Educational psychology 13th global edtion by woolfolk

Global edition Educational Psychology   THIRTEENTH edition Anita Woolfolk This page is intentionally left blank GLOBAL EDITION T HI RT E E N T H E D I T I O N Educational Psychology ANITA WOOLFOLK The Ohio State University Boston Columbus Indianapolis New York San Francisco Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No Title: Educational Psychology 13/e A01_WOOL5301_13_GE_FM.indd C/M/Y/K Short / Normal / Long DESIGN SERVICES OF S4CARLISLE Publishing Services 04/08/15 1:51 pm Vice President and Editorial Director: Jeffery W Johnston Vice President and Publisher: Kevin M Davis Development Editor: Gail Gottfried Editorial Assistant: Caitlin Griscom Executive Field Marketing Manager: Krista Clark Senior Product Marketing Manager: Christopher Barry Project Manager: Lauren Carlson Senior Acquisitions Editor, Global Edition: Sandhya Ghosal Associate Project Editor, Global Edition: Amrita Kar Project Manager, Global Edition: Ruchi Sachdev Manager, Media Production, Global Edition: Vikram Kumar Senior Manufacturing Controller, Production, Global Edition: Trudy Kimber Procurement Specialist: Carol Melville Senior Art Director: Diane Lorenzo Cover Designer: Lumina Datamatics Cover Art: © Iakov Kalinin/Shutterstock Media Project Manager: Tammy Walters Full-Service Project Management: Roxanne Klaas, S4Carlisle Publishing Services Composition: S4Carlisle Publishing Services Printer and Cover: RR Donnelley Kendallville, USA Text Font: 10/13 Adobe Garamond Pro Credits and acknowledgments for material borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within the text Every effort has been made to provide accurate and current Internet information in this book However, the Internet and information posted on it are constantly changing, so it is inevitable that some of the Internet addresses listed in this textbook will change Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world Visit us on the World Wide Web at: www.pearsonglobaleditions.com © Pearson Education Limited 2016 The rights of Anita Woolfolk to be identified as the authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988 Authorized adaptation from the United States edition, entitled Educational Psychology, 13th edition, ISBN 978-1-29-209530-1, by Anita Woolfolk, published by Pearson Education © 2016 All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the prior written permission of the publisher or a license permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC 1N 8TS All trademarks used herein are the property of their respective owners The use of any trademark in this text does not vest in the author or publisher any trademark ownership rights in such trademarks, nor does the use of such trademarks imply any affiliation with or endorsement of this book by such owners ISBN-10: 1-29-209530-X ISBN-13: 978-1-29-209530-1 British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library 10 Typeset by S4Carlisle Publishing Services Printed and bound by RR Donnelley Kendallville in the United States of America # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No Title:2 Educational Psychology 13/e A01_WOOL5301_13_GE_FM.indd C/M/Y/K Short / Normal / Long DESIGN SERVICES OF S4CARLISLE Publishing Services 04/08/15 1:51 pm To my mother, Marion Wieckert Pratt A remarkable educator, An adventurous world traveler, A courageous advocate for all in need, And a wonderful guide in life— Thank you # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No Title: Educational Psychology 13/e A01_WOOL5301_13_GE_FM.indd C/M/Y/K Short / Normal / Long DESIGN SERVICES OF S4CARLISLE Publishing Services 04/08/15 1:51 pm About the Author So you will know your author a bit better, here is some information Anita Woolfolk Hoy was born in Fort Worth, Texas, where her mother taught child development at TCU and her father was an early worker in the computer industry She is a Texas Longhorn—all her degrees are from the University of Texas, Austin, the last one a PhD After graduating, she was a psychologist working with children in elementary and secondary schools in 15 counties of central Texas She began her career in higher education as a professor of educational psychology at Rutgers University, and then moved to The Ohio State University in 1994 Today she is Professor Emerita at Ohio State Anita’s research focuses on motivation and cognition, specifically, students’ and teachers’ sense of efficacy and teachers’ beliefs about education For many years she was the editor of Theory Into Practice, a journal that brings the best ideas from research to practicing educators With students and colleagues, she has published over 80 books, book chapters, and research articles Anita has served as Vice-President for Division K (Teaching & Teacher Education) of the American Educational Research Association and President of Division 15 (Educational P ­ sychology) of the American Psychological Association Just before completing this thirteenth edition of ­Educational Psychology, she collaborated with Nancy Perry, University of British Columbia, to write the second edition of Child Development (Pearson, 2015), a book for all those who work with and love children # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No Title:4 Educational Psychology 13/e A01_WOOL5301_13_GE_FM.indd C/M/Y/K Short / Normal / Long DESIGN SERVICES OF S4CARLISLE Publishing Services 04/08/15 1:51 pm Preface Many of you reading this book are enrolled in an educational psychology course as part of your ­professional preparation for teaching, counseling, speech therapy, nursing, or psychology The material in this text should be of interest to everyone who is concerned about education and learning, from the nursery school volunteer to the instructor in a community program for adults with disabilities No background in psychology or education is necessary to understand this material It is as free of jargon and technical language as possible, and many people have worked to make this edition clear, relevant, and interesting Since the first edition of Educational Psychology appeared, there have been many exciting developments in the field The thirteenth edition continues to emphasize the educational implications and applications of research on child development, cognitive science, learning, motivation, teaching, and assessment Theory and practice are not separated in the text, but are considered together The book is written to show how information and ideas drawn from research in educational psychology can be applied to solve the everyday problems of teaching To help you explore the connections between research and practice, you will find in these pages a wealth of examples, lesson segments, case studies, guidelines, and even practical tips from experienced teachers As you read this book, I believe you will see the immense value and usefulness of educational psychology The field offers unique and crucial knowledge to any who dare to teach and to all who love to learn NEW CONTENT IN THE THIRTEENTH EDITION Across the book, there is increased coverage of a number of important topics Some of these include: • New explorations of current research on teaching and models of expert teaching, introduced in Chapter and continued throughout the book • Increased coverage of the brain, neuroscience, and teaching emphasized in Chapter and also integrated into several other chapters • Increased coverage of the impact of technology and virtual learning environments on the lives of students and teachers today • Increased emphasis on diversity in today’s classrooms (see especially Chapters to 6) ­Portraits of students in educational settings make diversity real and human for readers Key content changes in each chapter include: • Chapter 1: My goal is that this text will provide the knowledge and skills that will enable you to build a solid foundation for an authentic sense of teaching efficacy in every context and for every student, so there is new information about three models of good teaching: Charlotte Danielson’s Framework for Teaching, TeachingWorks from the University of Michigan, and the Gates Foundation Measure of Effective Teaching Also, the section on research now examines different kinds of qualitative and quantitative research and what you can learn from each kind (see Table 1.2) • Chapter 2: New information on the brain, synaptic plasticity, executive functioning, and implications for teaching, including an approach based on Vygotsky called Tools of the Mind • Chapter 3: New sections on cultural differences in play, physical activity and students with disabilities, eating disorders and the Web sites that promote them, self-concept, and Jonathan Haidt’s model of moral psychology • Chapter 4: New sections on nine possible multiple intelligences, accommodations under Section 504, autism spectrum disorders, student drug use, and ways to identify students who are gifted and talented # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No Title: Educational Psychology 13/e A01_WOOL5301_13_GE_FM.indd C/M/Y/K Short / Normal / Long DESIGN SERVICES OF S4CARLISLE Publishing Services 04/08/15 1:51 pm    PREFACE • Chapter 5: New information on learning to read, emergent literacy and language diversity, sheltered instruction, and student-led conferences • Chapter 6: New coverage of homeless and highly mobile students, expanded coverage of poverty and school achievement, opportunity gaps, and stereotype threat • Chapter 7: Expanded coverage of teaching implications of behavioral learning • Chapter 8: Updated coverage of working memory, developmental differences, and teaching implications of cognitive learning theories • Chapter 9: Updated sections on metacognition and learning strategies, creativity, and transfer, and a new section on Paul and Elder’s model of critical thinking • Chapter 10: New material on inquiry learning and teaching in a digital world, including Betty’s Brain—an example of a virtual learning environment, the use of games in teaching, and the initiative to teach computational thinking and coding • Chapter 11: Updated coverage of self-efficacy, self-regulated learning, and new material on emotional self-regulation • Chapter 12: Updated treatment of self-determination theory and goal theory, expanded coverage of helping students cope with anxiety, and new material on flow and motivation • Chapter 13: New sections on understanding your beliefs about classroom management, creating caring relationships, bullying, restorative justice, and Marvin Marshall’s views on consequences and penalties • Chapter 14: Recent research on teaching, as well as new sections on the Common Core and Understanding by Design • Chapter 15: New sections on what teachers think about high-stakes testing, value-added assessment, and PARCC tests A CRYSTAL CLEAR PICTURE OF THE FIELD AND WHERE IT IS HEADED The thirteenth edition maintains the lucid writing style for which the book is renowned The text provides accurate, up-to-date coverage of the foundational areas within educational psychology: learning, development, motivation, teaching, and assessment, combined with intelligent examinations of emerging trends in the field and society that affect student learning, such as student diversity, inclusion of students with special learning needs, education and neuroscience, educational policy, and technology FEATURES OF THE BOOK Advances in Digital Technologies Reflected in the Book’s Pedagogy Resources available in the etext enable readers to observe development in context and to apply and assess their understanding of the concepts in the book These resources include (a) embedded assessments with feedback and (b) content extensions and examples EMBEDDED ASSESSMENTS WITH FEEDBACK. In every chapter, readers will find three types of assessments: Self-check quizzes, application exercises, and a licensure practice exercise • Short self-check quizzes appear at the end of each major text section The quizzes are designed to help readers assess their mastery of the learning outcome or outcomes covered in the sections they’ve just read When readers of the etext click on a highlighted link in the Pearson etext, an interactive multiple-choice quiz is displayed Readers may answer the questions and then submit their quizzes to be scored, after which they can see the questions they’ve answered correctly, the questions they’ve answered incorrectly, and written feedback that includes rationales for the correct and incorrect answers # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No Title:6 Educational Psychology 13/e A01_WOOL5301_13_GE_FM.indd C/M/Y/K Short / Normal / Long DESIGN SERVICES OF S4CARLISLE Publishing Services 04/08/15 1:51 pm PREFACE    Additional Text Features With an unswerving emphasis on educational psychology’s practical relevance for teachers and students in classrooms, the text is replete with current issues and debates, examples, lesson segments, case studies, and practical ideas from experienced teachers Point/Counterpoint sections in each chapter present two perspectives on a controversial question related to the field; topics include debates on the kinds of research that should guide education (p. 45), brain-based education (p 66), the self-esteem movement (p 130), pills or skills for students with ADHD (p 170), the best way to teach E ­ nglish language learners (p 219), tracking (p 246), using rewards to encourage student learning (p 306), what’s wrong with memorization (p 344), teaching critical thinking and problem solving (p 384), problem-based education (p 409), teacher efficacy (p 449), the value of trying to make learning entertaining (p 490), zero tolerance (p 540), homework (p 572), and holding children back (p 616) POINT/COUNTERPOINT What Should Schools Do to Encourage Students’ Self-Esteem? There are over 2,000 books describing how to increase self- toward honest self-appraisal that will lead to self-control She self-esteem programs (Slater, 2002) The attempts to improve suggests, “Maybe self-control should replace self-esteem as a students’ self-esteem have taken three main forms: personal primary peg to reach for” (p 47) development activities such as sensitivity training; self-esteem programs where the curriculum focuses directly on improving COUNTERPOINT The self-esteem; and structural changes in schools that place greater has promise Erik Erikson (1980) warned years ago: “Children emphasis on cooperation, student participation, community in- cannot be fooled by empty praise and condescending encour- volvement, and ethnic pride Are these efforts valuable? agement They may have to accept artificial bolstering of their POINT The self-esteem movement has big problems self-esteem in lieu of something better .” Erikson explained that a strong and positive identity comes only from “wholehearted and consistent recognition of real accomplishment, that where the main objective is “to dole out a huge heaping of is, achievement that has meaning in their culture” (p 95) A study praise, regardless of actual accomplishments” (Slater, 2002, that followed 322 sixth-grade students for years found that stu- p 45) Frank Pajares and Dale Schunk (2002) point to another dents’ satisfaction with school, their sense that classes were inter- problem “[W]hen what is communicated to children from an early esting and teachers cared, and teacher feedback and evaluations age is that nothing matters quite as much as how they feel or how influenced students’ self-esteem In PE, teachers’ opinions were confident they should be, one can rest assured that the world will especially powerful in shaping students’ conceptions of their ath- sooner or later teach a lesson in humility that may not easily be letic abilities (Hoge, Smit, & Hanson, 1990) Being placed in a learned An obsession with one’s sense of self is responsible for low-ability group or being held back in school seems to have a an alarming increase in depression and other mental difficulties” negative impact on students’ self-esteem, but learning in collab- (p 16) Sensitivity training and self-esteem courses assume that orative and cooperative settings seems to have a positive effect we encourage self-esteem by changing the individual’s beliefs, (Covington, 1992; Deci & Ryan, 1985) Interestingly, special pro- making the young person work harder against the odds But what grams such as “Student of the Month” or admission to advanced math classes had little effect on self-esteem supportive? Some people have overcome tremendous problems, Beyond the “feel-good psychology” of some aspects of but to expect everyone to so “ignores the fact that having the self-esteem movement is a basic truth: Self-esteem is a basic positive self-esteem is almost impossible for many young people, right of all humans We deserve to respect ourselves, and neither given the deplorable conditions under which they are forced to the society nor its school should undermine that respect Re- G U I D ELI N ES Childreninofour Divorce liveHelping by the inequities society” (Beane, 1991, p 27) member the Girls Project described in Figure 3.2, which reminds Worse yet, some psychologists are now contending that Take note of anyissudden changes in behavior that might may low self-esteem not a problem, whereas high self-esteem indicate problems at home be For example, they contend, people with high self-esteem Examples are more willing to inflict pain and punishment on others Be alert to physical symptoms such as repeated headaches (Baumeister, Campbell, Krueger, & Vohs, 2003 ; Slater, 2002 or stomach pains, rapid weight gain or loss, fatigue, or ) In excesshigh energy addition, self-esteem does not seem to predict academic Be aware of signs of emotional distress suchself-esteem as learning In a large study of adolescents, global did moodiness, temper tantrums, or difficulty in paying not correlate with any of the nine academic outcomes meaattention or concentrating sured et know al., 2006 ) And people setofself-esteem as Let(Marsh parents about thewhen students’ signs stress young girls that their value, and their self-esteem, should be The may be skills, angry and withattributes—not his or her parents, but may based onstudent their character, appearance direct the anger at teachers Don’t take the student’s anger If we view self-esteem accurately as a product of our thinking and personally our actions—our values, ideas, and beliefs as well as our interacFind out resources at your tions withwhat others—then weare seeavailable a significant roleschool for the school Examplesthat allow authentic participation, cooperation, probPractices Talk to the school psychologist, guidance counselor, social lem solving, and accomplishment should replace policies that worker, or principal about students who seem to need damage self-esteem, such as tracking and competitive grading outside help Consider establishing a discussion group, led by a trained adult, for students whose parents are going through a BEWARE OF EITHER/OR divorce Another possibility is to change the focus from self-esteem a main goal, they may pursue that goal in ways that are harmful Talk individually to students about their attitude or behavior over the long run They may, for example, avoid constructive changes This gives you a chance to find out about unusual criticisms tasks (Crocker & Park, 2004) Psystress suchoras challenging divorce chologist Lauren Slater (2002), in her article “The Trouble with Examples Be a good listener Students may have no other adult willing to hear their concerns Let students know you are available to talk, and let the student set the agenda Guidelines: Family and Community Partnerships sections offer specific guidelines for involving all families in their children’s learning—especially relevant now, when demand for parental involvement is at an all-time high and the need for cooperation between home and school is critical See, for example, pages 75, 226, 388 self-esteem movement Some people have accused schools of developing programs if the student’s environment is truly unsafe, debilitating, and un- Guidelines appear throughout each chapter, providing concrete applications of theories or principles discussed See, for example, pages 111, 224, 346 Self-Esteem,” suggests that we rethink self-esteem and move esteem Schools and mental health facilities continue to develop Watch your language to make sure you avoid stereotypes about “happy” (two-parent) homes Examples Simply say “your families” instead of “your mothers and fathers” when addressing the class Avoid statements such as “We need volunteers for room mother” or “Your father can help you.” G U ID ELIN ES Help students maintain self-esteem Family and Community Partnerships Examples Recognize a job well done Promoting Transfer Make sure the student understands the assignment and handle the workload not thecurriculum time to pile on Keep can families informed aboutThis theiris child’s new and very difficult work so they can support learning Examples At the beginning of units or major projects, send a letter summarizing the key goals, a few of the major assignments, and some common problems students have in learning the material for that unit Ask parents for suggestions about how their child’s interests could be connected to the curriculum topics Invite parents to school for an evening of “strategy learning.” Have the students teach their family members one of the strategies they have learned in school Give families ideas for how they might encourage their children to practice, extend, or apply learning from school Examples To extend writing, ask parents to encourage their children to write letters or e-mails to companies or civic organizations asking for information or free products Provide a shell letter form for structure and ideas, and include addresses of companies that provide free samples or information Ask family members to include their children in some projects that require measurement, halving or doubling recipes, or estimating costs # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No Title: Educational Psychology 13/e A01_WOOL5301_13_GE_FM.indd to more specific self-concepts in Be sensitive to bothself-concepts, parents’ rightsbecause to information Examples When parents have joint custody, both are entitled to receive information and attend parent–teacher conferences The noncustodial parent may still be concerned about the child’s school progress Check with your principal about state laws regarding the noncustodial parent’s rights Be aware of long-term problems for students moving between two households Examples Books, assignments, and gym clothes may be left at one parent’s house when the student is currently on visitation with the other parent Parents may not show up for their turn to pick up their child at school or may miss a parent–teacher conference because the note never got home ideas Suggest students work with grandparents For aboutthat helping children understand divorce, see to a muextension.missouri.edu/xplor/hesguide/humanrel/gh6600.htm family memory book Combine historical research and writing Show connections between learning in school and life outside school Examples Ask families to talk about and show how they use the skills their children are learning in their jobs, hobbies, or community involvement projects Ask family members to come to class to demonstrate how they use reading, writing, science, math, or other knowledge in their work Make families partners in practicing learning strategies Examples Focus on one learning strategy at a time Ask families to simply remind their children to use a particular strategy with homework that week Develop a lending library of books and videotapes to teach families about learning strategies Give parents a copy of the Guidelines: Becoming an Expert Student on page XXX, rewritten for your grade level C/M/Y/K Short / Normal / Long DESIGN SERVICES OF S4CARLISLE Publishing Services 04/08/15 1:51 pm writing    PREFACE End of age four Beginning of age three Source: “Brandon’s Plan, Beginning Age Preschool” Tools of the Mind http://www.toolsofthemind org/curriculum/preschool Used by permission work You are more TEACHERS’ CASEBOOK WHAT WOULD YOU DO? UNCRITICAL THINKING concerned that they cannot critically evaluate what they are reading And all they are reading is the Net! This year’s class is worse than any you’ve ever had You of the Mind project that includes curriculum ideas for preschool, kindergarten, and special needs assigned a research paper, and you find more and more CRITICAL THINKING (see toolsofthemind.org) One key idea taken from Vygotsky is that as children develop mental students are using the Web for their information In itself, you help your students evaluate the informatools such as strategies for focusing attention, they cease being prisoners• ofHow theirwould environment— using the is not“grabbed bad, butaway” the students appear tiontothey are their finding having theirWeb attention by any new sight to or be sound They learn control at- on the Web? completely uncritical about what they find on the Internet • Beyond thisimportant immediate issue, how will you help students tention A second key idea is that play, particularly dramatic pretend play, is the most “If it is on the Web, it must be right” is the attitude of most more critically supporting the development of young children Through dramaticthink play children learn toabout the subjects you are teaching? 92 PART I • STUDENTS activity students Theircontrol first drafts are filled quotes that seem focus attention, impulses, followwith rules, use symbols, regulate their • own Howbehaviors, will you and takecointo account the cultural beliefs and very biased to you,Sobut there are no sources cited or listed operate with others a key element of the Tools of the Mind curriculum forvalues young children play of your isstudents as you support their critical plans, created by the studentsdon’t themselves Children draw a picture they plan to play that It is not just that students know how to reference their of how thinking? G U I D E LI N E S day, and then describe it to the teacher, who may make notes on the page and thus model literacy Applying Vygotsky’s Ideas activities in Teaching Plans become more complex and detailed as children become better planners Figure 2.5 shows Brandon’s simple play plan at the beginning of age three and then another plan at the end of on the students’ Tailor scaffolding to the needs of of knowledge agestudents four His later plan shows better Build fine motor control, morecultural mature funds drawing, increased imaginaExamples tion, and greater use of language (N Gonzalez, Moll, & Amanti, 2005; Moll et al., 1992) Examples When students are beginning new tasks or topics, provide Identifyin family by having students interview models, prompts, sentence starters, coaching, andStudent: feedReaching Every Teaching theknowledge “Magic Middle” each other’s families about their work and home knowlback As the students grow in competence, give less supPiaget and Vygotsky probably would agree that students need tomanufacturing, be taught in the magic edge (agriculture, economics, household port and more opportunitiesBoth for independent work (Berger, 2012),orordethe place of themanagement, “match” ( J Hunt, 1961)—where they are neither medicine and illness, religion, childbored care, Give students choices aboutmiddle the level of difficulty nor frustrated Students should be put incooking, situations where they have to reach to understand but etc.) gree of independence in projects; encourage them to challenge themselves but to where seek help when theyother are really support from students, learning materials, or to thethese teacher is also available Sometimes Tie assignments funds of knowledge, and use stuck community experts to evaluate assignments the best teacher is another student who has just figured out how to solve the problem, because this Teachers’ Casebook sections present students with r­ealistic classroom scenarios at the beginning of each ­chapter and ask “What Would You Do?”—giving students the opportunity to apply all the important topics of the chapter to these scenarios via application questions ­Students may then compare their responses to those of veteran teachers appearing at the end of each chapter See, for example, pages 56, 234, 436 Reaching Every Student sections present ideas for assessing, teaching, and motivating ALL of the students in today’s inclusive classrooms See, for example Distinctions Between Piaget’s and Vygotsky’s onTheories page(I, A2) 91 Consider how two teachers—one based Connect and Extend to PRAXIS II® in Vygotskian theory and one based in Piagetian theory—might differ in their is probably in the learner’s ZPD Having a student work with someone who is concepts of learning and teaching and Make sure students have accessstudent to powerful toolsoperating that Capitalize on dialogue and group learning just a bit better at the activity would be a good idea because both students benefit in the ex change the instructional techniques that they support thinking Examples might prefer of explanations, elaborations, and questions In addition, students should be encouraged to use lanExamples Experiment with peer tutoring; teach students how to ask guage organize their stratethinking and to talk about what they aregive trying to accomplish Dialogue and Teach students to use learning andtoorganizational good questions and helpful explanations gies, research tools, language tools (wikis, dictionaries, or discussion are important avenues to learning (Karpovwith & Bransford, 1995 ; Kozulin & Presseisen, Experiment cooperative learning strategies described computer searches), spreadsheets, and word-processing 1995; Wink & Putney, 2002) The Guidelines: Applying in Chapter 10.Vygotsky’s Ideas in Teaching on the next page programs gives more ideas for applying Vygotsky’s insights Model the use of tools; show students how you use an apSource: For more information about Vygotsky and his theories, see pointment book or electronic notebook to make plans and tip.psychology.org/vygotsky.html manage time, for example Cognitive Development: Lessons for Teachers In spite of cross-cultural differences in cognitive development and the different theories of development, there are some convergences Piaget, Vygotsky, and more recent researchers studying cognitive development and the brain probably would agree with the following big ideas: Lessons for Teachers are succinct and usable principles for teaching based on the research See, for example, on page 92 Cognitive development requires both physical and social stimulation To develop thinking, children have to be mentally, physically, and linguistically active They need to experiment, talk, describe, reflect, write, and solve problems But they also benefit from teaching, guidance, questions, explanations, demonstrations, and challenges to their thinking Teaching students what they already know is boring Trying to teach what the student isn’t ready to learn is frustrating and ineffective Challenge with support will keep students engaged but not fearful S U M M A RY • A Definition of Development (pp 58–60) What are the different kinds of development? Human development can be divided into physical development (changes in the body), personal development (changes in an individual’s personality), social development (changes in the way an individual relates to others), and cognitive development (changes in thinking) What are three questions about development and three general principles? For decades, psychologists and the public have debated whether development is shaped more by nature or nurture, whether change is a continuous process or involves qualitative differences or stages, and whether there are critical times for the development of  certain abilities We know today that these simple SUPPLEMENTS This thirteenth edition of Educational Psychology provides a comprehensive and integrated collection of supplements to assist students and professors alike in maximizing learning and instruction Together, these materials immerse students in the content of the text, allowing them and their instructors to benefit from a deeper and more meaningful learning experience The following ­resources are available for instructors to download from www.pearsonglobaleditions.com/Woolfolk Enter the author, title of the text, or the ISBN number, then select this text, and click on the “­Resources” tab Download the supplement you need If you require assistance in downloading any resources, contact your Pearson representative INSTRUCTOR’S RESOURCE MANUAL.  The Instructor’s Resource Manual synthesizes all of the resources available for each chapter and sifts through the materials to match the delivery method (e.g., semester, quarter) and areas of emphasis for the course This manual includes activities and strategies designed to help prospective teachers—and others seeking a career working with children or adolescents—to apply the developmental concepts and strategies they have learned # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No Title:8 Educational Psychology 13/e A01_WOOL5301_13_GE_FM.indd C/M/Y/K Short / Normal / Long DESIGN SERVICES OF S4CARLISLE Publishing Services 04/08/15 1:51 pm www.downloadslide.net 706    NAME INDEX Lave, J., 386, 403, 410, 473 Lawless, K., 584 Lawrence, F R., 205 Lawson, H A., 473, 478, 481 Lawson, M A., 473, 478, 481 Le, L., 387 Leaper, C., 213, 258 Leary, M R., 478 Lee, A., 369 Lee, A Y., 372 Lee, C., 180 Lee, J., 29, 48, 49 Lee, J Y K., 255 Lee, K., 367 Lee, R., 245 Lee, R M., 263 Lee, S J., 210, 240 LeFevre, J A., 85, 203 Lefton, L A., 120 Lehman, D R., 79 Leigh, E., 165 Leinhardt, G., 568 LeMahieu, P., 610 Lemelson, R., 237 Lemery-Chalfant, K., 450 Lenhart, A., 119 Lens, W., 472, 477, 482 Leong, D., 90 Leong, D J., 87 Lepper, M R., 306, 307, 489 Lerner, R M., 107 Lesaux, N., 218, 220 Lessow-Hurley, J., 209 Leung, A K.-Y., 378 Leung, M C., 114 Leutner, D., 159 Levin, J R., 342, 532, 538 Levy, S., 569 Lewedeg, V., 206 Lewinsohn, P M., 175 Lewis, C., 109 Lewis, R., 546 Lewis, T J., 302 Liben, L S., 258 Lickliter, R., 59 Lidz, J L., 198 Liem, A D., 215 Lillemyr, O F., 103 Lin, M.-S., 487 Lindberg, S M., 156, 157 Lindsay, P H., 320 Linn, M C., 156, 399, 410 Linn, R., 562 Linn, R L., 596, 619 Linnenbrink, E A., 480 Linnenbrink-Garcia, L., 480, 493 Liu, H., 167 Liu, W M., 240 Lochman, J E., 114, 457 Locke, E., 439 Locke, E A., 293, 303, 473, 478, 482 Lockhart, R S., 327 Lockl, K., 355 Loeb, L., 246 Loewenstein, J., 370 Long, J D., 243 Lonigan, C J., 203, 219 Loomis, L S., 110 Lorch, E P., 335, 358 Lorch, R F., 358 Losey, K M., 217 Loughlin, S M., 450 Loveless, T., 246, 579 Lowe, R., 250 Lowenstein, G., 491 Lubinski, D., 41, 188 Luckner, A E., 558 Lüdtke, O., 128, 157, 493, 572 Luke, N., 118 Lun, J., 558 Lustina, M J., 253 Lyon, G R., 167 Ma, X., 567 Maag, J W., 299 Mabry, L., 608, 611 Maccoby, E E., 258 MacDonald, S., 447 Mace, F C., 302, 303 Machado, A., 72 Macionis, J J., 240, 241, 242, 247, 248, 250, 252 MacIver, D J., 121, 246 Macmillan, D L., 615 Macrae, C N., 252 Maczuga, S., 203 Madaus, G F., 563, 626 Madden, A., 358, 363, 365 Maddux, W W., 378 Madison, S M., 588 Madsen, C H., 43 Madsen, K., 556 Maeda, Y., 156 Maehr, M L., 481 Mager, R., 562 Magnan, A., 424 Magnusson, S J., 406, 407 Maguire, E A., 317 Mahn, H., 83, 85 Maier, M A., 492, 493 Major, B., 255 Majumder, S., 207 Mana, A., 355 Manning, B H., 302, 455, 456, 457 Manning, M L., 266 Mantzicopoulos, P., 617 Marano, N., 406, 407 Marchland, G., 485 Marcia, J E., 122, 124 Marcus, N., 370 Marder, K., 103 Marder, M., 38 Marinova-Todd, S., 206 Markman, E M., 198 Marks, A K., 125 Markstrom- Adams, C., 125 Marley, S C., 89, 404 Marsh, H W., 127, 128, 129, 130, 447 Marshall, D., 206 Marshall, H H., 400, 403 Marshall, K., 180, 181 Marshall, M., 531, 533, 534, 535, 585 Marso, R N., 39 Martin, A., 127 Martin, A J., 215, 447 Martin, C L., 256 Martin, C S., 175 Martin, J., 399, 400 Martin, M M., 207 Martin, M O., 156 Martinez-Pons, M., 448, 455 Martinussen, M., 122 Marvin, K L., 292 Marx, W., 470 Marzano, J S., 514 Marzano, R J., 514 Mascolo, M F., 72, 80 Masia, B B., 564 Maslow, A H., 472, 474, 491 Mason, D., 580 Mason, L., 400, 402 Massa, L J., 159 Masten, A S., 243 Mastergeorge, A M., 415 Matczynski, T J., 405 Matson, J L., 181 Matson, M L., 181 Matsumura, L., 522 Matthews, G., 458, 460, 494, 495 Matthews, J S., 248, 250, 451 Mattos, M., 182 Mayer, G R., 288, 293 Mayer, R E., 159, 278, 316, 326, 339, 340, 366, 370, 382, 384, 399, 410, 427, 490, 567 Mayo Clinic, 179 McAllister, P A., 556 McAnarney, E R., 64 McArdle, J J., 149 McBride-Chang, C., 167 McCafferty, S G., 86 McCandliss, B D., 65 McCarthy, M R., 301, 302 McCaslin, M., 399, 405, 413, 460, 461, 518 McCaulley, M H., 158 McClelland, D., 487 McClelland, P., 243 McClintic-Gilbert, M S., 471 McCoy, A R., 617 McDaniel, M., 158 McDonnell, A P., 163 McDonnell, J., 163 McEachin, A., 32 McGill-Frazen, A., 245 McGinnis, K., 565 McGoey, K E., 289, 298 McGovern, L., 358 McHale, S M., 488 McHugh, J R., 45 McKenna, J., 616 McKenzie, T L., 303 McKinley, J C., 67 McKown, C., 251 McLeod, S A., 158 McLeskey, J., 188 McLoyd, V C., 244 McMillan, J H., 602, 603, 611 McNeely, C A., 530 McNeil, L M., 626 McTighe, J., 555, 562, 576 McTigue, E., 340 Meadows, S., 354 Mears, T., 207 Mediascope, 115 Medina, J., 627 Meece, J L., 30, 127, 293, 302, 439, 478, 480, 481, 485, 490, 494 Mehta, P D., 218 Meichenbaum, D., 455 Meijer, A M., 494 Meister, C., 90, 384, 411, 414 Meister, D G., 39 Melby-Lervåg, M., 165 Melnick, S A., 39 Meltzoff, A N., 73 Mendle, J., 101 Mendoza, E M., 252 Menke, D J., 358 Mercado, E., 63, 281, 316, 492 Mercer, L K., 460, 461 Mercer, N., 83, 85 Mergendoller, J R., 497 Mertler, C A., 48 Merton, R K., 585 Mertz, J E., 261 Mesmer, H A E., 561 Messick, S., 600 Mestre, J P., 367 MET Project, 38 Metcalfe, J., 451 # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No 706 Title: Educational Psychology 13/e Z04_WOOL5301_13_GE_NIDX.indd 706 Metzler, C W., 302 Meyer, D., 498 Meyer, D K., 491 Miccio, A W., 205 Michael, R S., 547 Mickelson, R A., 250, 251 Middleton, M., 480 Midgley, C., 121, 137, 450, 476, 480 Migliacci, N., 210 Mikami, A Y., 558 Milan, M A., 292 Miller, A., 117, 481 Miller, B., 576 Miller, G A., 473 Miller, M D., 562, 596 Miller, N., 414 Miller, P H., 59, 70, 71, 80, 120, 121, 122, 125, 131, 400 Miller, R B., 291 Miller, S A., 71, 131, 323 Miller, S L., 67 Miller, S P., 568 Milne, A B., 252 Milner, H R., 126, 248 Miranda, T Z., 211, 220 Mitchell, M., 489 Mitchell, S A., 409 Miyake, A., 86 Miyamoto, K., 62, 65, 69 Mo, L., 372, 388 Moen, P., 243 Mohammed, S S., 248 Mok, M M C., 215 Moll, L C., 92, 225, 261–262, 503, 574 Moller, A C., 476 Möller, J., 128, 185 Monk, J S., 158 Monroe, C R., 547 Monson, T C., 114 Montgomery, C., 459 Montgomery, R W., 292 Montrul, S., 205, 207 Moore, M K., 73 Moran, S., 151 Morelli, G., 82 Moreno, M A., 322, 427 Moreno, R., 369 Morin, V A., 568 Morine-Dershimer, G., 559, 560 Morris, P A., 107 Morrison, D., 617 Morrison, F., 33 Morrison, F J., 451 Morrow, L M., 524 Moseley, D V., 158 Mosher, M., 115 Moshman, D., 84, 400, 401 Moskowitz, G., 527 Mouyi, A., 323 Mueller, C M., 307 Mueller, K J., 472, 486, 487 Muis, K R., 450, 451, 452, 483 Muller, C., 146 Mullis, I V S., 156 Munt, E D., 303 Murayama, K., 481 Murdock, S G., 301 Murdock, T., 117 Murdock, T A., 115, 137, 138 Murdock, T B., 121 Murnane, R., 424 Murphy, K., 576 Murphy, P K., 69, 357, 450, 474, 492 Murray, J., 252 Myers, C E., 63, 281, 316, 492 Myers, D G., 248, 251, 335, 373 C/M/Y/K Short / Normal / Long DESIGN SERVICES OF S4CARLISLE Publishing Services 31/07/15 12:44 PM www.downloadslide.net NAME INDEX    707 Myers, I B., 158 Myerson, J., 359 Nadler, J T., 254 Nagarajan, A., 407 NAGC, 184 Nagengast, B., 128 Naglieri, J A., 86 Nakamoto, J., 203 Nancy, N E., 201, 202 Nardo, A C., 547 Nash, F W., 279 Nasir, N S., 109 National Alliance of Black School Educators, 148 National Assessment of Educational Progress, 249 National Center for Child Poverty, 30 National Center for Education Statistics, 30, 248, 540 National Center for Homeless Education, 241 National Commission on Teaching and America’s Future, 30 National Federation of the Blind, 584 National Institute of Child Health and Human Development (NICHD) Early Childhood Research Network, 202, 203 National Poverty Center, 242 National Science Foundation, 252 National Service Learning Clearinghouse, 421 Navarro, R L., 448 Naveh-Benjamin, M., 494 Needham, A., 82, 88 Neff, D., 261–262 Neiss, M., 101 Neisser, U., 156 Nelson, C A., 61 Nelson, J R., 68, 532 Nelson, K., 336 Nelson, K E., 329 Nelson, T O., 355 Nesbit, J., 360 Neuman, M., 572 Neuman, S B., 459, 565 Neuman, Y., 418 Neumann, C., 154 Neumann, K., 556 Neumeister, K L S., 376 Neville, H., 61 Newburger, E C., 156 Newcombe, N S., 156 Newman, K L., 215 Newman, S E., 345 Ng, E L., 367 Ng, S F., 367 Nguyen, H.-H D., 254 Nguyen-Jahiel, K., 576 Nhan, D., 248 Nicholls, J G., 479, 481 Nickerson, K., 126 Nie, Y., 546 Nielsen Company, 118 Nieto, S., 261 Nigam, M., 409 Niggli, A., 572 Nisbett, R E., 79 Nitko, A J., 597 Nix, G., 499 Nix, R L., 329 Noddings, N., 133, 568 Noguera, P., 116 Nokes-Malach, T J., 367 Nokes, J D., 382 Nolan, J F., 532, 538 Noll, E., 255 Nonnemaker, J M., 530 Norbert, F., 205 Norby, M M., 317, 327, 366, 374, 399, 401 Nordby, C J., 460, 461 Norman, D A., 320 Notah, D J., 422, 423 Novak, A., 244 Novodvorsky, I., 517, 518, 520, 526, 533, 536, 537, 538, 539, 575 Novotney, A., 321 Nucci, L P., 109, 133, 134, 135 Nurmi, J., 123 Nussbaum, E M., 383 Nye, B., 572 Nylund, D., 171 O’Boyle, M W., 64 O’Brennan, L M., 534 O’Brien, M., 586 O’Campo, P J., 126 O’Connor, B C., 169 O’Connor, C., 245 O’Donnell, A M., 412, 413, 415, 419, 425 O’Kelly, J., 412, 415 O’Leary, K D., 289 O’Leary, S G., 289 O’Malley, P M., 176 O’Mara, A J., 128, 129, 131 O’Neil, J., 267 O’Neil, K., 113 O’Neill, R E., 301 Oakes, J., 245, 246, 617 Oakes, M A., 251 Obidah, J E., 547 Oden, M H., 184, 185 Ogbu, J U., 244 Oh, J S., 206 Okagaki, L., 214, 245, 253, 255, 266 Olafson, L., 483 Olivarez, A., 31 Oller, D K., 206 Olmi, D J., 287 Olsen, L., 210 Olson, D., 45 Olson, K., 504 Oosterhof, A., 600, 607 Orange, C., 252, 532 Organization for Economic ­Cooperation and Development [OECD], 64, 66, 366, 560 Orlando, L., 72 Ormerod, T C., 378 Ormrod, J E., 62, 358 Orosco, M J., 182 Ortony, A., 473 Osborn, A F., 379 Osborne, J W., 129, 487 Osgood, D W., 128 Osterman, K F., 478, 530 Ostrov, J M., 114, 115 Otto, B., 199 Ouellette, J A., 342, 344 Ovando, C J., 219 Overman, L T., 244, 263, 264 Overton, W F., 59 Owens, R E., 172, 173, 199, 213 Owens, R J Q., 360, 361 Ownston, R D., 426 Ozogul, G., 369 Paas, F G W C., 325, 326, 341, 369 Padilla, J N M., 544 Padilla-Munoz, E M., 459 Pahlke, E., 261 Pai, Y., 236 Paik, E S., 159 Pailler, F., 106 Paivio, A., 332, 339 Pajares, F., 40, 126, 130, 235, 304, 445, 446, 447, 484 Palardy, G., 244, 269 Palcic, J., 294 Palincsar, A S., 83, 84, 358, 384, 399, 400, 406, 407, 411, 412, 413, 414, 415, 416, 500 Pang, K C., 39 Pang, M F., 370 Panitz, T., 412 Pansky, A., 337 Papanikolaou, K., 408 Pape, S., 117, 244, 421, 423 Papert, S., 427 Paré- Blagoev, J., 66, 67 Paris, A H., 114, 400, 518 Paris, S G., 330, 400, 460, 461 Park, G., 41, 188 Park, H., 331 Park, L E., 130 Park, Y., 328 Parke, R D., 128 Parker, W C., 575 Pashler, H., 158 Pastorelli, C., 445, 447 Patall, E A., 476, 571, 572 Patashnick, M., 479 Pate, P E., 565 Patrick, H., 447, 479, 480, 498 Patterson, C., 256 Patterson, G R., 115 Patton, D U., 534 Patton, F., 125 Pauk, W., 360, 361 Paul, R., 381, 382 Paulos, L., 322 Payne, A C., 203 Payne, B D., 302, 455, 456, 457 Pea, R., 429 Pearl, R., 114 Pearson, B Z., 206 Peck, S C., 109 Pedersen, N L., 149 Peebles, R., 106 Pekrun, R., 492, 493 Pelham, W E., 169 Pell, T., 412 Pellegrini, A D., 102, 103, 534 Pellegrino, J W., 584 Pellegrino, L., 179 Pelletier, L G., 472 Pellis, S., 102 Penfield, R D., 457 Peng, S., 245 Penuel, W R., 122 Peregoy, S F., 209, 211, 218, 220 Perencevich, K C., 499 Perfetti, C A., 68 Perkins, D N., 381, 386, 387, 567 Perner, J., 355 Perry, D G., 114 Perry, N E., 76, 88, 100, 102, 104, 107, 113, 116, 119, 131, 136, 185, 259, 355, 356, 450, 452, 454, 459, 460, 461, 536 Perry, R P., 492 Peruche, B M., 251 Peters, M F., 185 Peterson, G W., 128 Peterson, J L., 156 Peterson, M., 101 Peterson, P L., 560 Peterson, R., 547 # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No 707 Title: Educational Psychology 13/e Z04_WOOL5301_13_GE_NIDX.indd 707 C/M/Y/K Short / Normal / Long Petitclerc, A., 114 Petitto, L A., 206, 207, 208, 209, 218 Petrill, S A., 157 Pettit, G S., 114, 131 Peverly, S T., 82, 360 Pfiffner, L J., 171, 289 Phelps, G., 38 Philipp, A., 448 Phillips, B M., 450 Phillips, D., 127, 399, 401 Phillips, L., 461 Phillips, M M., 387, 498 Phinney, J S., 125 Phye, G D., 387 Piaget, J., 43, 70, 71, 78, 79, 86, 87, 88, 133, 399, 413 Pianta, R C., 33, 38, 116, 558, 567 Piasta, S., 202 Pickering, S J., 328, 329 Piel, J A., 70, 120 Pierce, W D., 306 Pieschl, S., 450, 451, 452 Pigge, F L., 39 Pineau, A., 80 Pinker, S., 66 Pintrich, P R., 40, 127, 293, 302, 439, 447, 450, 470, 474, 476, 478, 480, 481, 485, 489, 490, 491, 492, 494 Pinxten, M., 128, 129 Pirsch, L A., 123 Pisha, B., 585 Plager, E., 43 Plant, E A., 251 Plants, R., 584 Platsidou, M., 328 Plucker, J A., 151, 376, 377 Plummer, D L., 616 Pohlmann, B., 128 Poirel, N., 80 Polikoff, M S., 32 Polson, P G., 384 Pomerantz, E M., 127, 447 Ponitz, C C., 451, 530 Pope, C., 299 Popham, W J., 596, 597, 600, 601, 603, 607, 609, 624 Porter, L., 342, 357 Portes, A., 207 Posada, G., 121 Posner, M I., 345, 368 Potocki, A., 424 Prakash, K., 113 Prat-Sala, M., 447 Prawat, R S., 400 Prawat, R W., 404 Preckel, T., 128, 188 Premack, D., 290 Prensky, M., 426 Presseisen, B Z., 91 Pressley, M., 40, 203, 263, 264, 329, 342, 355, 357, 360, 363, 365, 384, 456, 490, 501, 502, 571, 611 Pribram, K H., 473 Price, G E., 158 Price, L F., 64 Price, W F., 198 Prior, J C., 101 Prochnow, J E., 127 Proctor, C P., 220 Public Agenda Foundation, 246 Pugh, K J., 387, 498 Pulfrey, C., 476 Pulkkinen, L., 114, 452 Pullen, P C., 355, 584 Puncochar, J., 413 DESIGN SERVICES OF S4CARLISLE Publishing Services 31/07/15 12:44 PM www.downloadslide.net 708    NAME INDEX Puntambekar, S., 90 Purdie, N., 170, 171 Puro, P., 497 Putman, M., 448 Putnam, R., 39 Putney, L., 83, 87, 90, 91 Puustinen, M., 452 Pyke, A A., 85 Quinn, D M., 245 Rabinowitz, M., 557 Rachlin, H., 280, 283, 442 Radvansky, G A., 316, 317, 319, 325, 327, 331, 333, 334, 336, 340, 397 Raffini, J P., 477, 492, 500 Rahim, A., 450, 460 Raikes, H A., 109 Raj, V., 80 Ramey, D R., 219 Ramirez, J D., 219 Ramon, L., 459 Randi, J., 581 Randolph, S M., 126 Raphael, D., 414 Raphael, L., 264 Rapp, D N., 491 Rapp, J T., 292, 299 Ratner, H H., 90 Raudenbush, R W., 615 Raudenbush, S W., 248, 250, 586, 616 Raudsepp, E., 373 Rauscher, F H., 66 Ravit, G D., 407 Rawson, K A., 601 Reardon, S F., 243, 248 Reddy, D P., 169 Reder, L M., 316, 331, 355, 402, 569 Redford, P., 447 Reeve, J., 302, 471, 474, 475, 476, 477, 499 Refugee Council USA, 214 Regalia, C., 445 Régner, I., 253, 254 Reich, J., 424 Reid, J M., 217 Reifel, S C., 427, 428 Reiman, G., 586 Reimann, P., 368 Reis, S M., 182, 184, 186, 187 Reisberg, D., 378, 492 Reiss, S., 471, 491 Reisslein, M., 369 Render, G F., 544 Renkl, A., 326, 340, 369, 370 Renninger, A., 489 Renninger, K A., 488, 489, 491 Renzaglia, A., 422 Renzulli, J S., 184, 186, 187 Rescorla, R A., 281 Resnick, L B., 316, 317, 368, 402, 556 Reyes, E I., 268 Reyes, M R., 557 Reynolds, A J., 617 Reynolds, C A., 149 Reynolds, C R., 182 Reynolds, R E., 450 Reznitskaya, A., 575 Rhodes, R A., 423 Rice, D., 146, 171 Rice, F P., 175 Rice, M L., 200 Richards, A., 544 Richards, S B., 177 Richell, R., 244 Riconscente, M., 354 Rideout, V J., 115, 118, 423 Riedesel, C A., 369 Rigby, K., 534, 540 Rikers, R., 326, 369 Rimm, S B., 188 Rimm-Kaufman, S E., 530 Rintamaa, M., 358, 363, 365 Ritchey, K., 358 Rittle-Johnson, B., 368, 370, 410 Rivers, J C., 33 Rivers, S E., 557 Rivet, T T., 181 Rivkin, S G., 33 Rizzolatti, G., 317 Roache, J., 459 Robbins, S B., 358, 387 Robbins, S J., 278 Roberge, M M., 217 Roberson, D., 198 Roberts, D F., 115, 423 Roberts, D S., 287 Roberts, G., 248 Roberts, M L., 532 Roberts, R D., 458, 460 Robinson, A., 188, 246 Robinson, D H., 568 Robinson, J C., 571, 572 Robinson, J P., 256, 257 Robustelli, S., 585 Rockoff, J., 630 Rodgers, R F., 106 Rodkin, P C., 114 Rodriguez, C., 255 Roediger, H L., 605 Roehrig, A., 40 Roehrig, G., 61 Roeser, R W., 109, 110, 118, 119, 459 Rogers, C R., 472, 519 Rogoff, B., 82, 83, 90, 402, 410, 473 Rogow, F., 430 Rohde, P., 175 Rohrer, D., 158 Rohrkemper, M., 460 Roid, G H., 154 Rojas, N R., 292 Rojas, R., 206 Rolland, R G., 479 Romano, M E., 34, 520, 522, 523, 524, 529, 533, 570, 571, 575 Romero, A B., 299 Romi, S., 459 Romo, L F., 206 Romstedt, K., 215 Roorda, D., 33 Rosch, E H., 333 Roschelle, J M., 411, 423, 426 Rosen, L., 423 Rosenberg, M S., 166, 169, 172, 173, 179, 188 Rosenfarb, I., 303 Rosenfeld, M., 160 Rosenfeld, S., 160 Rosenshine, B., 90, 384, 411, 414, 556, 566, 567, 575 Rosenthal, R., 585, 587 Roseth, C J., 418 Roskos, K A., 459, 565 Ross, D., 115 Ross, J A., 414 Ross, M., 374 Ross, S., 90 Ross, S A., 115 Roth, G., 479 Rotherham-Borus, M J., 126 Rowan, B., 557 Rowe, D C., 101 Rowe, E W., 186 Rowe, M B., 574 Rowley, J B., 405 Rowley, S J., 248, 250 Rubie-Davies, C M., 420, 586 Rubin, K H., 111, 112, 113 Rubinsten, O., 167 Ruble, D., 258 Ruble, D N., 127, 255, 256 Ruck, M., 586 Rudolph, K D., 121 Rueda, R., 503 Rueman, D., 121 Rummel, N., 342 Rupp, A A., 459 Rusby, J C., 302 Rushall, B S., 303 Russell, M K., 602, 605, 606, 610 Ruthruff, K I., 322 Ryan, A., 481 Ryan, A A., 112 Ryan, A M., 253, 254, 255, 447 Ryan, K E., 253, 254, 255 Ryan, R., 306 Ryan, R M., 130, 307, 471, 472, 474, 475, 476 Saalbach, H., 206 Sachs, J., 483 Sackett, P R., 242 Sadek, S., 534 Sadker, D., 260, 543, 574, 575 Sadker, M., 260, 543, 574, 575 Sagor, R., 423 Saia, J., 357 Sakiz, G., 117 Salimba, J., 616 Salisbury-Glennon, J D., 409 Salomon, G., 386, 387, 567 Salovey, P., 557 Saltarelli, A J., 418 Samimy, K., 215 Sandberg, J F., 572 Sanders, C E., 387 Sanders, S., 358 Sanders, W L., 33 Sansone, C., 255 Sarason, I G., 494 Sarrazin, P., 587 Sattler, J M., 151, 153, 154, 376, 379, 601 Saulnier, G., 124 Savage, R., 424 Savage, T., 519 Savin-Williams, R C., 256 Sawyer, R K., 317, 355, 396, 397 Saxe, G B., 82 Scabini, E., 445 Schacter, D L., 63 Schalke, D., 149 Schallert, D L., 450, 475 Scheibe, C., 430 Schellinger, K B., 107 Scherer, M., 246, 524 Schiefele, U., 129, 504 Schmader, T., 255 Schmeck, R R., 158 Schmid, R F., 423–424 Schmidt, H G., 409 Schneider, W., 317, 354, 355 Schnyder, I., 572 Schoen, R., 108, 110 Schoenfeld, A H., 371, 374, 411 # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No 708 Title: Educational Psychology 13/e Z04_WOOL5301_13_GE_NIDX.indd 708 Schommer, M., 483 Schommer-Aikins, A., 483 Schoonen, R., 219 Schraw, G J., 159, 317, 327, 330, 331, 332, 336, 366, 371, 374, 399, 401, 483, 490 Schulenberg, J E., 176 Schulze, S K., 338 Schumaker, J., 363 Schunk, D H., 88, 90, 126, 127, 129, 130, 278, 293, 302, 305, 317, 321, 355, 363, 365, 375, 400, 401, 439, 440, 441, 442, 443, 445, 446, 450, 451, 459, 478, 479, 480, 481, 485, 486, 490, 492, 494 Schutz, P A., 496 Schwab, J J., 40, 47 Schwab, Y., 423, 458, 522, 523, 529, 530, 532 Schwan, S., 342, 343 Schwartz, B., 278 Schwartz, D., 385, 386 Schwartz, D L., 65 Schwartz, J E., 369 Schwarz, B B., 418 Schwarzer, R., 495 Schweinle, A., 491 Schworm, S., 369, 370 Scriven, M., 381 Scullin, M H., 155 Sears, R., 184 Seeley, J R., 149 Seidel, T., 556 Selig, J P., 89, 404 Seligman, M E P., 168, 447, 486 Senécal, C., 31 Sénéchal, M., 203 Senghas, A., 209 Senko, C., 479, 480 Serpell, R., 401 Shaenfield, D., 383 Shaffer, D W., 385, 426 Shahar, G., 111 Shapiro, L R., 198 Shapka, J D., 459 Sharpes, K., 152 Shaughnessy, M F., 344 Shavelson, R J., 559 Shavelson, R S., 556 Shaw, G L., 66 Shaw, H., 106 Shaw, R., 360 Shayer, M., 79 Shaywitz, B A., 68, 167 Shaywitz, S E., 167, 182 Shea, T M., 296 Shechtman, Z., 116, 136 Sheets, R H., 218, 236, 240, 266, 267 Sheldon, K M., 477 Shepard, L A., 616 Sherman, D K., 256 Sherwood, R D., 407, 408 Shields, P M., 269 Shiffrin, R M., 317 Shih, S S., 476 Shim, S S., 481 Shiyko, M P., 101 Shonkoff, J P., 244 Short, D J., 210, 221, 222, 223 Shrier, L A., 111 Shrout, P E., 258 Shu, H., 167 Shuell, T J., 566 Shui, S -H., 487 Shute, V J., 29, 48, 49, 597, 615 C/M/Y/K Short / Normal / Long DESIGN SERVICES OF S4CARLISLE Publishing Services 31/07/15 12:44 PM www.downloadslide.net NAME INDEX    709 Siddle Walker, V., 262 Siegal, M., 217 Siegel, J., 344 Siegle, D., 188 Siegler, R S., 44, 79, 80, 81, 82, 87, 317, 329, 384 Sigman, M D., 154 Silver, J., 103 Silverman, S K., 337 Simon, D A., 343, 358, 363 Simon, D P., 375 Simon, H A., 316, 375, 400, 402, 569 Simon, T., 178 Simonds, C J., 556 Simons, J., 477 Simonton, D K., 377, 378 Simos, P G., 165 Simpkins, S., 203 Sinatra, G M., 459 Singley, K., 386 Sio, U N., 378 Sirin, S R., 241, 242 Skiba, R J., 547 Skibbe, L E., 450 Skinner, B F., 282, 283 Skinner, E A., 478, 485 Skoog, T., 101 Skowron, S., 106 Slaby, R G., 115 Slama, R B., 215 Slater, L., 130 Slavin, R E., 45, 220, 246, 414, 418 Sleegers, P., 396 Sloboda, J A., 184 Slot, W., 41 Smetana, J G., 109 Smit, E K., 130 Smith, C S., 254 Smith, D C., 162, 170 Smith, D D., 419, 420 Smith, D G., 64 Smith, E E., 333 Smith, F., 341 Smith, J K., 615 Smith, J L., 255 Smith, L F., 615 Smith, L L., 448 Smith, M L., 616 Smith, P., 307, 329 Smith, P K., 102 Smith, S., 162 Smith, S M., 341 Smith, S W., 457 Smith, T S., 213 Snapp, M., 626 Snow, C., 206, 210, 220 Snow, C E., 203 Snow, R E., 158, 451, 585 Snowman, J., 359 Soares, D A., 299 Søbstad, F., 103 Society for Research in Child Development (SRCD), 205 Soemer, A., 342, 343 Sokolove, S., 543 Solomon, D., 412, 413, 423 Son, L K., 343, 358, 363 Soodak, L C., 301, 302 Sorhagen, N., 587 Sosniak, L A., 563 Sotillo, S M., 210 Spanoudis, G S., 323, 328 Spearman, C., 148 Spears, F M., 109 Spencer, M B., 255 Spencer, S., 254 Spera, C., 109 Sperry, C., 429 Spielberger, C D., 494 Spilt, J L., 531 Sprague, J R., 302 Sprenger, M., 61, 65, 69 Spuhl, S T., 86 Stage, S A., 299 Stahl, S A., 158 Staiger, D O., 34 Stanford University, 38 Stanovich, K E., 47 Star, J R., 368, 370 Starko, A J., 377, 378, 379, 380 Stattin, H., 101 Stebbins, M S., 187 Steele, C M., 253, 255, 487 Steele, K M., 66 Stefanou, C R., 499 Steffens, M., 157 Steiger, J H., 188 Stein, R E K., 103 Stein, Z., 81 Steinberg, L., 102, 112, 125, 174 Stemler, S E., 152 Stenske, M T., 292 Steptoe, A., 459 Sterling-Turner, H E., 295 Sternberg, K., 317, 319, 321, 328, 330, 332, 334, 335 Sternberg, R J., 152, 153, 157, 184, 367, 377, 460 Stevens, R., 566, 567, 575 Stevenson, H W., 157 Stewart, L., 317 Stice, E., 106 Stiggins, R J., 612, 614 Stigler, J., 157 Stinson, D W., 214, 245, 260 Stipek, D J., 470, 484, 500, 503, 504, 529, 530 Stoeger, H., 459 Stoel, R D., 219 Stoltzfus, J., 255 Storch, S., 201 Stormont, M., 187 Stormshak, E A., 113 Stough, L M., 514, 517, 519, 520, 528 Stout, M., 540 Stratton, H., 176 Strayer, J., 124 Strom, P S., 538 Strom, R D., 538 Stumpf, H., 156 Südkamp, A., 185 Sugai, G., 302 Suldo, S M., 530 Sullivan, M A., 289 Sulzer-Azaroff, B., 288, 293 Sung, E., 427 Sung, H.-Y., 426 Supple, A., 128 Sutton, R E., 493 Sutton, R M., 253, 254, 260 Svoboda, J S., 260 Swanson, G J., 292 Swanson, H L., 165, 328, 355, 581 Swanson, J., 450 Swanson, T., 173 Swearer, S M., 534, 537 Sweller, J., 325, 326, 339, 341, 368, 369, 370, 409, 569 Swenson, L P., 126 Sylvester, R., 69 Sylvia, P J., 490 Synodi, E., 103 Syvertsen, A K., 540 Taasoobshirazi, G., 459 Tabbers, H K., 398 Talbot, M., 112 Tallal, P., 67 Tam, H., 324, 328 Tamim, R M., 423–424 Tamis-LeMonda, C., 258 Tan, D., 135 Tancock, S M., 455 Tang, Y., 65 Taylor, A., 447, 537 Taylor, E., 169 Taylor, R D., 107 Taylor, R L., 177 TeachingWorks, 37 Templin, J L., 490 TenBrink, 604 Tenenbaum, H., 586 Tenent, A., 411 Terman, L M., 184, 185 Tevendale, H D., 126 Thames, M H., 38 Tharp, R G., 83, 266, 267 The New Teacher Project, 626 Theodore, L A., 295, 297 Theokas, C., 107 Thijs, J T., 531 Thoman, D B., 255 Thomas, D R., 43 Thomas, J R., 100, 101, 103 Thomas, K T., 100, 101, 103 Thomas, M H., 342, 344 Thome, J., 169 Thompson, D F., 186 Thompson, G., 478 Thompson, L., 370 Thompson, R A., 109 Thompson, W L., 317 Thouvenelle, S., 427, 428 Thurlow, R., 335 Tierney, W G., 423 Tillman, D., 487 Timperley, H., 575, 587 Tingstrom, D H., 287, 295 Tishman, S., 381 Titz, W., 492 Tobias, S., 409 Tobler, N., 176 Tollefson, N., 473 Tomasello, M., 90, 198 Tomlinson-Clarke, S., 531 Tomlinson, C A., 89, 151, 611, 615, 630 Tomlinson-Keasey, C., 183 Tompkins, J R., 179 Tomporowski, P., 103 Topping, K., 206 Torrance, E P., 160, 187, 376, 377 Tortora, M., 579 Toth, E., 409 Trainin, G., 445 Trautwein, U., 157, 571, 572 Travers, J F., 100 Trebaticka, J., 170 Tremblay, R E., 114 Trends in International Mathematics and Science Study [TIMSS], 84 Trouilloud, D., 587 Troutman, A C., 283, 286, 287, 288, 294, 296, 297, 300 Tsantis, L A., 427, 428 Tschannen-Moran, M., 31, 416, 420, 448, 481 # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No 709 Title: Educational Psychology 13/e Z04_WOOL5301_13_GE_NIDX.indd 709 C/M/Y/K Short / Normal / Long Tseng, V., 109 Tubaro, P., 105, 106 Tucker-Drob, E M., 149 Tulving, E., 338 Tulviste, P., 83 Tunmer, W E., 127 Tuovinen, J., 368 Turkanis, C G., 473 Turkle, S., 118, 119, 123, 124 Turnbull, B J., 269 Turner, J C., 460, 476, 491, 498, 499 Turner, R., 317 Tyler, B J., 215, 226 Tyler, N C., 162 U.S Census Bureau, 30, 215 U.S Citizenship and Immigration Services, 214 U.S Department of Agriculture, 242 U.S Department of Education, 32, 50, 148, 226, 227, 560 Udell, W., 383 Uline, C L., 248 Ullman, M., 200 Umbreit, J., 301 Underwood, A., 492 UNICEF, 30 Unsworth, N., 329 Urdan, T C., 481 Usher, E L., 445, 446 Uttal, D H., 156 Vagg, P R., 494 Vagi, K., 317, 366 Vaillancourt, T., 534 Valentine, J C., 445, 572, 586 Valenzuela, A., 117, 626 Valiante, G., 445 Valiente, C., 450, 459 Vallerand, R J., 472 Van Damme, J., 128 van de Pol, J., 405 Van de Walle, J A., 368 van den Broek, P., 335 van den Wittenboer, G L H., 494 van der Mass, H L J., 148 van der Meij, H., 360 van der Meij, J., 360 Van Der Veer, R., 83 van der Werf, M P C., 585, 586 Van Dick, R., 459 van Driel, J H., 557 van Gelderen, A., 219 van Gog, R., 326 van Gog, T., 326, 369 van Kraayenoord, C E., 171 van Laar, C., 485 Van Matre, J C., 586 van Merriënboer, J J G., 41, 325, 326, 339, 341, 423, 427 Van Meter, P., 360 Van Voorhis, F L., 574 VandeKamp, K O., 460, 461 Vandell, D L., 245 Vandermass-Peler, M., 103 VanLehn, K A., 385, 387 Vannest, K J., 299 Vansteenkiste, M., 472, 477, 482 Varma, S., 61, 65 Vasquez, J A., 266 Vaughn, S., 248, 569 Vecchio, G M., 447 Veenema, S., 152 Veenman, S., 39, 580 Vera, A H., 400 Verhallen, M J A J., 427 DESIGN SERVICES OF S4CARLISLE Publishing Services 31/07/15 12:44 PM www.downloadslide.net 710    NAME INDEX Verplaetse, L S., 210 Verschaffel, L., 367, 400 Verschueren, K., 128 Vida, M., 498 Vidal-Abarca, E., 355 Vincent, M., 490, 501, 502 Voeten, M J M., 396 Vogt, M E., 210, 221, 222, 223 Vohs, K D., 130 Volman, M., 405 von Glasersfeld, E., 399 von Schrader, S., 180 Vrangalova, C., 256 Vroom, V., 473 Vygotsky, L S., 83, 85, 86, 87, 455, 579 Waasdorp, T E., 534 Wade, S E., 490 Wagner, A R., 281 Wagner, U., 459 Wahlsten, D., 59 Wai, J., 188 Waits, B K., 85 Walberg, H J., 576 Walker, J E., 296, 297 Walker, V S., 255 Walkington, C., 38 Walqui, A., 210, 227 Walsh, V., 317 Wang, A., 344 Wang, A Y., 342 Wang, C., 481 Wang, S., 68 Wanzek, J., 203 Ward, L M., 252 Wares, A., 152 Warren, J R., 616 Warren, J S., 299 Warrington, M., 261 Wartella, E., 423 Wasserman, E A., 278 Waterhouse, L., 149, 151 Waterman, A S., 123 Waters, S D., 242 Watson, J B., 278 Watson, M S., 412 Watson, T S., 301 Wattie, N., 616 Waugh, C K., 602, 603, 604, 606 Waxman, S R., 198 Waycott, J L., 568 Wayne, A J., 557 Wearing, H., 329 Webb, N M., 412, 414, 415, 500 Weber, C., 182 Weber, M J., 121 Wechsler, D., 186 Weed, K Z., 206 Wehby, J., 299 Weil, E., 261 Weiner, B., 447, 470, 473, 484, 485, 486 Weinert, F., 566 Weinstein, C S., 34, 116, 117, 449, 478, 517, 518, 520, 522, 523, 524, 526, 529, 530, 531, 533, 536, 537, 538, 539, 570, 571, 575 Weinstein, R S., 585, 586, 587, 588 Weisberg, R W., 376 Weiss, H B., 203 Weissberg, R P., 107 Wells, A S., 246 Wells, K C., 457 Welsh, J A., 329 Welsh, L M., 490, 501, 502 Wenger, D M., 63 Wenger, E., 386, 403, 410, 473 Wentzel, K R., 112, 448, 469, 488, 530 Werts, M G., 179, 187 Wertsch, J V., 83, 85, 122 West, S G., 615, 616 Westling, D L., 188 Westling, E., 101 Wethington, E., 243 Whaley, S C., 154 Wheatley, K., 449 Wheelock, A., 246 Whipple, A D., 616 Whishaw, I Q., 62 Whitbeck, L., 101 White, M., 557 White, P H., 255 Whitehead, A N., 406 Whitehurst, G J., 201, 203 Whitesell, N R., 445 Wigfield, A., 64, 101, 119, 121, 123, 127, 128, 129, 448, 469, 473, 488, 494, 498, 503 Wiggins, G., 555, 562, 576, 605, 606, 608 Wilczynski, S M., 295 Wilen, W., 568 Wilkerson, B., 157 Wilkinson, G B., 459 Willcutt, E G., 167 Willett, J., 424 Williams, K., 440 Williams, K R., 534 Williams, T., 440 Willingham, D., 151 Willis, J., 69 Willoughby, T., 342, 357 Willower, D J., 514 Wilson, K M., 292 Wilson, M., 330, 398, 445 Wilson, S M., 128 Windschitl, M., 399, 400, 401, 404, 421 Wink, J., 83, 87, 90, 91 Winkler, R C., 307 Winne, P H., 40, 302, 363, 450, 452, 461 Winner, E., 184, 185, 378, 379 Winsler, A., 86 Winters, L., 610, 611 Wittmaier, B C., 495 Wittrock, M C., 33, 315, 366, 382, 384 Wittwer, J., 370 Wojslawowicz, J C., 111 Wolf, M., 68 Wolfe, P., 67, 69 Wolfgang, C H., 514, 516 Wolke, D., 155 Woloshyn, V., 365 Wong, H., 527 Wong, K F., 207, 210 Wong, L., 41, 364 Wong, N W A., 210 Wong, R., 527 Wood, D., 90 Wood, T., 479 Woodward, A., 82, 88 Woodward, M M., 342 Woolfolk, A E., 31, 76, 100, 102, 104, 107, 113, 116, 119, 131, 136, 185, 201, 202, 259, 355, 452, 524, 536, 587, 626 Woolfolk Hoy, A E., 31, 48, 116, 117, 244, 357, 416, 420, 421, 423, 448, 449, 459, 478, 481, 530, 547 Woolverton, S., 245 Wortham, S C., 427, 428 Worthington, R L., 448 Wout, D., 254 Wouters, P., 426 # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No 710 Title: Educational Psychology 13/e Z04_WOOL5301_13_GE_NIDX.indd 710 Wouters, S., 128 Wright, J L., 426 Wright, V C., 123 Wu, C H., 487 Wu, S., 167 Wu, W., 615, 616 Wu, X., 576 Wulfert, E., 303 Wyckoff, J., 557 Xiao, L., 64 Xiao, Y., 207, 210 Xu, J., 215, 505 Yackel, E., 479 Yaman, M A., 116, 136 Yang, L., 170, 370 Yarhouse, M A., 256, 257 Yates, J., 422 Yates, M., 423 Yawkey, T., 148 Yearsley, T., 342, 357 Yeh, C J., 207, 209, 613 Yekovich, C W., 345 Yekovich, F R., 345 Yell, M L., 174 Yerkes, R M., 494 Yeung, A S., 127, 128, 129 Yokoi, L., 360 Yoon, S Y., 156 Yough, M., 224 Younger, M R., 261 Youngs, P., 557 Youngswirth, S D., 169 Youniss, J., 422, 423 Yuen, S D., 219 Zeedyk, S., 206 Zeidner, M., 458, 460, 494, 495 Zelazo, P D., 133 Zelli, A., 114 Zettle, R D., 303 Zhang, L., 157 Zheng, X H., 165 Zhou, Z., 82 Ziegler, A., 459, 486 Zimmerman, B J., 302, 363, 450, 451, 453, 454, 459 Zimmerman, M., 127 Zmuda, J H., 295 Zoccolillo, M., 114 Zohar, D., 494 Zusho, A., 447, 481 C/M/Y/K Short / Normal / Long DESIGN SERVICES OF S4CARLISLE Publishing Services 31/07/15 12:44 PM www.downloadslide.net Subject Index Ability, beliefs about, 484 Ability goals, 479 Absence seizures, 179 Abstractions, 56, 80–81, 96–97 Abuse, child, 117–118 Academic caring, 116–117 Academic language, 210–212, 216 Academic learning time, 517–518 Academic tasks, 498–499 Acceleration of students, 40–41, 187–189 Accommodation, 72, 80–81, 162, 164–165 Accomplishment, recognizing, 499–500 Accountability and high-stakes testing, 624–630, 626 Achievement anxiety and, 494–496 emotions and, 493 ethnic and racial differences in, 248–250 low achieving students, 40 motivation to learn and, 497–498 poverty, influence on, 242–245 self-concept and, 128 teacher expectations and, 586–587 Achievement tests, 627 Acquisition phase, learning strategies, 387 Acronyms, 342 Action research, 46–47 Actions, cognitive development and, 80–81 Action zone, 524 Active teaching, 566–569, 570 Activity, Piaget’s theory, 71, 89 Activity-centered learning styles, 158–160 Activity-focused teaching, 562 Adaptation, 71–72 Adaptive teaching, 580–585 Adequate yearly progress (AYP), 32 Adolescent egocentrism, 78 Adolescents brain development, 64–65 communities of care, creating, 530–531 eating disorders, 104–106 formal operational stage (Piaget), 77–79 peers, influence of, 111–115 physical development, 101 psychosocial development (Erikson), 120–123 relationships with teachers, 115–117 self-concept, development of, 127–128 sociocultural theory (Vygotsky), 86 special problems with, 538–539 Advance organizers, 567–568 Aesthetic needs, 474, 475 Affective considerations, English language learners, 223–224 Affective domain, 564 African Americans See also Diversity academic achievement, best practices for, 264 advanced degrees, rates of, 252 bias against, 147–148 culturally responsive classroom management, 547–548 discrimination, legacy of, 250–253 diversity in learning, 266–268 graduation rates, 248 literacy development, 248, 250 poverty rates, 242–243 stereotype threat, 253–256 Aggression bullying, 512, 534, 536–538, 552–553 peers, influence of, 113–114 types of, 114–115 AIDS/HIV, 179 Algorithms, 371 American cultural diversity, 236–240 American Psychological Association, 40 American Sign Language (ASL), 208–209 Americans with Disabilities Act (ADA, 1990), 162, 163–165 Amotivation, 471–472 Amygdala, 60 Analogical thinking, 372 Analytical intelligence, 153 Analyzing questions, 574 Anorexia nervosa, 104–106 Antecedents, 282, 286–288 Anxiety, 493–496, 494 Applied behavior analysis, 288–292, 462–463 Applying questions, 574 Appropriating, 400 Appropriation, cognitive development and, 84, 85 Arabic language, schools for, 208 Argumentation, 381–385, 383 Arousal, 445, 493–494 Articulation disorders, 172 Asian Americans See also Diversity diversity in learning, 266–268 graduation rates, 248 poverty rates, 242–243 stereotype threat, 253–256 Asperger Syndrome, 181–182 Assertive discipline, 543–544 Assessment accountability and high-stakes testing, 624–630 authentic assessments, 606–613 classroom assessment, overview of, 601–605 communication about, 617, 624, 625 essay testing, 603–605 grading, 613–618 informal assessment, 611–613 learning outcomes and assessment method, 612 measurement and, 596–598 objective testing, 602–603 overview, 596 portfolios and exhibitions, 606–611 reliability and validity, 599–601 standardized testing, score types, 619–622 standardized testing, test reports, 623–624 from textbooks, 602 types of, 596–598 Assessment bias, 600–601 Assimilation, 72, 80–81, 125 Assisted learning, 90 Assistive technology, 583–585 Asthma, 179 Attachment, 109–110, 121 Attainment value, tasks, 498, 504–505 Attention anxiety and, 494–495 curiosity and, 491 executive functioning, development of, 79–80, 81 learning strategies, 359 memory and, 321 multitasking and, 321–322 note taking, 360 observational learning and, 441–442, 443 problem-solving skills, 367, 374–375 teaching and, 322–323 triarchic theory of successful intelligence, 152–153 Attention-deficit hyperactivity disorder (ADHD) overview of, 165, 169–171, 172 physical activity and, 103 Attention disorders, 165, 168–171, 172 Attic Youth Center, 257 Attribution theories, 484–486 Audience, imaginary, 78 Auditory complex, brain, 63, 165 Authentic assessments, 606–613 Authentic tasks, 498–499 Authoritarian parents, 109 Authoritative parents, 108 Autism spectrum disorders, 181–182, 299 Automated basic skills, 343–344 Automaticity, 153, 321 Autonomy, 121 motivation and, 475–476, 499–500 need for, 475 support of, 499–500 Availability heuristic, 373 Aversive, 283 Avon Longitudinal Study of Parents and Children, 155 Axons, 61–62 Balanced bilingualism, 207–208, 215–216 Bandura, Albert, 438–440, 448, 451, 462 Basal ganglia, 60 Basic skills, 566–567 Behavioral approaches, motivation, 472, 474 Behavioral disorders, 173–177, 297–299 Behavioral learning theories, 278 applied behavior analysis, overview, 288–289 challenges, cautions, and criticisms, 304–308 vs cognitive view of learning, 316 contiguity and classical conditioning, 280–282 contingency contracts, 293 encouraging positive behaviors, 289–292 functional behavioral assessments (FBA), 300–301 group consequences, 294–295 lessons for teachers, 308 operant conditioning, 282–288 positive behavior supports (PBS), 301–302 self-management, 302–304 summary chart, 462–463 Teachers’ Casebook, 276, 311–313 token reinforcement systems, 294 undesirable behaviors, response to, 295–299 Behavioral objectives, 562 Behavior modification, 288 See also Applied behavior analysis Being needs, 474–475 Belief perseverance, 373 Beliefs, motivation and, 482–488, 497–498 Belongingness, need for, 474, 475 Best-works portfolio, 607 Betty’s Brain, 424–425 Bias assessment bias, 600–601 confirmation bias, 373–374 cultural differences and, 239–240 gender differences and intelligence, 156–157 gender roles and bias, 258–261 performance assessment and, 611 racial prejudice, 251–253 Biculturalism, 125 Big-C creativity, 379–381 Bilingual children, 205–208 See also English language learners (ELLs) Bilingual education, research on, 218 Bill and Melinda Gates Foundation, 38 Bill of Rights, classroom, 522–523 Binet, Alfred, 153–154 Binge eating, 105–106 Bioecological model of development (Bronfenbrenner), 106–107 Biology, effect on development, 59–60 Bisexuals, 256–257 Blended families, 108 Bloom, Benjamin, 563 Blueprint for Reform, 32 Bodily-kinesthetic intelligence, 149–152 711 # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No 711 Title: Educational Psychology 13/e Z05_WOOL5301_13_GE_SIDX.indd 711 C/M/Y/K Short / Normal / Long DESIGN SERVICES OF S4CARLISLE Publishing Services 31/07/15 12:44 PM www.downloadslide.net 712    SUBJECT INDEX Body image, 104–106 Body mass index (BMI), 101–102 Body movement, cerebral cortex, 63 Body sensation, cerebral cortex, 63 Bottom-up processing, 320 Boys See Males Brain adolescent development of, 64–65 behavioral learning theory, neuroscience of, 278–279 bilingualism and, 206 cerebral cortex, functional areas, 63 cognitive learning and, 316–317 common myths, 68 developing brain, 61–64 emotion, neuroscience of, 491–492 forgetting, memory and, 337 learning and teaching implications, 65–70 myelination of, 149 neuroscience of learning challenges, 165 regions of, 60–61 stress hormones, effect on, 244 BrainPower, 537 Brainstorming, 379 Bronfenbrenner, Urie, 106–107 See also Bioecological model of development (Bronfenbrenner) Brown v Board of Education of Topeka (1954), 250 Bulimia, 104–106 Bullying overview of, 534, 536–538 Teachers’ Casebook, 512, 552–553 types of aggression, 114–115 Bush, George W., 31 Canada, education trends, 30–34 CAPS, 362 Career decisions, practical intelligence and, 153 Caring relationships, 530–531 Case studies, 43, 46 Catastrophe theory, 81 Central executive, 324, 325 Central tendency, 619 Cerebellum, 60, 165 Cerebral cortex, 63 Cerebral palsy, 188–179 Cerebrum, 60 Chain mnemonics, 342 Cheating, 136–138 Checklists, as prompts, 287–288 Child abuse, 117–118 Children See also Adolescents; Infants brain development, 63–64 peers, influence of, 111–115 preoperational stage of development (Piaget), 73–75 theory of cognitive development (Piaget), 71 Chinese language, schools for, 208 Chinese learners, brain activity research, 65 Choice, support of, 499 Chunk and chew, 223 Chunking, 328 Class, social, 240–247 Classical conditioning, 280–282, 331, 335–336 Classification, 75 Classroom assessments, 596 See also Assessment essay testing, 603–605 objective testing, 602–603 from textbooks, 602 Classroom Assessment Scoring System (CLASS), 38 Classroom environment classroom climate, dimensions of, 558 complex learning environments, 403 culture of thinking, 381 digital media and learning, 424–430 encouraging engagement, 527–528 Framework for Teaching, 36–37 goals in social context, 481–482 learning spaces, planning for, 523–525, 526 motivation, strategies for, 501–506 quick response to problems, 532–534, 535 resilient classrooms, creation of, 263–265 routines and rules, 520–523 self-determination, support for, 476 student anxiety, reducing, 495–496 triarchic reciprocal causality, 439–440 Classroom management, 517 bullying and cyberbullying, 534, 536–538 caring relationships, 530–531 communication, need for, 541–547 culturally responsive management, 547–548 first weeks of class, 525–527 goals of, 517–519 high school students, special problems with, 538–539 learning spaces, planning for, 523–525, 526 overview, 514–516 problem prevention, 528–530 research on, 519 routines and rules, 520–523 zero tolerance policies, debate about, 540 Clinical interviews, 43 Cliques, 111 Cloud computing, 424 Cmaps, 360–362 Coactions, 59 Co-constructed processes, 83 Code switching, 213 Coding, 427–429 Cognitive apprenticeships, 408, 410–411 Cognitive approaches, motivation, 473, 474 Cognitive behavior modification, 455–457 Cognitive-centered learning styles, 157–160 Cognitive development, 58 See also Sociocultural theory (Vygotsky); Theory of cognitive development (Piaget) brain, regions of, 60–61 developing brain, 61–64 Piaget’s theories, implications of, 88–89 Vygotsky’s theory, implications of, 89–92 Cognitive disability See Intellectual disabilities, students with Cognitive domain, 563–564, 574 Cognitive evaluation theory, 476–477 Cognitive function, brain regions, 60 Cognitive impairment See Intellectual disabilities, students with Cognitive interference model, 494–495 Cognitive learning theory, summary chart, 462–463 Cognitive load, 326, 370 Cognitive monitoring, 359 Cognitive needs, 474, 475 Cognitive objectives, 562 Cognitive processes creativity, 376–381 critical thinking and argumentation, 381–385 learning strategies, 357–365 metacognition, 354–357 neuroscience and, 165 problem solving, 365–375 transfer of learning, 385–388 Cognitive psychology, learning theory and, 278 Cognitive science, 316 Cognitive view of learning, 316 vs behavioral view, 316 cognitive load and retaining information, 326–328 constructing declarative knowledge, 338–341 explicit memory, 332–335 implicit memory, 335–336 information processing system, 318–319 knowledge, role of, 317–318 long-term memory, capacity, duration, and contents, 330–331 long-term memory, individual differences, 337–338 long-term memory, retrieving information, 336–337 procedural knowledge, development of, 343–346 reaching every student, 341–343 Teachers’ Casebook, 314, 350–351 working memory, 323–326 working memory, individual differences, 328–330 Collaboration, 412, 461–462 Collaborative for Academic, Social, and Emotional Learning (CASEL), 458 Collaborative learning, 90, 411–413 Collective monologue, 85–86 Collectivist cultures, 135 College-aged students, formal operational stage (Piaget), 77–79 Commitment, 123 Common Core Standards, 560–562 Common sense, questions of, 40–41 Communication, by teachers of appropriate expectations, 587–588 # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No 712 Title: Educational Psychology 13/e Z05_WOOL5301_13_GE_SIDX.indd 712 classroom management and, 541–547 of grades and progress, 617 Communication skills, students autism spectrum disorders, 181–182 diversity in learning, 267–268 Community of practice, 402 Community partnerships, 265 Comparative organizers, 567–568 Compensation, 75 Competence, need for, 475 Complex learning environments, 403 Complex tasks, self-regulation and, 460 Comprehension, 359, 367 Computational thinking, 427–429 Computers, use in learning, 423–430 Concept maps, 360–362 Concepts, explicit memory, 333 Concrete-operational stage (Piaget), 73, 75–77 Conditioned response (CR), 281 Conditioned stimulus (CS), 281 Conferences student-led, English language learners and, 225–226, 227 tips for, 164, 617, 624, 625 Confidence interval, 599 Confirmation bias, 373–374 Conflict resolution, 114, 543–547 Confrontations, 544–545 Connections with school, 530–531 Consequences, 282, 522 See also Discipline classroom rules violations, 522–523 communication, need for, 541–547 quick response to problems, 532–534, 535 Conservation, 74, 76 Constructionism, 401 application of, 404–405 cognitive apprenticeships, 408, 410–411 collaboration and cooperation, 411–413 constructivist views of learning, 398–403 cooperative learning, 413–421 digital media, learning and, 423–430 inquiry and problem-based learning, 405–410 instructional planning and, 565–566 learning theories, summary chart, 462–463 reciprocal teaching, 408, 410–411 service learning, 421–423 student-centered teaching, 403–404 Constructive controversies, 418–419 Construct-related evidence of validity, 600 Content Knowledge for Teaching (CKT), 38 Content-related evidence of validity, 600 Context, 107, 340–341 Contextualized language, 210–212 Contiguity, 280–282 Contingency contracts, 293 Continuous reinforcement schedule, 284, 286 C/M/Y/K Short / Normal / Long DESIGN SERVICES OF S4CARLISLE Publishing Services 31/07/15 12:44 PM www.downloadslide.net SUBJECT INDEX    713 Control, attribution theories and, 484–485 Control, sharing with students, 460–461 Controlling communication, motivation and, 476–477 Controversies, constructive/ structured, 418–419 Convergent questions, 573 Convergent thinking, 376 Conversational skills, 216 Cooperation, 412, 516 Cooperative learning, 412–413 gifted and talented students, 188 motivation and groups, 500, 501 preparing students for, 414–416 tasks for, 413–414 within-class and flexible grouping, 579–580 Coping Power Program, 457 Co-regulation, 451 Corpus callosum, 60 Correlation studies, 42, 46 CoRT (Cognitive Research Trust), 384 Coverage-focused teaching, 562 Creating questions, 574 Creative intelligence, 153 Creativity, 376–381 Criterion-referenced grading, 613–614 Criterion-referenced testing, 598 Criterion-related evidence of validity, 600 Critical period, second-language learning, 206 Critical thinking, cognitive processes, 381–385 Cross-sectional studies, 44 Crowds, peer groups, 111–112 Crystallized intelligence, 149 Cueing, 287 Cultural context crystallized intelligence, 149 motivation and, 503 pragmatics, 200 Cultural correspondence, 473 Cultural deficit model, 214 Culturally relevant pedagogy, 261–263, 262 Culturally responsive classroom management, 547–548 Cultural tools, 84 Culture, 236 See also Constructionism academic language proficiency, 210–212 American cultural diversity, 236–240 caring relationships and school connections, 530–531 cognitive development and, 82 Deaf community, 181 dialect differences, 212–213 discrimination, legacy of, 250–253 diversity in learning, 266–268 economic and social class differences, 240–247 ethnicity and race, use of terms, 247–248 fostering resilience, 263–265 four student profiles, 237–239 funds of knowledge, 225 gender identity and sexual orientation, 256–257 gender roles and bias, 258–261 immigrant students, teaching of, 213–217 language development, overview of, 198 language diversity and emergent literacy, 203–205 lessons for teachers, 268–270 moral development theory, 132 moral reasoning, differences in, 135, 136 multicultural education, overview, 261–263 parenting and, 109 peer cultures, 112 play, differences in, 102–103 school achievement, ethnic and racial differences, 248–250 self-concept and, 128 sociocultural theory (Vygotsky), 82–88 stereotype threat, 253–256 Culture-fair (culture-free) tests, 601 Culture of thinking, 381 Curiosity, motivation and, 490, 491 Curriculum compacting, 187 Curriculum examples, Tools of the Mind, 90–91 Cyber aggression (bullying), 114, 534, 536–538 Teachers’ Casebook, 512, 552–553 Danielson’s Framework for Teaching, 36–37 Deaf students, 180–181 Decay, 328 Decentering, 74 Decision making, self-regulation, 458 Declarative knowledge, 330–331, 354 Declarative memory, 332–335 Decoding skills, 202 Deductive skills, 78 Deficiency needs, 474–475 Defining attributes, 333 Dendrites, 61–62 Depth of processing theory, 327–328 Descriptive studies, 42–44 Development, 58 See also Bioecological model of development (Bronfenbrenner); Theory of cognitive development (Piaget) ability, student beliefs about, 484 appropriate computer activities, 426–427 argumentation skills, 383 constructivist view of learning, 400 definition of, 59–60 language developmental milestones, 198–201 metacognition and, 354–357 moral development, 131–138 observational learning and, 440, 441 physical development, 100–106 psychosocial development (Erikson), 119–123 self-concept, 127–128 self-regulation and, 450, 451 working memory, 328–329 Developmental crisis, 120 Developmental disability See Intellectual disabilities, students with Developmentally appropriate practice, 88–89 Deviation IQ, 154 Dewey, John, 40, 405, 490 Diabetes, 179 Dialects, 212–213 Dialogue, as teaching method, 571, 573–576 Differential reinforcement, 289 Differentiated instruction, 579–585 Digital literacy, 429–430 Direct instruction, 168, 566–569, 570 Disabilities, learning adaptive teaching, 580–585 autism spectrum disorders, 181–182 communication disorders, 171–173 cooperative learning, use of, 419–421 emotional and behavioral disorders, 173–177 health and sensory impairments, 178–181 high-stakes tests and, 629 hyperactivity and attention disorders, 168–171, 172 intellectual disabilities, 177–178 labels and language, 146–148 note taking strategies, 360, 361 overview of, 166–168 referrals, process for, 189 response to intervention (RTI), 182, 183 Disabilities, physical adaptive teaching, 580–585 Americans with Disabilities Act (ADA, 1990), 162, 163–165 assistive technology, 583–585 cooperative learning, use of, 419–421 English language learners, 226–227 high-stakes tests and, 629 Individuals with Disabilities Education Act (IDEA), 160–165 language and labels, 146–148 note taking strategies, 360, 361 physical activity and, 103 positive behavior supports (PBS), 301–302 trends in education, 30 Vocational Rehabilitation Act (1973), 162, 164–165 Disability, defined, 146–147 Discipline assertive discipline, 543–544 beliefs about inventory, 514–516 bullying and cyberbullying, 534, 536–538 communication, need for, 541–547 consequences to rule violations, 522–523 culturally responsive classroom management, 547–548 high school students, special problems with, 538–539 problem prevention, 528–530 quick response to problems, 532–534, 535 zero tolerance policies, 540 Discipline without Stress Punishments or Rewards, 533–534, 535 Discrimination, 250–253, 252 Discussion, as teaching method, 571, 573–576 # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No 713 Title: Educational Psychology 13/e Z05_WOOL5301_13_GE_SIDX.indd 713 C/M/Y/K Short / Normal / Long Disequilibrium, 72 Disidentification, 255 Disordered eating, 104–106 Disruptive behavior, ignoring of, 289 See also Classroom management Distractors, multiple choice questions, 603 Distributed practice, 343, 363 Distributive justice, 133 Divergent questions, 573 Divergent thinking, 376 Diversity American cultural diversity, overview, 236–240 assessment bias, 600–601, 611 caring relationships and school connections, 530–531 creativity and, 378 culturally responsive classroom management, 547–548 discrimination, legacy of, 250–253 economic and social class differences, 240–247 ethnicity and race, use of terms, 247–248 fostering resilience, 263–265 four student profiles, 237–239 gender identity and sexual orientation, 256–257 gender roles and bias, 258–261 immigrant students, teaching of, 213–217 intelligence, differences in, 156–157 in learning, 266–270 moral reasoning, 135, 136 motivation and, 503 multicultural education, overview, 261–263 parenting styles, 109 school achievement, ethnic and racial differences, 248–250 self-concept, ideas of, 128 stereotype threat, 253–256 trends in education, 30–31, 215 Divorce, 110–111 Domain-specific knowledge, 317–318, 375 Domain-specific strategies, 345 Dopamine, 149 Drug use and abuse, 175–177 Dual coding theory, 332–333 Dual-language development, 205–208 See also English language learners (ELLs) DuBois, W E B., 125 Duncan, Arne, 32 Ear learners, 217 Eating disorders, 104–106 Echoic memory, 320–323 Economic factors See Socioeconomic status (SES) Education, current trends in, 30–34, 215 Educational debt, achievement gap and, 248 Educational psychology, -39–40 Effective instruction delivery, 287 Efficacy, sense of, 31 Egocentric, 74 Egocentric speech, 85–86 Ego goals, 479 E-journals, 223 Elaborated goals, 478–479 Elaboration, 338–339 DESIGN SERVICES OF S4CARLISLE Publishing Services 31/07/15 12:44 PM www.downloadslide.net 714    SUBJECT INDEX Elaborative rehearsal, 327 Elementary aged children classroom rules for, 520–522 concrete-operational stage (Piaget), 75–77 first weeks of class, 525–526 physical development, 100 preoperational stage of development (Piaget), 73–75 psychosocial development (Erikson), 120–121 relationships with teachers, 115–117 self-concept, development of, 127–128 sociocultural theory (Vygotsky), 86 Elementary and Secondary Education Act (ESEA, 1965), 31 Embodied cognition, 397–398 Emergent literacy, 201–205 Emotional disorders, 173–177 Emotions See also Motivation achievement emotions, 493 adolescent brain development, 64–65 amygdala, 60 anxiety, 491–496 brain regions for, 64 brain research and, 69 emotional intelligence, 458 emotional self-regulation, 457–459 English language learners, 223–224 neuroscience and emotion, 491–492 observational learning and, 443–444 peer popularity and rejection, 112–114 physical development, 101 relatedness, need for, 477–478 self-concept and, 128 social goals, 481 teacher burnout, 459 Emphathetic listening, 542–543 Empirical, defined, 47 Enactive learning, 304–305, 438–439 Enculturation, 386, 402 Engaged time, 517–518 Engagement, encouragement of, 527–528 English as a second language (ESL), 217–226, 363 English language learners (ELLs), 215 cooperative learning and, 420 giftedness, recognizing, 227–228 immigrant students, 215–217 learners with disabilities, 226–227 standardized testing and, 32 teaching approaches, 217–226 trends in education, 30–31 Enrichment, 187 Entity view of ability, 484 Environment, classroom See Classroom environment; Classroom management Environment, influence of See also Bioecological model of development (Bronfenbrenner) adaptations to, 72 effect on development, 59–60 intelligence, 157 practical intelligence, 153 social intuitionist model, moral development, 135–136 student achievement, 244 Epilepsy, 179 Episodic buffer, 325 Episodic memory, 331, 335 Epistemological beliefs, 482–483 Equilibration, 72 Erikson, Erik, 119–123 Essay testing, 603–605 Esteem needs, 474, 475 Ethical issues, behavioral learning theory, 307–308 Ethic of care, 132–133 Ethnicity American cultural diversity, 236–240 assessment bias, 600–601, 611 caring relationships and school connections, 530–531 culturally relevant pedagogy, 261–263 culturally responsive classroom management, 547–548 discrimination, legacy of, 250–253 diversity in learning, 266–270 ethnic identity, 125–126 fostering resilience, 263–265 immigrant students, teaching of, 213–217 intelligence, differences in, 156–157 learning disabilities, 147–148 moral reasoning, 135, 136 motivation and, 503 parenting styles, 109 poverty rates, 242–243 school achievement and, 248–250 self-concept, ideas of, 128 stereotype threat, 253–256 trends in education, 30–31, 215 use of term, 247–248 Ethnographic methods, 43–44, 46 Evaluating questions, 574 Evaluating skills, metacognition and, 354 Evaluation, motivation and, 500–501 See also Assessment; Grading Event-related potential (ERP), 60–61 Evidence-based practice in psychology (EBPP), 45–46 Examples, problem solving and, 370 Executive control processes, 354–357 Executive functioning, 79–80, 81 Executive processes, triarchic theory of intelligence, 152–153 Exemplars, explicit memory, 333 Exercise, 103, 104–106 Exhibitions, 606–611, 607 Expectancy x value theories, 473 Expectations for students, 146 of students, triarchic reciprocal causality, 439–440 Experience-dependent neural changes, 62 Experience-expectant neural changes, 61–62 Experimentation, 42, 46 Expert knowledge, 374–375 Expert reversal effect, 369 Expert teachers, 557 Explicit memory, 331, 332–335 Explicit teaching, 566–569, 570 Exploration, 123 Expository organizers, 567–568 Expressive vocabulary, 199–200 Extended families, 108 Extinction, 286 Extraneous cognitive load, 326–327 Extrinsic motivation, 471–472 Failing, value of, 615 Failure-accepting students, 487 Failure-avoiding students, 487–488 Families bioecological model of development, 107–111 changing structure of, 107–108 classroom management, communication about, 546, 547 conferences with, 164, 617, 624, 625 connecting with families, 110 discrimination, messages about, 252–253 English language learners, working with, 225–226 family goals and student motivation, 506 partnerships with, 265 preoperational children, caring for, 75 Feedback accomplishment, recognizing, 499–500 goal framing and acceptance, 482 responding to student answers, 575 self-regulation, building of, 461 student attributions and, 485–486 triarchic reciprocal causality, 439–440 Females ADHD diagnoses, 169 assessment bias, 600–601 gender and intelligence, 156–157 gender identity and sexual orientation, 256–257 genderlects, 213 gender roles and bias, 258–261 gifted students, identifying, 185–187 goal setting and stereotypes, 487–488 moral development, 132–133 self-concept, 128–129 stereotype threat, 253–256 Field experiments, 43 Finger spelling, 180–181 First-wave constructivism, 400 Fixed-interval reinforcement schedule, 286 Fixed-ratio reinforcement schedule, 286 Flashbulb memory, 335 Flat Classroom Project, 424 Flexibility, 376 Flexible grouping, 579–580 Flow, motivation and, 491 Fluency, divergent thinking and, 376 Fluid intelligence, 149 Flynn effect, 154–155 Focus, executive functioning, 79–80, 81 Forgetting, memory and, 337 Formal operational stage of development, 73, 77–79, 78 Formative assessment, 596–597 Rs, conflict resolution, 545–546 Framework for Teaching, 36–37 Free, appropriate public education (FAPE), 160 Freud, Sigmund, 59 # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No 714 Title: Educational Psychology 13/e Z05_WOOL5301_13_GE_SIDX.indd 714 Friendships, 112 Frontal lobe, brain, 60, 63, 165 Functional behavioral assessments (FBA), 300–301 Functional fixedness, 372 Functional magnetic resonance imaging (fMRI), 60 Funds of knowledge, 225 g (mental energy), 148–149 Games, digital media and learning, 426 Gardner, Howard, 149–152 Gates Foundation, 38 Gay students, 256–257 Gender ADHD diagnoses, 169 assessment bias, 600–601 drug use and abuse, 175 gender bias, 259–261 gender schemas, 258–259 gifted students, identifying, 185–187 goal setting and stereotypes, 487–488 intelligence, differences in, 156–157 moral development, 132–133 self-concept and, 128–129 stereotype threat, 253–256 Gender identity, 256–257 Genderlects, 213 General intelligence, 149 Generalizability, scoring rubrics, 610–611 Generalized seizures, 179 General knowledge, 318 General learning disability See Intellectual disabilities, students with Generation 1.5, 216–217 Generativity, 124 Genetics effect on development, 59–60 intelligence and, 157 Germane cognitive load, 326–327 German language, schools for, 208 Gestalt, 320–321 Gifted and talented students adaptive teaching, 580–585 cooperative learning, use of, 419–421 English language learners and, 227–228 identification of, 185–187, 227–228 overview, 182–185 racial and ethnic discrimination and, 252 research on, 40–41 teaching of, 187–189 Girls See Females Glial cells, 62 Goal-directed actions, 73, 446–448 Goal orientations, 479–482 Goals, 478 achievement emotions, 493 epistemological beliefs and, 482–483 goal acceptance, 482 goal framing, 482 goal orientations, overview, 478–482 goal setting, observational learning, 440–441 goal-setting, self-management and, 302–304 C/M/Y/K Short / Normal / Long DESIGN SERVICES OF S4CARLISLE Publishing Services 31/07/15 12:44 PM www.downloadslide.net SUBJECT INDEX    715 learning objectives, 560–562 motivation to learn and, 497–498 student self-worth and, 486–488 Goal structure, 500, 501 Good behavior game, 294–295 Google Apps, 424 Grade-equivalent scores, 621 Grade retention, 615, 616–617 Grading effects on students, 614–615 Guidelines for, 618 motivation and, 500–501, 615–617 norm-referenced vs criterionreferenced, 613–614 Grading on a curve, 613–614 Graduation rates, 248 Grammar skills, developmental milestones, 199, 200 Graphemes, 202 Gray matter, 61 Group consequences, 294–295 Group discussion, 575–576, 577 Group focus, 529 Groups collaboration and cooperation, 412–413 gifted and talented students, 188 motivation and, 500, 501 preparing students for, 414–416 tasks for cooperative learning, 413–414 within-class and flexible grouping, 579–580 Guided participation, 410 Guidelines adolescents, positive body images, 106 aggression, dealing with, 116 anxiety, coping with, 496 attention, gaining and maintaining, 323 becoming expert students, 364 caring relationships, 531 children of divorce, helping, 111 classical conditioning, applications of, 281 classroom management, 546 class routines, 521 computers, use of, 428 concrete-operational stage, teaching tips, 77 conferences, tips for, 164, 625 connecting with families, 110 cooperative learning, 420 creativity, applying and encouraging, 380 culturally relevant teaching, 269 direct instruction, 570 disciplining students with emotional problems, 175 emotional self-regulation, 458 encouraging positive behaviors, 292 English language learners, support for, 224 explosive situations, handling of, 539 family and community partnerships, 265 flexible grouping, 580 gender bias, avoiding, 260 grading systems, 618 group discussions, 577 helping students understand and remember, 346 homework, 573 identity formation, supporting, 124 initiative and industry, encouraging, 122 instructional objectives, use of, 565 intellectual disabilities, students with, 178 interest and curiosity, building on, 492 IQ scores, interpreting, 155 language and literacy promotion, 204 language learning, promotion of, 211 learning space, designing of, 525 media literacy, 430 motivation to learn, family goals, 506 observational learning, use of, 444 organizing learning, 339 penalties, imposing of, 533 physical differences in classroom, 102 portfolios, creating, 608 praise, appropriate use of, 290 preoperational children, caring for, 75 preparing for testing, 628–629 problem solving skill development, 374 punishment, use of, 298 rubrics, development of, 609 self-determination and autonomy, supporting, 477 self-efficacy, encouraging, 447 self-management, 304 self-regulation, supporting, 456 self-worth, encouraging, 488 service learning, 422 standardized test results, explaining, 625 student engagement, 528 teacher expectations, 588 teachers as mentors, 584 teaching students who live in poverty, 247 transfer of learning, 388 Vygotsky’s theory, applying in teaching, 92 welcoming all families, 226 writing objective test items, 604 Haidt, Jonathan, 135–136 Hall, G Stanley, 40 Handicap, 146–147 Hawking, Stephen, 146 Headlines, writing of, 223 Health, student achievement and, 244 Hearing impairments, 180–181 Heredity, intelligence and, 157 Heritage language, 207–208 Heuristics, 371 Hierarchy of needs, 474–475 Higher-order planning, 152–153 Highlighting, as learning strategy, 359 Highly mobile students, 241 High school-aged children classroom rules for, 522 first weeks of class, 527 formal operational stage (Piaget), 77–79 peers, influence of, 111–115 physical development, 101 psychosocial development (Erikson), 120–123 relationships with teachers, 115–117 self-concept, development of, 127–128 sociocultural theory (Vygotsky), 86 special problems with, 538–539 transition to high-school, caring communities, 530–531 High-stakes testing, 624–630, 626 Hindi language, schools for, 208 Hippocampus, 60, 61 Hispanic students See Latina/o Americans HIV/AIDS, 179 Home environment See Environment, influence of Homelessness, 241 Homework, 571, 572, 573 Homosexual students, 256–257 Hostile aggression, 114 Human agency, 264–265, 444–448, 445 See also Self-agency Humanistic interpretations, motivation, 472–473, 474 Hyperactivity disorders, 103, 165, 168–171, 172 Hypothalamus, 60 Hypothesis, 47 Hypothetico-deductive reasoning, 78 Iconic memory, 320–323 Identity, 75 psychosocial development (Erikson), 119–122 racial and ethnic identity, 125–126 technology and, 123–124 Identity achievement, 123 Identity diffusion, 123 Identity foreclosure, 123 Ignoring behaviors, 289 Illusion of understanding, 159 Imagery, meaningful connections, 339–341 Images, explicit memory, 332 Imaginary audience, 78 "I" message, 543 Imitative learning, 89–90 Immersive virtual learning environment (IVLE), 425–426 Immigrant students, teaching of, 213–217, 214 Implicit memory, 331, 335–336 Importance value, tasks, 498 Impulse control adolescents, 64–65 executive functioning, development of, 79–80, 81 psychosocial development (Erikson), 121 sociocultural theory (Vygotsky), 86 Incentives, 472 INCLUDE strategy, 582 Inclusion, 161 Inclusive classrooms, differentiated instruction, 581–585 Incremental view of ability, 484 Incubation, 378 Individualized Education Plan (IEP), 161–162, 163, 178, 582–583 Individuals with Disabilities Education Act (IDEA), 160–165 assistive technology, 583 # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No 715 Title: Educational Psychology 13/e Z05_WOOL5301_13_GE_SIDX.indd 715 C/M/Y/K Short / Normal / Long autism spectrum, 181 emotional and behavioral disorders, 173, 174 intellectual disabilities, 177 positive behavior supports, 301–302 response to intervention (RTI), 182, 183 Inductive reasoning, 78 Industry, 121 Infants brain development, 61–64 psychosocial development (Erikson), 120 sensorimotor stage (Piaget), 72–73 theory of cognitive development (Piaget), 71 Inferiority, psychosocial development (Erikson), 121 Inferring relationships, 78 Informal assessments, 611–613 Information processing view of memory, 318–319 Information retrieval, memory, 336–337 Initiative, 121 Inquiry learning, 405–410 Inside-out skills, 202–203 Insight, 153, 378 Instructed learning, 89–90 Instruction See Teaching Instructional objectives, 562 Instructional time, 517–518 Instrumental aggression, 114 Integration, ethnic identities, 125 Integrity, 124 Intellectual disabilities, students with, 103, 177–178, 301–302 Intelligence cultural influences and, 237 defining, 148–149 gender differences, 156–157 gifted and talented students, 184–189 measures of, 153–156 as process, 152–153 student beliefs about, 484 Intelligence quotient (IQ), 154–156 Interest, motivation and, 489–490 Interest areas, classroom planning, 524–525, 526 Interest value, tasks, 498 Interference, 328 Intermittent reinforcement schedule, 284 Internalize, 137 Interpersonal intelligence, 149–152 Intersubjective attitude, 404 Interval schedule, 284 Intimacy, 124 Intrapersonal intelligence, 149–152 Intrinsic cognitive load, 326–327 Intrinsic motivation, 471–472 Intrinsic value, tasks, 498, 504–505 IRE (initiation, response, evaluation), 571 Irving, John, 376 James, William, 40 Jigsaw classroom, 418, 420 Journal of Educational Psychology, 40 Journals, 223, 611–612 Keyword method, mnemonics, 342 Kinkaid, Jessie, 239 DESIGN SERVICES OF S4CARLISLE Publishing Services 31/07/15 12:44 PM www.downloadslide.net 716    SUBJECT INDEX Knowledge cognition and, 317–318 construction of, internal and external processes, 401–402 construction of, teaching implications, 89 constructivist views of learning, 398–403 epistemological beliefs about, 482–483 executive functioning, development of, 79–80, 81 expert knowledge and problem solving, 374–375 expert teachers, 557 making meaningful connections, 338–341 metacognition and, 354–357 self-regulation and, 450 situated and general knowledge, 402–403 types of, 330–331 Knowledge acquisition components, intelligence, 152–153 Kohlberg, Lawrence, 131–133 KWL strategy, 356–357 Labels for students, 146–148 Laboratory School, University of Chicago, 40 Language development academic language, 210–212 autism spectrum disorders, 181–182 brain regions for, 64 cultural differences, 198 developmental milestones, 198–201 dual-language development, 205–208 emergent literacy, 201–203 gender differences, 156–157 language diversity and emergent literacy, 203–205 preoperational stage of development, 74–75 signed language, 208–209 sociocultural theory (Vygotsky) on, 85–86 theory of multiple intelligences, 149–152 Language disabilities communication disorders, 171–173 neuroscience and, 165 Language diversity dialects, 212–213 emergent literacy and, 203–205 immigrant students, teaching of, 213–217 Language loss, 207–208 Langue des Signes Quebecoise (LSQ), 208–209 Lateralization, 63 Latina/o Americans advanced degrees, rates of, 252 culturally responsive classroom management, 547–548 discrimination, legacy of, 250–253 diversity in learning, 266–268 gifted program participation, 148 graduation rates, 248 poverty rates, 242–243 stereotype threat, 253–256 Learned helplessness, 168, 486–488 Learner differences See also Learning disabilities adaptive teaching, 580–585 gender differences and, 156–157 gifted and talented students, 182–189 Individuals with Disabilities Education Act (IDEA), 160–165 intelligence, defining, 148–149 intelligence, measuring, 153–156 intelligence as process, 152–153 language and labels, 146–148 learning and thinking styles, 157–160 referrals, process for, 189 Learning, 278 See also Behavioral learning theories; Cognitive view of learning; Theory of cognitive development (Piaget) brain regions and, 60 classroom time for, 517–518 constructivist views of, 398–403 diversity in, 266–268 epistemological beliefs about, 482–483 learning challenges, neuroscience of, 165 neuroscience and, 65–70 performance and, 305 self-efficacy and, 446–448 value of, promoting, 504–505 Learning disabilities adaptive teaching, 580–585 autism spectrum disorders, 181–182 communication disorders, 171–173 cooperative learning, use of, 419–421 emotional and behavioral disorders, 173–177 health and sensory impairments, 178–181 high-stakes tests and, 629 hyperactivity and attention disorders, 168–171, 172 intellectual disabilities, 177–178 labels and language, 146–148 note taking strategies, 360, 361 overview of, 166–168 referrals, process for, 189 response to intervention (RTI), 182, 183 Learning goals, 479 Learning management system (LMS), 424–425 Learning objectives, 560–562 Learning preference, 158 Learning sciences cognitive apprenticeships, 408, 410–411 collaboration and cooperation, 411–413 constructivist perspectives, application of, 404–405 constructivist student-centered teaching, 403–404 constructivist views of learning, 398–403 cooperative learning, 413–421 digital media, learning and, 423–430 inquiry and problem-based learning, 405–410 overview of, 396–398 reciprocal teaching, 408, 410–411 service learning, 421–423 Learning Skills Research Centre, 158 Learning spaces, classroom planning, 523–525, 526 Learning strategies application of, 363 epistemological beliefs and, 482–483 note taking, 359–360 organizing, visual tools for, 360–362 overview, 357–358, 359 reading strategies, 361–362 for struggling students, 363–365 students with learning disabilities, 168 summaries, 358–359 transfer of learning, 387 underlining and highlighting, 359 Learning styles, 157–160, 158, 267 Least restrictive environment (LRE), 160–161 Left brain learning, 65, 66–67 Legal issues Americans with Disabilities Act (ADA, 1990), 162, 163–165 child abuse, 117–118 Individuals with Disabilities Education Act (IDEA), 160–165 Vocational Rehabilitation Act (1973), 162, 164–165 Legally blind, 180 Legitimate peripheral participation, 473–474 Lesbians, 256–257 Lesson study, 560 Letter naming, 202 Levels of processing theory, 327–328 LGBTQ students, 256–257 Limited bilingual students, 216 Limited English proficient (LEP), 217–226 LINCS vocabulary strategy, 364–365 Lingua de Signos Nicaraguense, 208–209 Linguistic intelligence, 149–152 Lip reading, 180–181 Listening empathetic listening, 542–543 phonological loop, 324–325 Literacy emergent literacy, 201–203 language diversity and emergent literacy, 203–205 media and digital literacy, 429–430 Loci method, 342 Locus, attribution theories, 484–485 Locus of causality, 471–472 Logical consequences, 522–523, 532 Logical-mathematical intelligence, 149–152 Longitudinal studies, 44 Long-term memory, 330 capacity, duration, and contents, 330–331 individual differences, 337–338 information processing system, 318–319 Love, need for, 474, 475 Lower class, defined, 242 Low expectations, 244 Low vision, defined, 180 # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No 716 Title: Educational Psychology 13/e Z05_WOOL5301_13_GE_SIDX.indd 716 Magic middle, 91–92 Mainstreaming, 161 Maintenance rehearsal, 327 Males ADHD diagnoses, 169 drug use and abuse, 175 gender and intelligence, 156–157 gender identity and sexual orientation, 256–257 genderlects, 213 gender roles and bias, 258–261 stereotype threat, 253–256 Manipulatives, 89 Maslow, Abraham, 474–475 Massed practice, 343 Massive multi-player online games (MMOGs), 426 Mastery experiences, 445–446 Mastery goals, 479–480, 493 Mastery-oriented students, 486–488 Mathematics skills comprehension and problem solving, 367 ethnic and racial achievement data, 248–250 gender differences, 156–157 learning disabilities, 167–168 neuroscience and, 165 self-concept and, 128 stereotype threat, 254–255 technology, use of, 84–85 Mattox, Ternice, 238 Maturation, 58, 71, 101–102 Mean, test scores, 619 Meaning, knowledge construction and, 338–341 Meaning, language development, 199–200 Means-ends analysis, 371–372 Measurement, 596–598 Measurement, standard error of, 599 Measures of Teaching Effectiveness (MET) Project, 38 Media aggressive behavior and, 115 effects of, 118–119 impact of, 30–31 prejudice and, 251–252 Media literacy, 429–430 Median, test scores, 619 Medulla oblongata, 60 Melting pot, 214 Memory capacity, duration, and contents, 330–331 cognitive load and retaining information, 326–328 emotions, neuroscience of, 492 executive functioning, development of, 79–80, 81 explicit memory, 332–335 implicit memory, 335–336 individual differences, 328–330, 337–338 information processing system, 318–319 learning strategies, 359 long-term memory, retrieving information, 336–337 mnemonics, 342 neuroscience of, 165 problem solving schemas, 370–371, 375 rote memorization, 342–343 C/M/Y/K Short / Normal / Long DESIGN SERVICES OF S4CARLISLE Publishing Services 31/07/15 12:44 PM www.downloadslide.net SUBJECT INDEX    717 short-term memory, 323 working memory, 149, 323–326, 328–330 Menarche, 101 Mental age, 153–154 Mental retardation See Intellectual disabilities, students with Mentors, teachers as, 584, 585 Meta-analyses, defined, 156 Metacognition, 354–357 creativity, 376–381 critical thinking and argumentation, 381–385 learning strategies, use of, 357–365 problem solving, 365–375 self-regulation and, 450 transfer of learning, 385–388 Metacomponents, 152–153 Metalinguistic awareness, 201 Microgenetic studies, 44 Microsoft SharePoint, 424 Middle class, defined, 242 Middle school aged children concrete-operational stage (Piaget), 75–77 peers, influence of, 111–115 psychosocial development (Erikson), 120–123 relationships with teachers, 115–117 self-concept, development of, 127–128 sociocultural theory (Vygotsky), 86 Mindful abstraction, 386 Mindfulness training, 459 Minority group, 248 Mirror systems, 317 Mixed methods, research, 46 Mnemonics, 342 CAPS, 362 INCLUDE strategy, 582 as learning strategy, 357–358, 359 LINCS vocabulary strategy, 364–365 READS, 362 TREE, 168 Mode, test scores, 619 Modeling, 446 aggressive behavior, 115 cognitive behavior modification, 455–457 observational learning, overview, 440–444 triarchic reciprocal causality, 439–440 Moderate difficulty, 479 Monitoring skills, 354, 375 Monolingual children, 205, 215–216 Moodle, 424 Moral development, 131–138 Moral dilemmas, 132 Morality of cooperation, 134 Moral realism, 133–134 Moral reasoning, 131 Moratorium, 123 Morphemes, 167 Morphological awareness, 167 Motivation, 470 See also Behavioral learning theories attribution theories, 484–486 autonomy, support of, 499–500 beliefs and self-perception, 482–488 classroom strategies, summary of, 501–506 creativity and, 378 curiosity and, 491 diversity in, 503 emotions and anxiety, 491–496 evaluation and grading, 500–501 flow, 491 general approaches to, 472–474 goal orientations, 478–482 grades and, 615–617 grouping and goal structures, 500, 501 interests, tapping of, 489–490 intrinsic and extrinsic motivation, 471–472 Maslow’s hierarchy of needs, 474–475 motivation to learn, 497–498 observational learning and, 442 recognition of accomplishment, 499–500 self-determination and, 475–478 self-efficacy and, 446–448 self-regulation and, 450–451 self-worth, beliefs about, 486–488 tasks for learning and, 498–499 time available for tasks, 501 triarchic reciprocal causality, 439–440 Motor skills, development and, 72–73, 100–102 Movement, theory of multiple intelligence, 149–152 Movement management, 529 Moving residences, impact on students, 241 Mozart effect, 66–67 Multicultural education, 261 diversity in learning, 266–268 fostering resilience, 263–265 lessons for teachers, 268–270 overview of, 261–263 Multiple-choice tests, 603 Multiple representations of content, 404 Multitasking, 321–322 Musical intelligence, 149–152 Myelination, 62–63 National Association for Gifted Children (NAGC), 183 Native Americans, 252, 266–268 Natural consequences, 522–523 Naturalist intelligence, 149–152 Nature vs nurture, 59–60, 157, 184–185 Need for autonomy, 475 Need for competence, 475 Negative behavior functional behavioral assessments, 300–301 ignoring of, 289 response to, 295–299 Negative correlation, 42 Negative reinforcement, 283–288, 296 Neglect, child, 117–118 Neglecting parents, 109 Negotiations, 545 Neo-Piagetian theories, 80 Nervous system, brain development, 62–65 Neurogenesis, 61–63 Neurons, 61–63, 65 Neuroscience behavioral learning and, 278–279 cognitive learning and the brain, 316–317 emotion and, 491–492 forgetting, memory and, 337 learning and teaching implications, 65–70 of learning challenges, 165 Neutral stimulus, 281 Nigrescence, 125–126 No Child Left Behind (NCLB) Act (2002), 31–33, 44 Normal distribution, 620–621 Norm groups, 598 Norm-referenced grading, 613–614 Norm-referenced testing, 597–598 Note taking skills, 359–360 Obama, Barack, 32 Obesity, 103–104 Objective testing, 602–603 Object permanence, 73 Observational learning, 305, 440–444 Occipital lobe, 60, 63 Offensiveness, 600–601 Open-source software, 424 Operant conditioning, 282–288, 304–308 Operants, 282 Operations, 74 Opportunity gaps, 248 Organization, learning process and, 339 Organization of thoughts, Piaget on, 71–72 Organizing, learning strategies, 359, 360–362 Originality, 376 Outcome expectations, 439–441 Outside-in skills, 202–203 Overlapping, 529 Overlearning, 387 Overregularize, 200 Overt aggression, 114 Overweight and obesity, 103–104 Pacific Islanders, 248 Paraphrase rule, 541 PARCC tests, 630 Parenting styles, 108–109 Parietal lobe, brain, 60, 63 Participant observation, 44 Participants, research, 42 Participation structures, 267, 517 Participatory appropriation, 410 Part learning, 343 Partnership for Assessment of Readiness for College and Careers (PARCC), 630 Pavlov, Ivan, 280–281 PBWorks, 424 Pedagogical content knowledge (PCK), 557 Peer cultures, 112 bioecological model of development, 111–115 poverty, effect of, 244–245 social goals, 481 Peer mediation, 544–546 Percentile rank scores, 621 Perception, 320–321 Performance-approach goals, 493 Performance assessments, 606–613 Performance-avoidance goals, 493 Performance components, triarchic theory of successful intelligence, 152–153 Performance goals, 479–480, 493 Permissive parents, 109 # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No 717 Title: Educational Psychology 13/e Z05_WOOL5301_13_GE_SIDX.indd 717 C/M/Y/K Short / Normal / Long Personal caring, 116–117 Personal choice, 133 Personal development, 58 Personal interest, 489–490 Personality, learning and thinking styles, 157–160 Personal learning environment (PLE), 425 Personal learning network (PLN), 425 Personal territories, classroom planning, 524–525, 526 Person-first language, 147 Perspective-taking ability, 131 Pervasive developmental disorder (PDD), 181–182 Petit mal seizures, 179 Phonemic awareness, 166–167 Phonological awareness, 202 Phonological loop, 324–325 Physical activity, 102–106 Physical development, 58 eating disorders, 104–106 obesity, 103–104 overview, 100–102 play, recess, and physical activity, 102–103 Physiological needs, 474, 475 Piaget, Jean, 59, 70–71, 400, 462 See also Theory of cognitive development (Piaget) Pituitary gland, 60 Planning, of instructional content constructivist approaches, 565–566 flexible and creative plans, 563–565 learning objectives, 560–562 research on, 559–560 Planning tasks, students Framework for Teaching, 36–37 learning strategies, 359 metacognition and, 354 problem solving and, 375 sociocultural theory (Vygotsky), 86 Plasticity, brain, 63–64, 65 Plasticity, synaptic, 61–63 Play physical development and, 102–103 value of, 102 Podcasts academic optimism, 586 brain-based education, 65 classroom management, 517 cooperative learning, 412 cultural differences, 237 efficacy judgments, 447 learning theories, differences in, 317 positive and negative reinforcements, 284 procrastination, 486 self-efficacy, 446, 486 student sense of self, 126 teacher involvement, importance of, 33 as teaching tool, 160, 223 test taking skills, 602 Point/Counterpoint ADHD, pills or skills, 170 brain-based education, 66–67 building self-esteem, schools role, 130–131 English language learners, teaching strategies, 219–220 grade retention, 616–617 homework, value of, 572 DESIGN SERVICES OF S4CARLISLE Publishing Services 31/07/15 12:44 PM www.downloadslide.net 718    SUBJECT INDEX Point/Counterpoint (Cont.) inquiry and problem-based teaching approaches, 409–410 making learning fun, 490 memorizing, 344 research as guide to education, 45–46 rewards for learning, 306–307 teacher efficacy, benefits of, 449 teaching of critical thinking and problem solving skills, 384 tracking, 245–246 zero tolerance policies, 540 Pons, 60 Popularity, 112–114 Portfolios, 606–611, 607 Positive behavior supports (PBS), 301–302 Positive correlation, 42 Positive independence, 414 Positive practice, 292 Positive reinforcement, 283–288 Positron emission tomography (PET) scans, 60–61 Poverty achievement gap and, 248–250 assessment bias, 600–601 gifted and talented students, identifying, 185–187 rates of, 241–242 student achievement and, 242–247 trends in education, 30 Practical intelligence, 153 Practice, as learning strategy, 359 Pragmatics, language skills, 199, 200 Pragmatics of classroom, 267 Praise-and-ignore approach, 289 Precorrection, 302 Prejudice, 251 Premack principle, 289–291, 290 Preoperational stage of development, 73–75, 74 Preparation tasks, 36–37 Preschool-aged children physical development, 100 psychosocial development (Erikson), 120–121 self-concept, development of, 127–128 sociocultural theory (Vygotsky), 86 Presentation punishment, 284 Pretest, 597 Priming, 331, 335–336 Principle, 47 Prior knowledge, 396–397 Private speech, 85–87 Problem, defined, 365 Problem-based learning, 405–410, 406, 498–499 Problem solving, 365–366 crystallized intelligence and, 149 defining goals and representing the problem, 367–371 expert knowledge and, 374–375 learning disabilities, 167–168 Point/Counterpoint, 384 problem identification, 366 sociocultural theory (Vygotsky), 86 triarchic theory of successful intelligence, 152–153 Procedural fairness, 601 Procedural knowledge, 330–331 development of, 343–346 metacognition and, 354 problem solving and, 375 Procedural memory, 331, 335–336 Procedures, classroom, 520–523 Process portfolio, 607 Production, observational learning and, 442 Production deficiencies, 363 Productions, implicit memory, 336 Productive Thinking Program, 384 Professional organizations, 39 Professional responsibilities, 36–37, 39 Programme for International Student Assessment (PISA), 366 Project Look Sharp, 429–430 Promotive interaction, 414 Prompts, 287 Pronunciation, dialects and, 212–213 Propositional networks, 332 Protocol for Language Arts Teaching Observations (PLATO), 38 Prototype, explicit memory, 333 Proximal goals, 478–479 Psychological constructivism, 399–403 Psychological tools, 85 Psychomotor domain, 564–565 Psychosocial development (Erikson), 119–123, 120 Puberty, 101 Punishment, 284, 297, 298 Pygmalion effect, 585–586 Qualitative research, 44 Quantitative research, 44 Quasi-experimental studies, 43 Questioning, as teaching method, 571, 573–576 Race American cultural diversity, 236–240 assessment bias, 600–601, 611 caring relationships and school connections, 530–531 culturally relevant pedagogy, 261–263 culturally responsive classroom management, 547–548 discrimination, legacy of, 250–253 diversity in learning, 266–270 drug use and abuse, 175 fostering resilience, 263–265 immigrant students, teaching of, 213–217 intelligence, differences in, 156–157 learning disabilities, 147–148 moral reasoning, 135, 136 motivation and, 503 parenting styles, 109 poverty rates, 242–243 racial identity, 125–126 school achievement and, 248–250 self-concept, ideas of, 128 stereotype threat, 253–256 trends in education, 30–31, 215 use of term, 247–248 Race to the Top, 32 Racial and ethnic pride, 126 Racism, 251–253 Radical constructivism, 400 Random, 42 Range, test scores, 620 Ratio schedule, 284 Reading brain research and, 68–69 cognitive apprenticeships, 411 cultural differences, 65 emergent literacy, 201–203 language diversity and emergent literacy, 203–205 learning disabilities, overview, 166–168 LINCS vocabulary strategy, 364–365 neuroscience and, 165 poverty, student achievement and, 243 summer reading programs, 245 READS, 362 Receptive vocabulary, 199–200 Recess, importance of, 103 Reciprocal questioning, 417–418 Reciprocal teaching, 408, 410–411 Recitation, 571, 573–576 Recognition, providing, 499–500 Reconstruction, memory, 337 Reflective teachers, -43, 557 Refugees, 213–217, 214 Reinforcement classical conditioning, 283–288 encouraging positive behaviors, 289–292 observational learning and, 442 Reinforcer, 283 Rejecting parents, 109 Rejection, peer groups, 113–114 Relatedness, need for, 477–478 Relational aggression, 114–115 Relationships, inferring, 78 Relationship skills, emotional selfregulation, 458 See also Social skills Reliability, assessments, 599, 610–611 Remembering, learning strategies, 359, 360 Remembering questions, 574 Removal punishment, 284, 297 Representations cognitive development theories and, 80–81 problem solving and, 370–371 Representativeness heuristics, 373 Reprimands, 296 Research descriptive studies, types of, 42–44 as guide to education, debate about, 45–46 insights from, 40–41 methods, summary chart, 46 role of time in, 44 in support of student learning, summary chart, 48–49 teachers as researchers, 46–47 theories for teaching, 47–48 Resilience, 263–265 Resistance culture, 244–245 Respondents, 280 Response, contiguity and, 280 Response cost, 296–297, 299 Response set, 372–373 Response to intervention (RTI), 182, 183 Restorative justice, 544–546 Restructuring, 378 Retention, observational learning and, 442 Retention in grade, 615, 616–617 Retrieval, long-term memory, 337 Reversibility, 76 Reversible thinking, 74 # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No 718 Title: Educational Psychology 13/e Z05_WOOL5301_13_GE_SIDX.indd 718 Rewards, 472 Right brain learning, 65, 66–67 Ripple effect, 443 Risk taking behavior, adolescents, 64–65 Roam and review, 223 Rogers, Carl, 472 Roles, cooperative learning groups, 416 Rote memorizing, 342 Routines, classroom, 520–523 Rubrics, scoring, 608–610 Rules, classroom, 520–523 Safety needs, 474, 475 Scaffolding, 87, 90, 401, 405 Scheduling, learning tasks, 501 Schema-driven problem solving, 370–371 Schemas, 252, 334–335, 368–371 Schemes, 71–72, 80–81 School connections, 530–531 Scientifically based research, 44 Scoring rubrics, 608–610 Scripted cooperation, 568–569 Scripts, 336 Seatwork, 569–570 Secondary school students See High school-aged children Second-wave constructivism, 400 Section 504, 162, 163–165 Seizure disorders, 179 Self-actualization, 472–475, 474 Self-agency, 264–265, 444–448 Self-awareness, 458 Self-concept, 126 development of, 127–128 epistemological beliefs and, 482–484 gender differences, 128–129 motivation and, 482–488 poverty, effect of, 244 psychosocial development (Erikson), 119–122 vs self-agency, 445 structure of, 126–127 Self-determination motivation and, 472–473, 475–478 resilient classrooms, creation of, 265 Self-efficacy, 444, 485 attribution theories, 485 resilient classrooms, creation of, 264–265 social cognitive theory and, 444–448 teaching toward, 459–462 triarchic reciprocal causality, 439–440 Self-esteem, 129, 130–131 vs self-agency, 445 social goals, 481 Self-evaluation self-regulated learning and, 461 triarchic reciprocal causality, 439–440 Self-fulfilling prophecy, 585–586 Self-handicapping strategies, 487 Self-instruction, 455–457 Self-knowledge, theory of multiple intelligence, 149–152 Self-management, 302–304, 455–457, 519 classroom management and, 518–519 discipline and, 533–534, 535 C/M/Y/K Short / Normal / Long DESIGN SERVICES OF S4CARLISLE Publishing Services 31/07/15 12:44 PM www.downloadslide.net SUBJECT INDEX    719 Self-regulated learning, 451–452 cognitive behavior modification, 455–457 examples of, 453–455 models of, 451–453 teaching toward, 459–462 technology and, 455 Self-regulation, 448–450 achievement gap and, 248, 250 discipline and, 533–534, 535 emotional self-regulation and, 458 influences on, 450–451 models of, 451–453 resilient classrooms, creation of, 264–265 self-reinforcement and, 442 sociocultural theory (Vygotsky), 86 triarchic reciprocal causality, 439–440 Self-regulatory knowledge, 330–331, 354 Self-reinforcement, 303–304, 442 Self-worth, beliefs about, 486–488 Semantic memory, 331, 332–335 Semilingual, 219 Semiotic function, 74 Sensitive periods, development, 59 Sensitive periods, second language learning, 206 Sensorimotor stage of development, 72–73 Sensory memory, 318–323, 320 Sequential multitasking, 322 Serial-position effect, 343 Seriation, 76 Service learning, 421–423 Sexual abuse, 117–118 Sexual orientation, 256–257 Shaping, 291 Shared regulation, 451 Sheltered instruction, 221–223 Sheltered Instruction Observational Protocol (SIOP), 221–223 Short-term memory, 318–319, 323 Signed English, 208–209 Signed languages, 208–209 Sign language, 180–181 Simon, Theodore, 153–154 Simultaneous multitasking, 322 Single-subject experimental studies, 43, 46 Situated learning, 386, 402 Situational interest, 489–490 Skinner, B F., 282, 462 Sleep, anxiety and, 494 Social aggression, 114–115 Social class, 240–247 Social cognitive theory, 439 cognitive behavior modification, 455–457 modeling, 440–444 motivation and, 473, 474 overview of, 438–440, 462–463 self-efficacy and agency, 444–448 self-regulated learning, 448–453 self-regulated learning, examples of, 453–455 self-regulated learning, teaching toward, 459–462 Social considerations, English language learners, 223–224 Social constructivism, 398–403 Social context See Bioecological model of development (Bronfenbrenner) Social conventions, 133 Social development, 58 early and late maturation, 101–102 Piaget on, 71 psychosocial development (Erikson), 119–123 Social goals, 481 Social intuitionist model (Haidt), 135–136 Social isolation (time out), 297 Socialized speech, 85–86 Social learning theory, 304–305, 438–439 Social media eating disorders and, 105–106 effects of, 118–119 identity and technology, 123–124 Social negotiation, 404 Social persuasion, 446 Social skills autism spectrum disorders, 181–182 practical intelligence and, 153 preventing problems, classroom management, 529–530 social awareness, 458 theory of multiple intelligence, 149–152 Social transmission, 71 Sociocultural theory (Vygotsky), 83 cooperative learning and, 413 implications for teaching, 89–92 overview of, 82–88 Sociocultural views of motivation, 473–474 Socioeconomic status (SES), 241 achievement gap and, 248–250 assessment bias, 600–601 cultural differences, 240–247 Generation 1.5, 216–217 gifted and talented students, identifying, 185–187 poverty rates, 241–242 trends in education, 30 Sociolinguistics, 267 Sounds, language development, 199 Spanish language, schools for, 208 Spasticity, 179 Spatial information, brain regions for, 64 Spatial intelligence, 149–152 Specific goals, 478–479 Speech disorders, 171–173, 172 Speech reading, 180–181 Spermarche, 101 Spinal cord, 60 Spiral curriculum, 404 Spock, Benjamin, 120 Spreading activation, 337 Stability, attribution theories, 485 Standard deviation, 619 Standard error of measurement, 599 Standardized testing, 596 See also Assessment accountability and high-stakes testing, 624–630 No Child Left Behind Act and, 31–33 test reports, interpreting, 623–624 types of scores, 619–622 Standards, learning, 560–562 Standard scores, 621–622 Stanford Achievement Test, 10th Edition, 623–624 Stanford-Binet test, 154–156 Stanine scores, 622 Statistically significant, 43 Stem, multiple choice questions, 603 Stereotypes, 240, 252, 487–488 See also Bias Stereotype threat, 253–256 Stimulus, 280 Stimulus control, 286 Story grammar, 335 Strategies See also Learning strategies executive functioning, development of, 79–80, 81 strategy selection skills, 152–153 Strategy instruction, learning disabilities and, 168 Stress student achievement and, 244 teacher burnout, 459 Structured controversies, 418–419 Structured English immersion (SEI), 219 Students current teaching trends, 30–34, 215 grading, effects of, 614–615 learning, research summary chart, 48–49 sharing control with, 460–461 student-led conferences, 225–226, 227 student ownership of learning, 404 teacher expectations and, 585–588 teacher relationships and, 33–34 Student teams achievement divisions (STAD), 414 Stuttering, 172 Subjects, research, 42 Successful intelligence, 152 Successive approximation, 291 Suicide, 174–175, 176 Summaries, learning strategies and, 358–359 Summative assessment, 597 Summer, student achievement and, 245 Sustaining expectation effect, 585–586 Symbols, preoperational stage of development, 74–75 Synapse, 61–63 Synaptic plasticity, 61–63 Syntax, 200, 202 Talented students See Gifted and talented students TARGET model, motivation to learn, 497–498 Task analysis, 291 Task goals, 479 Tasks, motivation and, 498–499, 501–505 Taxonomy, 563–565 Teacher attention, as reinforcement, 289 Teachers See also Teaching actions of and student attributions, 485–486 advice for beginners, 38–39 burnout, 459 caring relationships, 530–531 characteristics of effective teachers, 556–557 child abuse, recognizing, 117–118 diversity of, 31 # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No 719 Title: Educational Psychology 13/e Z05_WOOL5301_13_GE_SIDX.indd 719 C/M/Y/K Short / Normal / Long expectations of, 585–588 expert teachers, 557 as mentors, 584, 585 multicultural classroom, tips for, 268–270 relationships with students, 115–117 as researchers, 46–47 resilient classrooms, creation of, 263–265 response to cheating, 137–138 sense of efficacy, 31 value of, 33–34 Teachers’ Casebook abstract concepts, teaching of, 56, 96–97 bullies and victims, 512, 552–553 culture clashes in classroom, 196, 232–233 ELL students and testing, 28, 53–55 failure to self-regulate, 436, 466–467 including all students, 144, 193–195 learning to cooperate, 394, 433–435 mean girls, 98, 142–143 meaningful grades, 594, 634–635 motivating students, 468, 510–511 reaching every student, 554, 592–593 remembering the basics, 314, 350–351 sick of class, 276, 311–313 uncritical thinking, 352, 391–393 "white girls club," 234, 273–275 Teachers sense of efficacy, 448, 449 Teaching See also Classroom management; Guidelines adaptive teaching, 579–585 anxiety, helping students cope, 495–496 attention and, 322–323 constructivist student-centered teaching, 403–404 current trends in, 30–34, 215 dialects and, 213 differentiated instruction, 579–585 direct instruction, 566–569, 570 of English language learners, 217–226 fitting to goals, 576 Framework for Teaching, 36–37 gender bias in, 259–261 goals, motivation and, 482 good teaching, defined, 34–39 making meaningful connections, 341–343 metacognitive development skills, 355–357 moral climate of classroom, 134–135 motivation, supporting, 501–506 neuroscience and, 65–70 observational learning and, 443–444 questioning, discussion, and dialogue, 571, 573–576 research on, 556–558 Rosenshine’s six functions of, 567 seatwork and homework, 569–571, 572, 573 self-efficacy and self-regulation, 459–462 self-efficacy in learning and teaching, 446–448 DESIGN SERVICES OF S4CARLISLE Publishing Services 31/07/15 12:44 PM www.downloadslide.net 720    SUBJECT INDEX Teaching (Cont.) sociocultural theory (Vygotsky), implications of, 89–92 student learning research, summary chart, 48–49 students who live in poverty, 247 TeachingWorks, 37–38 theories for, 47–48 theory of cognitive development, implications of, 88–89 transfer of learning, 386–388 understanding by design (UbD), 576–578 TeachingWorks, 37–38 Technology assistive technology, 583–585 digital media, learning and, 423–430 identity and, 123–124 self-regulated learning and, 455 Technology-rich environments (TREs), 424 Television, aggressive behavior and, 115 Temporal lobe, brain, 60, 63 Testing See Assessment; Standardized testing Thalamus, 60 Theory, 47 development, questions for, 59–60 teaching theories, 47–48 Theory-based ideas, explicit memory, 334 Theory of cognitive development (Piaget), 59 cooperative learning and, 413 four stages of, 72–79 implications for teachers, 88–89 limitations of, 80–82 neo-Piagetian views, 79–80, 81 overview of, 70–72 private speech, 86 Theory of fluid intelligence, 149 Theory of mind, 131 Theory of moral development (Kohlberg), 131–133 Theory of multiple intelligences (MI), 149–152 Thinking styles, 157–160 Think-Pair-Share, 223 Third International Mathematics and Science Study, 84–85 Thorndike, E L., 40 Time, for learning tasks, 501, 517–518 Time lines, 361 Time on task, 517–518 Time out, 297 Token reinforcement systems, 294 Tools, cognitive development and, 84–85 Tools for Getting Along, 457 Tools of the Mind, 90–91 Top-down processing, 320–321 Torrance, Paul, 376 Tracking, 245–246 Transfer of learning, 385–388 Transgendered people, 256–257 Transition programming, 178 Translation, problem solving and, 368–371 TREE, persuasive writing mnemonic, 168 Tree diagrams, 361 Trends in education, 30–34 Triarchic reciprocal causality, 439–440 Triarchic theory of successful intelligence, 152–153 Tripod Student Perception Survey, 38 True score, 599 Trust, importance of, 117 Tryptophan, 244 T score, 622 TV Talk Show, 223 Type diabetes, 179 Type diabetes, 179 Unconditioned response (UR), 281 Unconditioned stimulus (US), 281 Underlining, as learning strategy, 359 Understanding by design (UbD), 576–578 Understanding questions, 574 Undesirable behaviors, response to, 295–301 Unfair penalization, 600–601 Uninvolved parents, 109 United Spinal Association, 147 United States, education trends, 30–34, 215 Universal design, 585 University of Chicago, Laboratory School, 40 Upper class, defined, 242 UTeach Teacher Observation Protocol (UTOP), 38 Utility value, tasks, 498 Validity, 600, 610–611 Value, academic tasks, 498–499 Value-added measures, 629–630 Variability, test scores, 619 Variable-interval reinforcement schedule, 286 Variable-ratio reinforcement schedule, 286 Venn diagrams, 361 Verbalization, 372 Verbal learners, 158–159 Verbal skills See Language development; Vocabulary development Vicarious experiences, 445–446 Vicarious reinforcement, 442 Video examples adaptation, 72 ADHD students, strategies for, 169 assisted learning, 90 autism spectrum disorders, teaching of, 182 behavioral learning theory, 280 bullying, 534 caring relationships, 530 classroom management, 517 classroom rules, 520 conferences, 617 conflict resolution, 544 conservation, 74 constructivist view of learning, 399 critical thinking skills, 382 cultural differences, 240 curiosity, motivation and, 489 desegregation and discrimination, 250 dialect and accents, 213 differentiated instruction, 581 digital media, learning and, 423 divergent thinking, 376 domain-specific knowledge, 330 effective teachers, qualities of, 557 emotional and behavioral disorders, 173 English language learners, teaching of, 215 extrinsic motivators, use of, 471 friendships, 112 gender roles and bias, 259 good teaching models, 35 IEP conference, 161 literacy skill development, 203 memory strategies, 327, 343 metacognition, 356 modeling, 440 moral development, 132 motivation, 474, 497 multicultural teaching principles, 268 Native Americans, discrimination of, 253 peer teaching, 403 planning of instruction, 559 portfolios, 607, 613 problem solving skill development, 366 recognizing responsible behavior, 439 reinforcement methods, 290 scaffolding, use of, 405 seatwork, 571 self-efficacy, building sense of, 446 self-evaluation, 461 service learning, 422 sheltered instruction, 221 state test data, use of, 627 student engagement, 528 teacher as researcher, 47 teacher expectations, 587 theory of multiple intelligences, 151 # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg No 720 Title: Educational Psychology 13/e Z05_WOOL5301_13_GE_SIDX.indd 720 token reinforcement systems, 294 zone of proximal development, 87 Video games, aggressive behavior and, 115 Violence, effect of media, 115 Virtual learning environments (VLEs), 424–425 Vision impairments, 180 Visual cortex, brain, 63 Visual information, brain regions for, 64 Visual learners, 158–159 Visual-spatial information, working memory and, 165 Visuospatial sketchpad, 325 Vocabulary development See also Language development developmental milestones and, 199–200 LINCS vocabulary strategy, 364–365 preoperational stage of development, 74–75 Vocational Rehabilitation Act (1973), 162, 164–165 Voicing problems, 172 Volition, 451 Vygotsky, Lev, 82–88, 400–401, 462 Walker, Davy, 239 Warlpiri Sign Language, 208–209 Warm demanders, 547–548 Weiner, Bernard, 484–485 Welcome centers, 225 White coat syndrome, 282 White matter, 62–63 Whittaker, Ben, 238–239 WICS theory (Wisdom, Intelligence, Creativity, Synthesized), 153 Wikis, 223, 424 Within-class ability grouping, 579–580 Withitness, 529 Work-avoidant learners, 481 Working backward strategy, 372 Working class, defined, 242 Working memory, 323–326 cognitive load and retaining information, 326–328 fluid intelligence and, 149 individual differences, 328–330 information processing system, 318–319 neuroscience of, 165 Writing headlines, 223 Writing skills, 167–168 Zero reject, 160 Zero tolerance policies, 540 Zone of proximal development (Vygotsky), 87–88, 400–401 z score, 621–622 C/M/Y/K Short / Normal / Long DESIGN SERVICES OF S4CARLISLE Publishing Services 31/07/15 12:44 PM ... adaptation from the United States edition, entitled Educational Psychology, 13th edition, ISBN 978-1-29-209530-1, by Anita Woolfolk, published by Pearson Education © 2016 All rights reserved No... Teaching  38 Beginning Teachers  38 The Role of Educational Psychology 39 In the Beginning: Linking Educational Psychology and Teaching  39 Educational Psychology Today  40 Is It Just Common Sense? ... contributions of educational psychology After a brief introduction to the world of the teacher, we turn to a discussion of educational psychology itself How can principles identified by educational