TECHNICAL AND VOCATIONAL TRAINING

INSTITUTE
KOMBOLCHA SATELLITE CAMPUS
MANUFACTURING TECHNOLOGY
COURSE TITLE;-: EDUCATIONAL PSYCHOLOGY

EDUCATIONAL PSYCHOLOGY ASSIGNMENT

GROUP -TWO

NAME ID/ NO/

1.BELAYNEH ASHAGRIE 968/14

2.BERHANU BIRARA 969/14
3.TEFERI TSEGAW 993/14
4.TESFA MENGSTIE 994/14
5.YALEW WUBIE 998/14
Q.S 1. why educational psychology is an applied science?

educational psychology is a branch of applied scince.it is making intensive study’s about the factors and
conditions that affect learning.

 It the application of the principle of psychology to the solution of problems

encountered in the classroom.
 It is making use of the psychological study of human development and applying its
scientific findings to teaching
 It helps in understanding the individual differences among learns and devised
methods to evaluate them .
 So by the above reason we conclude that educational psychology is an applied scienc.
 B/c educational psychology is afield that applies psychological principle to help improve
curricuiem,teaching method and administrate procedure
 B/C Educational Psychology is a branch of applied Science. It is making intensive studies about
the factors and conditions that affect learning. It is the application of the principles of psychology
to the solution of problems encountered in the classroom.

Q.S 2 .Why Is Theory Of Insight Different All The Other Learning theories?
Insight learning is a sudden realization of a solution to a problem. Because of its suddenness, insight
learning is different from trial-and-error learning, which requires more careful experimentation t Unlike
learning by trial-and-error, insight learning is solving problems not based on actual experience (like trial
and error steps) but on trials occurring mentally. Often the solution is learned suddenly, such as when a
person is in a problem for a period of time and suddenly learns the way to solve it.

Criterion or Essentials of Learning by Insight:

1. Comprehension as a whole:
Learning by insight requires full comprehension of the situation as a whole.

2. Clear goal: The goal must be quite clear to begin with.

3. Power of generalization: The learner must possess power of generalization along with those of
differentiation.
4. Suddenness of solution: Suddenness of the solution is the hall mark of learning by insight i.e., the
solution flashes suddenly to the learner. No lengthy reasoning is involved.
5. New forms of objects: As a result of insight into the problem or situation objects appear in new forms
and patterns.
6. Transfer: Transfer of learning occurs as a result of insight. The principles learnt in one situation are
applied to the other situation.
7. Change in behavior: Insight changes our behavior to the extent which we have learnt through insight.

Q.S 3. what is the difference between the classical and operant conditioning
theory?

Classical conditioning

Is a form of learning where a natural stimulus becomes associated with a natural occurring stimulus; leads
to the natural stimulus eliciting a response. It involves the process of pairing to stimuli to create learned
association

It was founded by Ivan Pavlov

Operant conditioning

is atype of learning where behaviours are strengthened or weakend based on sub consequiences that
follow them. It focus on how consequience of action influnce the likelihood of this action bieng reapeted
in the future .

it was founded by B.F Skinner

Generally In classical conditioning, the outcome depends on the response, while, in operant conditioning,
the outcome occurs, regardless of the response

Q.S 4 Mention any two ways of improving memory?

Ways of Improving Memory:

1. Regular Physical Exercise: Engaging in regular physical exercise has been shown to have a positive
impact on memory. Exercise increases the flow of oxygen to the brain, which can help improve cognitive
function and memory retention. Physical activity also stimulates the release of chemicals in the brain that
support the growth of new brain cells and enhance overall brain health. Studies have indicated that even
moderate exercise, such as brisk walking or cycling, can have significant benefits for memory and
cognitive function.

2. Mental Stimulation and Cognitive Training: Keeping the brain active through mental stimulation
and cognitive training is another effective way to improve memory. Activities such as puzzles,
crosswords, learning a new language, playing musical instruments, or engaging in strategic games like
chess can help maintain and enhance cognitive function. These activities challenge the brain, promote
neural connections, and stimulate different regions of the brain associated with memory formation and
retention.

Incorporating both physical exercise and mental stimulation into daily routines can synergistically
enhance memory function and overall brain health.

Q.S 5. Give the various stages of cognitive development as proposed by jean

piaget?

1. The sensorimotor stage (birth to 2 years) Babies start to build an understanding of the world
through their senses by touching, grasping, watching, and listening.
They also begin to develop a sense of object permanence, which means they understand that objects exist
even when they cannot see them. Babies from birth to 2 years of age use their senses and bodily
movements to understand the world around them, which is why this stage is known as the sensorimotor
stage. The Main goal is object permanence

2. The preoperational stage (2–7 years In the preoperational stage, children use their new ability to
represent objects in a wide variety of activities, but they do not yet do it in ways that are organized or
fully logical. One of the most obvious examples of this kind of cognition is dramatic play, or the
improvised make-believe of preschool children. If you have ever had responsibility for children of this
age, you have likely witnessed such play. Children engaged in imaginative activities are thinking on two
levels at once—one imaginative and the other realistic. This dual processing of experience makes
dramatic play an early example of metacognition, or reflecting on and the monitoring of thinking itself.
Because metacognition is a highly desirable skill for success in school, teachers of young children
(preschool, kindergarten, and even first or second grade) often make time and space in their classrooms
for dramatic play, and sometimes even participate in it themselves to help develop the play further.

The Main goal is symbolic thought

3. The concrete operational stage (7–11 years) As children continue into elementary school, they
become able to represent ideas and events more flexibly and logically. Their rules of thinking still seem
very basic by adult standards and usually operate unconsciously, but they allow children to solve
problems more systematically than before, and therefore to be successful with many academic tasks.

This simple principle helps children understand certain arithmetic tasks (such as adding or subtracting
zero from a number) as well as perform certain classroom science experiments (such as ones that involve
calculating the combined volume of two separate liquids). Piaget called this period the concrete
operational stage because children mentally “operate” on concrete objects and events. They are not yet
able, however, to operate (or think) systematically about representations of objects or events.
Manipulating representations is a more abstract skill that develops later, during adolescence. The Main
goal is operational thought

4. The formal operational stage (12+ years) Adolescents learn logical rules to understand abstract
concepts and solve problems. For example, they may understand the concept of justice.

 In this final stage of cognitive development, children learn more sophisticated rules of logic.
They then use these rules to understand how abstract concepts work and to solve problems.
 The child can analyze their environment and make deductions. They can create theories about
what is possible and what might happen in the future, based on their existing knowledge.
 This is known as hypothetical-deductive reasoning. It is an essential part of the formal operational
stage. It allows someone to consider “What if?” A person with this skill can imagine multiple
solutions and potential outcomes in a given situation.
The Main goal is abstract concept

Q.S 6.what are its advantages of theories like eriksons theory for understanding lifespan
development? What are its disadvantages?
The final psychosocial stage occurs during old age and is focused on reflecting back on life.
At this point in development, people look back on the events of their live
Erikson's theory differed from many others because it addressed development throughout the entire
lifespan, including old age.
Advantages of Erikson’s Theory for Understanding Lifespan Development:

1. Comprehensive Framework: Erikson’s psychosocial theory provides a comprehensive framework for

understanding human development across the lifespan. It emphasizes the importance of social and
cultural factors in shaping an individual’s growth and development.

2. Focus on Psychosocial Development: Unlike some other theories that primarily focus on cognitive or
emotional development, Erikson’s theory integrates both psychological and social aspects of
development. This holistic approach allows for a more nuanced understanding of how individuals
navigate various life stages and challenges.

3. Emphasis on Identity Formation: One of the key strengths of Erikson’s theory is its emphasis on
identity formation. The theory posits that individuals go through different stages of psychosocial
development, with each stage presenting a unique crisis that must be resolved for healthy identity
formation.

4. Lifespan Perspective: Erikson’s theory spans the entire lifespan, from infancy to old age, providing a
broad view of human development. This long-term perspective is valuable for understanding how
experiences and challenges at different stages of life influence overall development.

5. Flexibility and Adaptability: Erikson’s theory allows for flexibility and adaptability in understanding
individual differences in development. It acknowledges that people progress through stages at their own
pace and may revisit certain stages later in life.

Disadvantages of Erikson’s Theory for Understanding Lifespan Development:

1. Lack of Empirical Evidence: One criticism of Erikson’s theory is the lack of empirical evidence to
support some of its key concepts, such as the existence of specific psychosocial stages and crises. Critics
argue that the theory is more descriptive than explanatory.

2. Cultural Bias: Some scholars have pointed out that Erikson’s theory may have inherent cultural bias,
as it was developed based on observations primarily in Western societies. This limits its applicability to
diverse cultural contexts and populations.
 Q.S 7 Describe what learning is by indicating what it is not, describe learning
exclusion?

Learning: Learning can be described as the process through which individuals acquire knowledge, skills,
behaviors, or attitudes through study, experience, or teaching. It involves the acquisition of new
information or the modification of existing knowledge, behaviors, skills, values, or preferences. Learning
is a complex and dynamic process that occurs throughout one’s life and can take various forms such as
formal education, informal experiences, observation, practice, and experimentation.

What Learning Is:

1. Acquiring Knowledge: Learning involves gaining new information or understanding concepts.

2. Developing Skills: It includes acquiring practical abilities or competencies through practice.
3. Changing Behaviors: Learning can lead to modifications in one’s actions or reactions based on
experience.
4. Adopting Attitudes: It involves forming new beliefs, values, or perspectives through exposure to
different ideas.
What Learning Is Not:
1. Memorization: Simply memorizing facts without understanding or applying them does not constitute
true learning.
2. Copying: Merely replicating information without comprehension or critical thinking is not genuine
learning.
3. Instantaneous: Learning is a gradual process and not something that happens instantaneously without
effort or time investment.
4. Passive Absorption: True learning requires active engagement and participation rather than passive
absorption of information.

What Learning Is Not Learning can be best understood by also considering what it is not. Here are some
key aspects that learning does not encompass:

1. Memorization: Learning is not simply about memorizing facts or information without truly
understanding the underlying concepts. Memorization involves rote repetition without necessarily gaining
a deeper comprehension of the subject matter.
2. Passive Absorption: Learning is an active process that involves engagement, critical thinking, and
application of knowledge. It is not merely passively absorbing information without processing or
analyzing it.
3. Instantaneous: Learning is a gradual and ongoing process that requires time, effort, and practice. It is not
something that happens instantaneously or without sustained effort over a period of time.
4. Unchanging: Learning involves adaptation and growth based on new information and experiences. It is
not static or unchanging but rather dynamic and evolving as individuals acquire new insights and skills.
5. Isolation: Learning does not occur in isolation; it often involves interaction with others, collaboration,
feedback, and social engagement. It is a social process that thrives on communication and shared
experiences.
6. Limited to Formal Education: Learning extends beyond formal education settings such as schools or
universities. It encompasses informal learning experiences, self-directed learning, and continuous
personal development throughout life.

Learning Exclusion

Learning exclusion refers to situations where individuals are unable to access educational opportunities or
face barriers that hinder their ability to learn effectively. This can be due to various factors such as
socioeconomic status, discrimination, lack of resources, disabilities, language barriers, or inadequate
educational systems. Learning exclusion can perpetuate inequalities and limit individuals’ potential for
personal and professional development.

Learning exclusion refers to the barriers, challenges, or factors that hinder individuals from accessing or
engaging in effective learning experiences. Some common forms of learning exclusion include:

1. Socioeconomic Barriers: Economic disparities can limit access to quality education, resources, and
opportunities for individuals from disadvantaged backgrounds, leading to learning exclusion.
2. Cultural and Linguistic Differences: Cultural norms, language barriers, and lack of representation in
educational materials can exclude certain groups from fully participating in the learning process.
3. Physical or Cognitive Disabilities: Individuals with disabilities may face obstacles in accessing inclusive
learning environments or accommodations that cater to their specific needs, resulting in learning
exclusion.
4. Geographical Constraints: Limited access to educational facilities, technology infrastructure, or internet
connectivity can impede individuals living in remote or underserved areas from engaging in effective
learning practices.
5. Discrimination and Bias: Discriminatory practices based on gender, race, ethnicity, or other factors can
create barriers to equal educational opportunities and contribute to learning exclusion for marginalized
groups.

By recognizing what learning is not and understanding the various forms of learning exclusion,
stakeholders can work towards creating more inclusive and equitable learning environments that
empower individuals to reach their full potential.

Q.S 8 from the to broad category schedule of reinforcement (continuous and

partial) which is practically better? Why?
Partial schedule of reinforcement is better

Partial schedule of reinforcement is better than continuous schedule of reinforcement. Because it have
more advantages than continuous schedule of reinforcement , Partial schedule of reinforcement it is
produces less predictable reinforcement and the behavior as more resistance to extinction than continuous
one.

Because partial (or intermittent) schedules of reinforcement do not reinforce every instance of a
behavior. Instead, reinforcement is given periodically. It might be delivered after a certain
number of responses have occurred or after a certain amount of time has elapsed.