example: When we make a reasoned problem.
Project-based learning: In this type of problem we have to
distinguish:
1. A driving question. The principal problem
2. Authentic, situated inquiry: Is put on a social situation.
3. Collaboration. Students and teachers collaborate to find solutions to
the problem.
4. Scaffolding. Is the support of someone else that help us.
5. End product. Students create a good problem and its solution.
Example: When we make a solution with an ecologically problem.
We Can Transfer Our Knowledge
Occurs when a person apply an earlier knowledge in a new situation it
has two types:
Near transfer: Is when student are able to apply the knowledge in a similar situation.
Examples: When they use knowledge about
chemistry and apply in a problem.
Far transfer: Means the transfer of
learning to a situation very different from
the one in which the initial learning took
place.
Example: When we can apply a biology concept in a life problem.
We Have to Motivate Our Students
Involves the processes that you need to do something.
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According to Santrock (2009) we need basically things to have
motivation:
● Physiological. Hunger, thirst, sleep.
● Safety. Ensuring survival, such as protection from war and
crime.
● Love and belongingness. Security, affection, and attention
from others.
● Esteem. Feeling good about oneself
● Self-actualization. Realization of one’s potential (439, 2009,
Santrock)
Extrinsic motivation: Is
doing something to obtain
something. Is often influenced by external incentives such as rewards and
punishments.
Example: When we receive a lollipop for a good behavior.
Intrinsic motivation: Involves the internal motivation to do something.
Example: When we make something without rewards.
Motivation Strategy by the Editor
This strategy is made for preschool children and it can makes a good response for learning about family and look
after of an animal. We choose the strategy called for us “A pet for motivation” where we can show a type of
motivation in the school.
This pet can be a bunny, turtle, dog or hamster that teacher
give for his students when they have a good behavior during the class
day with the porpoise of make a stimulus with a positive response,
where student is motivated to behave in a good way.
In this strategy we can also see almost of the steps for a good
motivation:
Physiological: Where the child can develop feelings of responsibility and in a future he can apply in a similar
situation.
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Safety: The Child is be able to understand the meaning of safety with
the pet.
Love/Belonging: In this step children will develop a magical feel
called love for a pet.
Esteem: In this step the children and his parents also look after of the
pet and the child will be able to do the same or in a better way in a
similar situation.
Self-Actualization: Children are also motivated because they will
want to have again the pet so, they will behave in a good way.
Teacher Expectation
Is the same thing that students hope of us, they want to have a good
teacher and also we hope to have good students, but almost not
teachers do not out the necessary things to make a good strategy to
motivate their students.
We Have to Know about Nonverbal communication
Is expressed through non linguistics means. We use objects, sound,
conversation time, five senses and space.It includes:
Kinesics cues, facial expressions, body orientation, paralinguistic
characteristics & space: It was made by Edward T. Hall that can be:
Intimate Distance: (18 inches of distance)
Personal Distance: (18 inches-4 feet of distance)
Social-Consultative Distance: (4-12 feet of distance)
Public distance: (12 feet and more)
Example: It can be a black and white movie where we can see all characteristics.
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Cognitive Strategies
Robert Gagne's Theory
In this theory exist external conditions that appear to facilitate these outcomes. We
learn through experience. It includes:
Declarative knowledge: Is the knowledge that we acquire through experience.
Procedural knowledge: Is when we learn how to do something.
It includes steps to acquire a knowledge:
Gaing attention, inform the objective, recall prior learning, present context,
provide learning guidance, ellictic performance, provide feedback, assess
performance, enhance retention and transfer to the job.
Example: When we teach how to make cookies and later they teach to others.
Jerome Brunner´s Theory
He said that knowledge is a set of answer for a cognitive way.
Long Term memory: Is something that you save for long time.
Short term memory: Is when you save something for a short time.
Spiral Curriculum: Is a learning method where the information is acquire
by steps, and is a process where the search make a general thing through a
specific thing.
Example: When we teach a topic with an earlier knowledge and they can
obtain a new knowledge.
David Ausubel’s Theory
He said that we can relate a past knowledge to obtain a new one.
He has a different types of teachers:
Modeling: Is the teacher that give us the example to follow.
Coaching: this type of teacher is someone who practice can help children
improve their motor performances. And also has a support in the way of
learn that is called “Scaffolding” that is the support that we receive to others
for do something.
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This type of learning make a generalization to a specific concept.
Example: When teacher motivate to do something for themselves without support and student can obtain a new
knowledge.
M S R T I N E N C F U C C C J I U E R D
L N T O M E F O A N R G B H O H J L E A
E M T L A R S S C H E D D I O N M I M F
V W E O T G T E A F A H L N L G Q N I A
Ñ Q R M E R E N C G H J B G B N B G R G
F S M E D A L A A D F E E A D W Q F P H
G C M R I C E D P F R E I H U K Q L L G
V F E O S I J A S I M O P E R O M E E A
D R M P T A O A I H C U M O M A E T O
Q T O X G A I N A T T E N T I O N M F
D Y R M N T E S I G O A M S N D O C O G
D J Y D C S D E Q T C O N O C I T E A M
L O S E E Q U E G U D E R T A F G A B A
Game
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V L O N G T E R M M E M O R Y M J K J M
A U S B E L H J N L U N W T E E U Q N K
P L N R E B G W E S S G T H G K K L E N
L N S P I R A L C U R R I C U L U M A Q
G D H B N U G Y F M F F G O S O R O I D
V R O R T N N O A F U I S A T E F D D W
1. Long term memory 10. Modeling
2. Short term memory
3. Gagne
4. Brunner
5. Gain attention
6. Intimate Distance
7. Ausbel
8. Coaching
9. Spiral Curriculum
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