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Methods for Enhancing Memory Performance in a Type of Learning (Forgetting) of Categorized Mind States
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Volume 3 Issue 4 February - April 2010

Article

Learning How To Become A Writer In Elementary School:A Review Of The Literature From Cognitive, SocialCognitive, Developmental, And SocioculturalPerspectives

Agnes Cave*

Department of Education, The Catholic University of America

Agnes Cave (2010). Learning How To Become A Writer In Elementary School: A Review Of The Literature From Cognitive, Social Cognitive, Developmental, And Sociocultural Perspectives. i-manager’s Journal on Educational Psychology, 3(4), 1-13. https://doi.org/10.26634/jpsy.3.4.1129

Abstract

This article seeks answers to questions, such as how children's writing develops and how young students express themselves in writing at various stages of their development. This article reviews the literature through a wide lens as itexamines elementary students' writing and is intended to lead to a more comprehensive understanding of developmental, cognitive, social cognitive, and sociocultural variables that impact writing. Research indicates that as children gain more expertise in writing, they tend to focus more on content and their audience rather than the surface structures of their text. They become more able and willing to make substantial and meaningful revisions in their text and consider that process as a part of writing rather than an add-on activity focusing on superficialities. Error avoidance and knowledge-telling' are replaced by knowledge transformation and meaningful communication that result in qualitatively different writing. Of course, teachers play a major role in this development as what they tend to focus on in class becomes the focus for their children as they learn to express themselves. Even though younger elementary students have fewer automated skills and their cognitive resources are spent on mostly local tasks, they can function as competent problem solvers and writers. They just need scaffolding and instruction based on the understanding that children’s cognitive processes are also impacted by their literacy environment and community. Once these general theories of cognition, development, and socialization are well understood, research-based curricula and effective instruction based on best practices can be designed to improve children's writing achievement.

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Article

Insights Into Second Language Acquisition Theory AndDifferent Approaches To Language Teaching

R. Joseph Ponniah*

Assistant Professor at National Institute Of Technology, Trichirappalli, India

Joseph Ponniah (2010). Insights Into Second Language Acquisition Theory And Different Approaches To Language Teaching. i-manager’s Journal on Educational Psychology, 3(4), 14-18. https://doi.org/10.26634/jpsy.3.4.1130

Abstract

This paper attempts to review second language acquisition theory and some of the methods practiced in language classes. The review substantiates that Comprehensible input as the crucial determining factor for language acquisition and consciously learned linguistic knowledge can be used only to edit the output of the acquired language sometimes before or after the production. It is also confirmed that the process of acquiring a second language is similar to the process acquiring L1 and, therefore, the teaching method that provides more input is more effective than the method that insists on conscious learning.

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Article

Challenges For The Development Of The LearningProcess Of Emotional, Social And CivicCompetence In Spanish Education FromA Psycho Pedagogical Perspective

Jacobo Cano* , D. Fancisco Royo Mas, Manuel Fandos Igado*

Assistant Professor at National Institute of Technology, Trichirappalli, India.

Department of Educational Sciences. University of Zaragoza.

Public Relations Officer Master.D

Jacobo Cano, Francisco Royo Mas and Manuel Fandos Igado (2010). Challenges For The Development Of The Learning Process Of Emotional, Social And Civic Competence In Spanish Education From A Psycho Pedagogical Perspective. i-manager’s Journal on Educational Psychology, 3(4), 19-26. https://doi.org/10.26634/jpsy.3.4.1131

Abstract

The phenomenon of violence, in its different forms and varieties; the peak of aggravated nationalists and extremists; poverty; the different movements of migration; the role of religion, the perception of the deterioration of politics; the need for an impulse of associated movement; the need to adapt to the roles that should confront the educational institutions and the social changes that are reflected in the different unions between people, are some of the aspects that offer us a necessary framework to approach an emotional, social education and to educate the future citizens, which will able the construction of a supportive, fair, peaceful society, and where, especially, freedom and equal opportunities are respected as fundamental rights.The role and the objectives of the development of emotions and the social and civic competence are analysed, in a European context, stressing the need of a multidisciplinary and collaborative work from the psycho pedagogical field. It is necessary to indicate that the fields of orientation are diverse, on a personal, academic, professional, family or social level with the perspective of the need to implement diverse programmes of intervention, in a preventative way and for the integral education of the individual students, aimed at all of the educational community — opening up to the formal, informal and not formal spheres — related to the emotional, social and civic competence.

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Research Paper

The Learning Community And Help-Seeking Behavior

Tamika Backstrom* , Thomas Kordinak S, Marsha Harman J*, Jerry Bruce J****

* Doctoral Candidate in Clinical Psychology, Sam Houston State University.

Professor of Psychology in the Department of Psychology and Philosophy, Sam Houston State University

* Professor of Psychology in the Department of Psychology and Philosophy, Sam Houston State University

**** Professor of Psychology in the Department of Psychology and Philosophy, Sam Houston State University.

Tamika Backstrom, S. Thomas Kordinak, Marsha J Harman and A. Jerry Bruce (2010). The Learning Community And Help-Seeking Behavior. i-manager’s Journal on Educational Psychology, 3(4), 27-37. https://doi.org/10.26634/jpsy.3.4.1132

Abstract

This research investigated the factors in the learning community that reportedly contributed to the help-seeking behavior of children, specifically the relationship between juvenile crime victimization and help-seeking behavior. Students were interviewed using a questionnaire, which assessed their victimization history, their experience with help seeking behavior from these events, the environmental characteristics surrounding the event, and the presence or absence of social support. A Chi-Square analyses were conducted on all the variables. The study concluded that the major factors decreasing help-seeking behavior were a lack of confidence in the teachers' willingness to help and a lack of positive peer relationships.

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[30]. Rennison, C.M. (2007). Reporting to the police by Hispanic victims of violence. Violence and Victims, 22(6), 754-772

[31]. Rigby, K. & Slee, P. T. (1991). Bullying among Australian school children: Reported behavior and attitudes towards victims. Journal of Social Psychology, 131(5), 615-628.

[32]. Scheithauer, H., Hayer, T., Petermann, F., & Jugert, G. (2006). Physical, verbal, and relational form of bullying among German students: Age trends, gender differences, and correlates. Aggressive Behavior, 32, 261-275.

[33]. Smith, J., Twemlow, S.W., & Hoover, D.W. (1999). Bullies, victims, & bystanders: A method of in-school intervention and possible parental contributions. Child Psychiatry & Human Development, 30(1), 29-37.

[34]. Spilsbury, J.C. (2002). 'If I don't know them, I'll get killed probably': How children's concerns about safety shape help-seeking behavior. Childhood, 9, 101-117.

[35]. Unnever, J.D., & Cornell, D.G. (2004). Middle school victims of bullying: Who reports being bullied? Aggressive Behavior, 30, 373-388.

[36]. Watkins, A.M. (2005). Examining the disparity between juvenile and adult victims in notifying the police: A study of mediating variables. Journal of Research in Crime and Delinquency, 42(3), 333-353.

[37]. Weinhold, B.K. (2000). Uncovering the hidden causes of bullying & school violence. Counseling & Human Development, 32(6), Retrieved from http://findarticles.com /p/articles/mi_qa3934/is_200002/ai_n8895278

[38]. Westcott, H.L., & Davies, G.M. (1995). Children's helpseeking behavior. Child: Care, Health, and Development, 21(4), pgs. 255- 270.

[39]. Williams, F., & Cornell, D.G. (2006). Student willingness to seek help for threats of violence in middle school. Journal of School Violence, 5(4), 35-49.

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Research Paper

A Study on Unheeded Affective Domain Affects the Affection on Neighbourhood

G. Singaravelu*

Reader, UGC-Academic Staff College, Bharathiar University, Coimbatore

G. Singaravelu (2010). A Study On Unheeded Affective Domain Affects The Affection On Neighbourhood. i-manager’s Journal on Educational Psychology, 3(4), 38-42. https://doi.org/10.26634/jpsy.3.4.1133

Abstract

Three domains have to be developed for making a perfect man. Affective domain is indispensable for protecting the aged parents, encouraging the moral values and changing the positive attitude of the learners. All the parents, policy makers and academicians expect to develop the cognitive domain of the learners but they fail to improve the domains of affective as well as psychomotor. Affective domain deals with the attitude of the learner and the emotional part of the learning. The skills that a person acquires in (or owing to) this domain are used more in humanities or arts subjects. Objectives of the study: (i) To assess the development of three domains. (ii)To find out the significant association on the opinion on affective domain between the teachers of male and female.(iii) To find out the remedial measures to develop affective domain. Methodology: Survey method was adopted in the study. Sample: One hundred pupils studying in standard XII and ten teachers from Government Higher secondary school, Thondamutur were selected as samples for the study. Tool: Researcher's self-made questionnaire to the students and an opinionnaire to the teachers were used as tools for the study. Procedure of the study: 1.Assessing the development of domains, 2. Identifying remedial measures . Findings: Affective domain is not yet developed.

References

[1]. Rengasamy. A, Balasubramanian. P & Sweety Nirmala. R (2007). The Psychology of Learning, i-manager's Journal on Educational Psychology, Vol.1, No.1. May-July 2007

[2]. Rookey. T, Jerome Valdes & Aline. L (1972). A Study of Individually Prescribed Instruction and the Affective Domain. Eric Ed178449.

[3]. Karin Kirk (2007). The affective domain in Teaching, Original image, Diagram Comparing Affective domain Vs Cognitive domain, Science Education Resource centre, Carleton college, USA.

[4]. Mary Miller (2009) Learning and Teaching in the Affective Domain, http://www.coe.uga.edu/epltt/affective. html.

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Research Paper

Ego And Leadership Among Adolescents

Thanga Rajathi Sethurajan*

Assistant Professor in Department of Educational Technology, Bharathiar University, Coimbatore.

S. Thangarajathi (2010). Ego And Leadership Among Adolescents. i-manager’s Journal on Educational Psychology, 3(4), 43-50. https://doi.org/10.26634/jpsy.3.4.1135

Abstract

The period of adolescence is designated as the period of storm and stress and age of revolt. This is considered as being one of the most difficult stage in the life of any individual. Thus adolescence is the most critical stage with a distinct phase of rapid physical, psychological and social behavioral changes and emotional disturbances. As Ego is the perceptual centre of personality, it decides the behavior of every individual. This study was taken up to see the relationship between Ego and Leadership among adolescents with reference to their Sex, School Kind, School Type, Medium of Instruction, School Locality, Family Type, Parental Occupation and Participation in Extra -curricular activities. For the present study, survey method was employed and a sample of 200 students studying in IX, X, XI and XII standard was selected from ten High schools and Higher Secondary schools in Coimbatore district by adopting random sampling technique. The investigator specially constructed and standardized the Ego evaluator and Leadership Evaluator tools for the present study. It is found that i) There is a negligible relationship between Ego and Leadership among Adolescents ii) There is no significant difference in Ego with respect to their Sex ,School Locality, Family Type, Parental Occupation and Participation in Extra curricular activities iii)There is a significant difference in Ego with respect to their School Kind, School Type, Medium of Instruction iv)There is no significant difference in Leadership with respect to their Sex ,School Kind, Medium of Instruction ,School Locality, Family Type ,Parental Occupation, Participation in Extra-curricular activities and v)There is a significant difference in Leadership with respect to their School Type.

References

[1]. Barbara.M.Gfellner(1986).“A study on ego development and moral development in relation to age and grade level during adolescence”. Journal of Youth and Adolescents. Vol 15. April, 1986.

[2]. Best W.John and Khan V.Jamen(2004) Research in Education, New Delhi: Prentice Hall of India.

[3]. Caroline.K.Waterman and Alan.S.Waterman(1974). “ Ego identity status and decision styles”. Journal of youth and Adolescents. Vol 3. March, 1974.

[4]. Deshpande.S.(1983). “An analytical study on Leadership qualities in junior college students in Vidarbha region”. Fourth survey of research in education, Vol.1,page 144

[5]. Edmunds Alan Louis (1993). ” A study on relationship among leadership in academically gifted high school students”. Dissertation Abstracts International Vol 55 no 7 Jan 1995 p- 1906 A.

[6]. Gerold,R.Adams and Judy A.Shea (1978). “A study on the relationship between identidy status, locus of control and ego development ”. Journal of youth and Adolescents. Vol 8.March,1979.

[7]. Harrel Cherri.R (2004) “The relationship between ego development and parenting styles”. Dissertation Abstracts International Vol. no.2 Aug 2004 p-419 A

[8]. Johi.J.K.(1984) ”a study of ego- identity and values of adolescents living in hill areas of kumaun region in relation to the perception and home environment”. Fourth Survey of research in Education Vol.1 pp. 377.

[9]. Kumar,Awadhesh(1986) “A study of ego involvement, level of aspiration and associated factors in relation to achievement at graduation level” Fourth Survey of research in Education Vol.1 pp. 831.

[10]. Mangal S.K.(2006) Advanced Educational Psychology, New Delhi: Prentice Hall of India Private Limited

[11]. Mehttretter,Glenn William(1995). “The contribution of complexity of mental processing and stage of ego development to transform leadership”. Dissertation Abstracts International Vol.57 No.3 Sep 1996 p-1223A.

[12]. Mulia.R.D.(1990) “A study on Leadership Behaviour of students in context of their streams, sex and level of adjustment” Fifth Survey of research in Education Vol.2 page-912.

[13]. Sheila.D.Ginsburg and Jacob.L.orlofsky. (1981) ”The relationship of identity status to ego development and locus of control in college women”. Journal of Youth and Adolescents. Vol 10.August, 1981.

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The Pass Theory Of Cognitive Processing

K. C. Rijumol* , Thanga Rajathi Sethurajan, Ananthasayanam R.*

* JRF UGC, Department Of Educational Technology, Bharathiar University, Coimbatore.

Assistant Professor, Deportment Of Educational Technology, Bharathiar University, Coimbatore

* Professor & Head, Department of Educational Technology, Bharathiar University, Coimbatore

Rijumol K.C, S. Thangarajathi and R. Ananthasayanam (2010). The Pass Theory of Cognitive Processing. i-manager’s Journal on Educational Psychology, 3(4), 51-55. https://doi.org/10.26634/jpsy.3.4.1136

Abstract

Traditional IQ technology, crystallized by the seminal work of Binet and Wechsler as well as others, has played a critical and profound role in psychology, making intelligence testing among the most important contributions psychology has made to society (Anastasi & Urbina, 1997). But this technology has limits; it has not had the advantage of increased understanding of specific human abilities. There has been a significant movement toward measuring specific abilities as alternatives to traditional IQ tests (Naglieri, 1997). This new breeds of tests include the CAS (Naglieri & Das, 1997), Differential Ability scales (DAS; Elliott, 1990),Kaufman Adolescent and Adult Intelligence Test (KAIT; Kaufman & Kaufman,1993), K-ABC (Kaufman & Kaufman,1983), and Woodcock-Johnson Revised Test of Cognitive Ability (WJ-R; Woodcock and Johnson,1989). The authors of these tests have made efforts to modernize the traditional IQ test th technology that has dominated most of the 20 century. This paper discusses about the IQ tests, history and its evolution. The latter half focuses on Cognitive Assessment System which is based on PASS theory of cognitive processing and its educational Implications.

References

[1]. Kaufman, A, S., & Kaufman, N.L (1983). The Kaufman Assessment Battery for children: Interpretative manual. Circle Pines, MN: American Guidance Service

[2]. Wechsler, D. (1997). Wechsler Adult Intelligence Scale (3rd ed.). San Antonia (TX): The Psychological Corporation

[3]. http://www.wikipedia.org

[4]. Naglieri, J.A and Das, J.P (1997) Intelligence revised: The PASS cognitive processing Theory. Handbook on Testing pp.136-163.Greenwood press, Westport, CT

[5]. Luria,A.R. (1966). Higher Cortical Functions in Man, Basic Books, NewYork

[6]. Naglieri Jack A. etal (1993) “Confirmatory Factor Analysis of the Planning, Attention, Simultaneous, Successive (PASS) Cognitive Processing Model for a Kindergarten Sample” Journal of Psychoeducational Assessment, Vol. 11, No. 3, pp 259-269

[7]. Naglieri, Jack A. etal (1989) “An Exploratory Study of Planning, Attention, Simultaneous, and Successive Cognitive Processes” Journal of School Psychology, Vol.27, No.4, pp. 347-364

[8]. Johnson A. Judy (2003) “Discriminant Validity of the Cognitive Assessment System for Students with Written Expression Disabilities”, Journal of Psychoeducational Assessment, Vol. 21, No. 2, pp 180-195

[9]. Daley et.al(1997) “PASS model processes of children with Emotional Disability”, Reports-Research (143)

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Volume 3 Issue 4 February - April 2010

Learning How To Become A Writer In Elementary School:A Review Of The Literature From Cognitive, SocialCognitive, Developmental, And SocioculturalPerspectives

Agnes Cave*

Department of Education, The Catholic University of America

Agnes Cave (2010). Learning How To Become A Writer In Elementary School: A Review Of The Literature From Cognitive, Social Cognitive, Developmental, And Sociocultural Perspectives. i-manager’s Journal on Educational Psychology, 3(4), 1-13. https://doi.org/10.26634/jpsy.3.4.1129

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Insights Into Second Language Acquisition Theory AndDifferent Approaches To Language Teaching

R. Joseph Ponniah*

Assistant Professor at National Institute Of Technology, Trichirappalli, India

Joseph Ponniah (2010). Insights Into Second Language Acquisition Theory And Different Approaches To Language Teaching. i-manager’s Journal on Educational Psychology, 3(4), 14-18. https://doi.org/10.26634/jpsy.3.4.1130

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Challenges For The Development Of The LearningProcess Of Emotional, Social And CivicCompetence In Spanish Education FromA Psycho Pedagogical Perspective

Jacobo Cano* , D. Fancisco Royo Mas**, Manuel Fandos Igado***

*Assistant Professor at National Institute of Technology, Trichirappalli, India. **Department of Educational Sciences. University of Zaragoza. *** Public Relations Officer Master.D

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The Learning Community And Help-Seeking Behavior

Tamika Backstrom* , Thomas Kordinak S**, Marsha Harman J***, Jerry Bruce J****

Tamika Backstrom, S. Thomas Kordinak, Marsha J Harman and A. Jerry Bruce (2010). The Learning Community And Help-Seeking Behavior. i-manager’s Journal on Educational Psychology, 3(4), 27-37. https://doi.org/10.26634/jpsy.3.4.1132

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A Study on Unheeded Affective Domain Affects the Affection on Neighbourhood

G. Singaravelu*

Reader, UGC-Academic Staff College, Bharathiar University, Coimbatore

G. Singaravelu (2010). A Study On Unheeded Affective Domain Affects The Affection On Neighbourhood. i-manager’s Journal on Educational Psychology, 3(4), 38-42. https://doi.org/10.26634/jpsy.3.4.1133

Abstract

References

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Ego And Leadership Among Adolescents

Thanga Rajathi Sethurajan*

Assistant Professor in Department of Educational Technology, Bharathiar University, Coimbatore.

S. Thangarajathi (2010). Ego And Leadership Among Adolescents. i-manager’s Journal on Educational Psychology, 3(4), 43-50. https://doi.org/10.26634/jpsy.3.4.1135

Abstract

References

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The Pass Theory Of Cognitive Processing

K. C. Rijumol* , Thanga Rajathi Sethurajan**, Ananthasayanam R.***

* JRF UGC, Department Of Educational Technology, Bharathiar University, Coimbatore. ** Assistant Professor, Deportment Of Educational Technology, Bharathiar University, Coimbatore *** Professor & Head, Department of Educational Technology, Bharathiar University, Coimbatore

Rijumol K.C, S. Thangarajathi and R. Ananthasayanam (2010). The Pass Theory of Cognitive Processing. i-manager’s Journal on Educational Psychology, 3(4), 51-55. https://doi.org/10.26634/jpsy.3.4.1136

Abstract

References

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Pdf

Jacobo Cano* , D. Fancisco Royo Mas, Manuel Fandos Igado*

Assistant Professor at National Institute of Technology, Trichirappalli, India.

Department of Educational Sciences. University of Zaragoza.

Public Relations Officer Master.D

Tamika Backstrom* , Thomas Kordinak S, Marsha Harman J*, Jerry Bruce J****

K. C. Rijumol* , Thanga Rajathi Sethurajan, Ananthasayanam R.*

* JRF UGC, Department Of Educational Technology, Bharathiar University, Coimbatore.

Assistant Professor, Deportment Of Educational Technology, Bharathiar University, Coimbatore

* Professor & Head, Department of Educational Technology, Bharathiar University, Coimbatore