Child Psychology Final Exam Summer 2009

Providing opportunities for student initiative and student choices supports self-directed learning as it allows students to take ownership of their learning. This approach encourages students to explore their interests, make decisions, and take responsibility for their own learning process. By giving students the freedom to choose their own projects, topics, or activities, they become more engaged and motivated to learn. This approach also fosters critical thinking, problem-solving skills, and independence, which are essential for self-directed learning.

Students focused on mastery goals are primarily concerned with bettering themselves in terms of skill competencies and seeking new challenges. They are confident in putting forth their best effort. However, they are not primarily concerned about their grades. Their focus is on learning and improving their skills rather than achieving high grades.

In a constructivist approach to learning, the emphasis is on actively constructing knowledge and understanding through hands-on experiences and social interactions. Using realistic materials and a group format allows individuals to engage in authentic, real-world tasks and collaborate with others, which aligns with the constructivist approach. This approach encourages active participation and problem-solving, as well as the development of critical thinking skills.

The cognitive view of learning suggests that individuals are motivated by acquiring an understanding of external events. This means that people are driven to learn and make sense of the world around them. They are motivated to gather information, process it, and develop a deeper understanding of the events and phenomena they encounter. This understanding helps individuals navigate their environment, make decisions, and adapt their behavior accordingly.

Engaging students in Socratic questioning promotes intuitive, creative thinking. Socratic questioning encourages students to think critically, analyze information, and develop their own ideas. It fosters active participation and discussion, allowing students to explore different perspectives and consider alternative solutions. By encouraging students to ask and answer thought-provoking questions, Socratic questioning promotes deeper understanding and the development of creative and intuitive thinking skills.

Encouraging and helping students to set very high goals for themselves is more likely to enhance students' self-esteem. By setting high goals, students are challenged to push themselves and strive for personal growth and achievement. This can boost their confidence and sense of self-worth as they work towards these goals and experience success along the way. Additionally, the process of setting and achieving high goals can also foster a sense of self-efficacy, as students realize their own ability to overcome challenges and accomplish difficult tasks.

Education in social skills is a cognitively oriented technique for reducing aggression because it focuses on teaching individuals how to effectively interact with others and navigate social situations. By providing individuals with knowledge and skills related to communication, empathy, problem-solving, and conflict resolution, education in social skills helps individuals develop healthier and more constructive ways of expressing themselves and resolving conflicts, thereby reducing aggressive behaviors. This approach emphasizes the role of cognitive processes in understanding and modifying aggressive behavior patterns.

The behavioral perspective of learners refers to a passive approach, where learners are seen as passive recipients of information rather than actively engaging in the learning process. This perspective emphasizes the role of external stimuli and reinforcement in shaping behavior and learning outcomes. In this view, learners are seen as being influenced by their environment and responding to external cues, rather than actively seeking out knowledge or engaging in self-directed learning.