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Educational Psychology (Subject) / Prüfungsthemen (Lesson)

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• What is Educational Psychology? applied sciences, analyses education from a psychological perspevtice generates knowledge that can be applied in different arreas build on knowledge from basich research
• Other Definition of Educational Psychology to describe and explain the psychological aspects of educational processes
• Educational Processes consists of LEARNING + DEVELOPMENT
• What are Experts? - have a special talent -  gaining expertise is easy (for talented) - if people study long enough they automatically become experts
• Individual Differences between Experts / Non-Experts Personality:--> only few differences Intelligence:--> no differences Genes:--> no genes identified that explain differences between experts / non experts
• Is Experience a reliable predictor for becoming an Expert NO! Experienced Experts do not necessarily show better performance in one domain, than non-experts
• Why is Experience not reliable predictor? -Many people are satisfied with their performance at early stages -Experts= continious development
• Acquistion of Complex Skills 1) Avoid gross errors, get to know demands 2) More experience--> better performance, less errors, less attention and effort neccessary 3) Automatization--> about 50h of learning for automatization 
• Deliberate Practice appropriately challenging tasks that are chosen with the goal of improving a particular skill (extra schwierigere, herausfordende Aufgaben wählen, um Fähigkeit zu verbessrn) Through:- focusing on weaknesses - moderate difficulty- training aimed at improving certain abilities and skill Fun is not a priority
• How many years does it does it take at least to become an expert in most domains? a) 5 b) 7 c) 10 d) 15 10
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• What is not a feature of deliberate practice? FUN
• Why does not everyone become an expert? 1) Limited resources 2) limited Motivation 3) limited Effort
• What are Characteristics of Experts? -outstanding domain specific memory - higher level of performance - adaptation to unusual presentation (flexibility) Memory: *storing+recall of relevant knowledge is improved -->faster&complex pllaning Working Memory:*superior in their domain at monitoring and evaluating implemented solutions Prior knowledge --> comprehend fast what need to be done next 
• Critisicm on deliberate Practice people differ in the amount of delib.practice they need to become experts may require less than 10.000 hours of deliberate practice performance to reach an outstanding performance level
• Improvement of crucial skills build on existing skills focusing on weaknesses  allow for sufficient recovery
• Agressive Behaviour Act of behaviour with the intention to harm or tease someone (mit der Absicht jmd zu verletzen oder zu nerven)
• Violence Extreme Type of agressive Behaviour
• Media with violent content Shows intentional acts of behaviour from fictional/real people who harms others
• General Agression Model (GAM) -> shows short term effects of agression... Situational or Personological Variables can effect 3 mechanisms (e.g. one shouts at you) 1. Cognition ( agressive thoughts...) 2. Emotion (you feel angry) 3. Arousal ( youre arroused, erregt, your reacting more agressive because of your arousal) that leads to an automatic perception of the situation as hostile  that leads to a specific behaviour type (e.g. slapping the guy) which then leads to a behaviour of your oponnent as well (slaps back) than youre starting at the beginning again
• Do violent video games lead to aaggressive behaviour in short term? can cause agressive thoughts and feelings in laboratory... labarotary is not real life correlation but no real causation
• Long-Term effects (GAM) Repeated violent game playing --> having agressive beliefs and thoughts and attitudes --> Wahrnehmung, Erwartung und Verhalten werden von agressiven Mustern geprägt --> führt zu einer Desensibilierung gegenüber Gewalt => Steigende agressive persönlichkeit
• According to the GAM, which factors can lead to a long term change to an agressive personalty cause by playing violent video games? a) Factor 1: Players learn aggressive behaviour patterns. b) Factor 2: Players become desensitized toward aggression. c) Factor 1 and Factor 2 can both lead to a change of an aggressive personality through playing violent video games. d) None of the factors. According to the model there are no long term changes in the personality after consuming violent video games. Factor 1 + Factor 2
• What is the most important advantage and the most importand disadvantage of experimental studies investigating violent video games and agressive behaviour? What is the most important advantage and the most important disadvantage of experimental studies investigating violent video games and aggressive behaviour?a) They allow research on aggressive behaviour under controlled conditions, but can only investigate short term effects.b) They allow research on multiple influencing factors of aggressive behaviour, but the studies are very expensive.c) They allow investigting causal relationships, but the dependent variables do not have high ecological validity.d) They allow predicting criminal behaviour, but neglect other factors besides the consumption of violent video games.
• Summary of LongTerm Effects Playing violent games is linked to increased agressive behaviour + crime but only for men with high trait aggression ( mit hohen Agressionseigenschaften)
• Catalyst Model of violent crime GENETIC PREDISPOSITIONS + FAMILY VIOLENCE EXPOSURE                                            ⇓ influence on temperament agressive personality higher motivation for violence violent behaviour
• Zusammenfassung Debate about Media+Agression Relationship acknowledged by many researchers and APA task-force•Small to moderate relationship•Different models to explain the effects•Other variables more influential•Real-world impact is questionable•Biggest problem: lack of ecological validity and selection hypothesis
• Real World Impact ammount of video game players is increasing, but crime and agressivity is decreasing (--> is against a causality)
• Key Characteristics of eating disorder -biased body perception (verzerrte) -low or over control about eating behaviour -extreme dieting, bienge eating  -extrene behaviour to control bodyweight and shape 
• Prevelance & Genetic predispositions Anorexia 0.7-0.9% (females)  0-0.3%(males)Bulimia 1.6-3.0% (females)    0.15-0.5% (males) Genetic Predispositions Heritability of Anorexia: 48%-76%Heritability of Bulimia: 50%-83%
• Risk factors for eating disorders (prenatal complications) -preterm birth (früh Geburt) --> increased risk for anorexia -complications at birth -- brain damage -- early feeding difficulties --increased risk for anorexia
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• Sociocultural risk-factors for Eating Disorders high SES: - more anorexia and              - lower bodyweight parental education: no relationship occupations: more eating disorders in occupations in which a low bodyweight is required (models, dancers etc.)
• Further Risk Factors "beauty ideal" (das was als schön definiert wird)-changed since 20th century-less eating disorders in earlier cohorts "social pressure" (media zb) "Trait"(perfektionismus) "high social anxiety" "biol. differences" in reward system for eating  overweight
• Risk Factor Beauty Ideal 1. Being exposed to beauty ideal 2. Internalisation of beauty ideal  3. Experiencing ideal-self discrepancy 4. Dissatisfaction with own body , dieting+restriction 1. Dem Schönheitsideal ausgesetzt sein 2. Verinnerlichung des Schönheitsideals  3. Erleben der Ideal-Selbst-Diskrepanz 4. Unzufriedenheit mit dem eigenen Körper , Diät+Einschränkung
• Influence of Advertises on Body dissatisfaction increased dissatisfaction with own body higher weight anxiety -- social comparison --appereance focus
• Body Dissatisfaction & Instagram the more time women spend on instagram --> higher physical appereance anxiety --> body image disturbance(störung) ----> SOCIAL COMPARISON MEDIATES the relationship -decreased self reated attractiveness (more depressive symptoms, lower self esteem)
• Effect of Thin Models on Body satisfaction presentation of thin models --> negatively effects body satisfaction Effect is bigger for young participants
• Alfred Binet Originatior of intelligence tests measured inteligence by a compariosn mental age and chronological age
• IQ (Rechnung) (mental age / chronoligcal age) x100 = IQ
• What is Intelligence? it is what intelligence tests are measuring
• G-factor allgemeiner Intelligenzfaktor (g-factor) all branches of intellectual activity have in common one fundamental function
• Hierarchical Model of g-factor a) Fluid Intelligence: - ability to understand new and abstract concepts - schnelle Auffassungsgabe (How you solve problems) b) Crystalline Intelligence: -accumulation of your knowledge -dein wissen
• Fluid vs. Crystalline Intelligence Fluid: declines over the life-span Crystalline: increases over the life span
• Reliability and Validity Reliability: How consisten is a measure in its result Validity: does the test measure what it is intend to measure
• ? IQ Scores 140 Prof 130 Architects, Lawyers 120 School teachers, managers..
• Multiple Intelligence (7)! Verbal understanding verbal fluidity inductive&deductive thinking spatial visualization numerical reasoning memory  perceptual speed
• Trarchical Theory of succesful intelligence 1) ANALYTICAL-abilities to analyze, judge and evaluate 2) PRACTICAL-abilities to put into practice, apply, use and implement 3) CREATIVE-abilities to create, discover, invent. imagine and explore
• Emotional Intelligence -perception of emotions -using emotions for thinking -understanding emotions -emotion regulation
• Effort on IQ Test Effort influences the scores of intelligence tests the more effort the better the score
• Types of Knowledge situative = how to act in certain situations declarative= facts, terms etc. procedural= whicht action leads to succes? strategic= meta-cognitive (problem solving)
• Prior Knowledge --> for overcoming problems Experts possess(verfügen) high domain-specific knowledge Enables efficient problem solving strategies Enables improved identification and maintaining of relevant information 

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