ᡇΙȃఀىЖ౩ᏰȞeducational psychologyȟޟཎဎȈंـৱҡҺཐϣଢ଼ޟఀᏰᐣแȂቨ໌ఀᏰਝȂ࡚ҳفಛޟܒ౩፣Ȅ ᡀ ᡀ ᡇÈѠڙڐघȞclassical cond.ȟȈPavlovȄ ᡇǀᖒ๖፣ ᡆ ᡀ ໔Ͻ ᡀ ᡀΠ ȃ ࣏ ˕ ࣏ к ဎ Ȟ ᡅÉώڙڎघȞinstrumental cond.ȟȈThorndike ⎯⎯⎯→ ᐇհڙघȞoperant cond.ȟȈSkinnerȄ ᡆ ᡀ ᡀ behaviorismȟȈWatson ᡅǁོޥᏰಬȞsocial learningȟȈBanduraȄ ᡀ ᡀ ᡀ ᡇÈ FreudȞ1896ȟȄ ᡀ ᡇǀᆠડϷݙȞpsychoanalysisȟ ᡀ ᡀ ᡆÉؚۡܒ፣Ȧ6 ྑۡΙҡȈҏרȞidȟඑՌרȞegoȟඑ຺רȞsuperegoȟȧȄ ᡀ ᡀ ᡀ ᡀ ᡀ ᡅÊዖཎᜋȞunconsciousnessȟȄ ᡀ ᡀ ᡀέȃЖ౩ᐣแ ᡀ È BrocaȄ ᡆǁҡ౩Ж౩ᏰȞphysiological psychologyȟ ᡇ ᡀ ᡆ ᡀ ᡀ ᡅÉသ & ડငفಛȄ ᡀ ᡀ ᡀ ᡀ Èีҡޣᜋ፣Ȟgenetic epistemologyȟȈPiagetȄ ᡇ ᡀ ᡀ ᡅǂᇯڥޣөȞcognitive approachȟ ᡆ ᡀ ᡅÉଉ౩౩፣ȞInformation Processing TheoryȇIPTȟඑࡣ೩ᇯޣȞmetacognitionȟȄ ᆱᡀ ፣ᡀ ᡇǀᏰҡϛЖఀىᢎȞlearner-centered educationȟȈRogersȄ Ѳȃএᡝ˕Ρҏ፣Ȟhumanistic approachȟ ᡆ Ѕᡀ ᡀ ᡅǁՌרᄂ౪፣Ȟself-actualization theoryȟȈMaslowȄ ंᡆ ᡀ ǀཎဎȈၼҢفಛПݲ౩୰ᚠȂี౪ٱᄂઍࣺȂؑڏন౩নࠌȂႀڗජक़එ၌ភඑႱกඑڙඑቨ໌ҡࣀࠢ፴ޟҬޟ ᡇ ـᡀ ᡀ ɂஅȁ ҏ ȁं ȁـɃ ɂᔖȁҢȁंȁـɃ ᡀ ȄٽԃȈఀىЖ౩ᏰȞeducational psychologyȟȄ Пᡀ ᡀ ᡀ ݲᡀ ᡀ ᡇʇᄂᡛࡉᄂᡛݲȞlaboratory experimentȟȈϱ ᡀ ᡀ ᡀ ᡀ ᡀ ᡇ ᆍ ᡆ ӵਝ࡙Ȟinternal validityȟଽȄ ᡀ ᡀ ᡀ ᡀ ᡀ ᡀ ᡀ ᡅʈᄂӴᄂᡛ)ݲfield experiment*ȈѴӵਝ࡙Ȟ ᡀ ᡀ ᡀ සeᄂᡛݲȞexperimental methodȟ ᡆ external validityȟଽȄ ᡀ ᡀ ᡀ ᡀ ᡀ ᡀ ᡀ ᡀ ϛϭᡐ ʇᓺᘈȈӰݎᜰ߽ȃ१ፒᡛᜌȄ ᡀ ᡀ ᡇ ᡀȁՌᡐ)IV* ජජඤඤඤඤඓ ٷᡐ)DV* ᡀ ᡀ ᡀ ᡅ ຟቋ ᡆ )intervening V* ᡀ ᡀ ᡅʈ ીᘈȈᡐᐇڧי३ڙȃѴӵਝ࡙ϚٗȄ ᡀ ᡀ ᡀ ᡀ ᡀ ʇ r ຝ 0 ғࣺᜰȄ ᡀ ᡇ ᡀ ᡀ XY ᡀ ᡀ ᡀ ᡀ ස ʈ rXY ພ 0 ॒ࣺᜰȄ ᡀ ᡀ ᡀ ᡀ ᆍ ᡆ ᡀ ᡀ ᡀ ᡀ ᡀ ᡅʉ rXY ຓ 0 ႭࣺᜰȄ ᡅϤȃऋᏰं ـᡆ ᡀfࣺᜰݲȞcorrelational methodȟ ᡆ ᡀ ᡀ ᡀ සÈ໔ϽंـȞ ᡀ ʇᓺᘈȈᇳ݂ڍএᡐᡐଢ଼ޟПөڷแ࡙Ȅ ᡀ ᡀ ຟቋ ᡇ ᡀ ᡀ ᡆ ᡀ ළ ᡀ quantiative ᡀ ᡀ ᡅʈીᘈȈฒݲ௰፣ӰݎȄ ᡀ ᡀ ᡀ ᡇ ᆍȈසΨʝܒөʝԙ൷ʝΡਿȄ ᡀ researchȟȞ ᡀ ᡀ ᡀ ᡀ ᡀ ᡆ ᡀȁᡒᒮᄂᜌȇ ᡀgกᡛݲȞtest methodȟ ᡆ ᡀ ᡇʇᓺᘈȈ࡚ҳலȃᠦտএտ৯Ȅ ᡀ ᡀ ᡀ ᡅ ຟቋ ᡆ ᡀ ᡀ ջც३ ڙᡀ ᡀ ᡅʈીᘈȈڧၐޟޱМϽधශ & ІᔖЖөЅࢊกცϚܾڙȄ ᡀ ᡀ ᡀ ලႇ௰፣ȟ ᡀ ᡀ ᡇʇ୰ݲڢȞquestionnaire methodȟȄ ᡀ ᡇ ᆍ ᡆ ᡀ ᡀ ᡀ ᡀ ᡀ ᡅʈఐፙݲȞinterview methodȟȄ ᡀh፡ࢥݲȞsurvey methodȟ ᡀ ᡆ ᡀ ᡀ ᡀ ᡀ ᡀ ᡀ ᡇʇᓺᘈȈᎌҢܻષܒ୰ᚠȄ ᡀ ᡅ ຟቋ ᡆ ᡀ ᡀ ᡀ ᡀ ᡅʈીᘈȈסޱᇲ৯Ȟvolunterr's errorȟȃТཷਝݎȞhalo ᡀ ᡀ ᡀ ᡀ ᡀ effectȟȃԌُਝݎȞhron effectȟȄ ᡀ ᡀ ᡀ ᡀ ᡀ ᡀ ᡀ ᡇʇცȈՌณᢎᄆʝڙᢎᄆȄ ᡀ ᡀ ᡇ ᆍ ᡆ ᡅǁᆍ ᡆ ᡀ ᡀ ᡅʈᜰ߽ȈѴᢎᄆʝᢎᄆᇄʝᇄᢎᄆʝׇӒᇄȄ ᡀ ᡀ ᡀ ළiᢎᄆݲȞobservational methodȟ ᡆ ᡇʇᓺᘈȈІᔖ࣏ઍᄂ७ᇼȂΙЙၥਟȄ ᡀ ᡀ ᡅ ຟቋ ᡆ ᡀ ᡅʈીᘈȈᢎᄆܚு༉౪ຫዐ఼ȂٽԃȈᓓਝᔖȞ ᡀ ᡀ Hawthorne effectȟȄ ᡀ ᡀ ᡇ ᓺᘈȈএਰᐿ੫ȃፒᚕၥਟȄ ᡀ සeএਰंـȞcase studyȟ ⎯࣏Ѭ ⎯⎯ ⎯→ ਰ ٽᡆ ᡀ ᡀ ᡅ ીᘈȈၥਟѶઍϚӒȃᜲо१ፒȄ ᡀ ᡀ ᡀ ᡀ Lewin ඪюȄ ᡇ ᡀ ᡀ ᡀ ᡀ ᡀ ᡀ ᡇʇ፡ᄂҢܒȂо၌ؚ୰ᚠ࣏ᏲөȄ ᡀ ᡀ ᡀ ᡀ ᡀ ੫ ᡀ ᡀ ᡆʈܚு๖፣ᔖҢܻώհൟӫȂٺώհΡষᕕுடཾԙߝȄ ᡀ ᡀ ᡀ ᡀ ᡀ ᡅʉ፡։ਢᔖҢȄ ᡀfଢ଼ंـȞaction ᡀ ᡀ ᡆ ᡀÉ፴ϽंـȞ ᡀ ؏Ȉี౪୰ᚠඑࣨۡٮϷݙ୰ᚠඑ૩ᔣॎหඑᎧ។Мᝦඑওғॎหඑᄂ methodȟ ᡀ ᡀ ළ ᡀ ᡀ qualitative ᡀ ᡀ ࢊॎหඑᔮଆȃওғȃӔᄂࢊඑ๖፣ & ൢ֙Ȅ ᡀ ᡀ research ȟ ᡀ ᡀ ᡇʇϚܾঙंڷޱـώհُޱՓȄ ᡀ ᡀ ȞՌณ౪ຫ ᡆ ३ڙ ᡅ ᡆʈϷώЅڞ፡ϚܾȄ ᡀ ᡀ кဎȇც ᡀ ᡅʉंޱـՌᡛႱِȄ ᡀ ३ڙ௰፣ȟ ᡀ ၥਟȈആႆΙЙȃΠЙၥਟ໌ϱӵȃѴӵᠦۡȄ ᡇ ᡀgᐣѬंـȞhistorical ᡀ ᡀ ᡆ ᡇʇᓺᘈȈѬᢎȞhistorical perspectiveȟџ౩ႆўცȂႀᠦѠ ᡀ researchȟ ᡀ ᡀ ᡀ ᡅ ຟቋ ᡆ ޣϬޟਝݎȄ ᡀ ᡀ ᡀ ᡅʈીᘈȈᐣѬၥਟҐڧ१ຜȃϚׇᐌȂᜲоऋᏰϽȄ ᡀ ᡀ ᡇ ၥਟȈఐፙȃҺϣհҢޟᢎᄆȃΡώᇧࠢޟᇔȄ ᡀ ᡀ ᡀ ᔮᜌၥਟȈέُᔮกݲȞtriangulationȟȄ ᡀ ᡀ ᡀ ᡅhΡᆍᇬȞethnographyȟ ᡆ ᡀ ᔖҢȈఀࡉҡᄘᏰȄ ᡀ ᡇʇᓺᘈȈ೩ܖ౩፣ၶϸӫᄂሬȂܾҡཱིݲࣼޟȄ ᡀ ᡅ ຟቋ ᡆ ᡅʈીᘈȈૉਢȃາᓀȂϚܾፒᇧȂᢎᄆَོޱϓᘙंـ๖ݎȄ
ᡇΙȃีȈএᡝҡڼۖڗჰತȂڧᒸ༈ȃԙዣȃᕗცȃᏰಬޟኇȂӵЖසࣀଢ଼ڷ࣏ΰҡ៉ܒᇄᘗܒᡐޟᐣแȄ ᡀ ᡇѝᐗᘞݲȞcross-sectional ᡇÈᓺᘈȈජᛲϚӣԑឭಢޟ੫Ȃࣸਢࣸᓀ ᡄ ᡀ ᡀ ᡆ ᡀ ᡀ џ៉ݲȞsequential method ᡅÉીᘈȈတᡝਝݎȞcohort effectȟ ᡀ Іࢎএտڷᐌᡝ ᡀΠȃंـП ݲᡆ methodȟ ᡀ ණ ⎯⎯ ⎯ ⎯ ⎯ ⎯ ⎯⎯→ ᡀ ȟȄ ีᗍ༖ ᡅў ᖃ ೱ ݲȞ longitudinal ᡇÈᓺᘈȈีԢጣ ᡀ ᡀ ᡆ ᡀ ᡀ methodȟ ÉીᘈȈڧၐࢺޱѶȃາਢາᓀ ᡅ ᡃ ᡀ ᡀ eஅ౩፣)schema theory*ȈѶᒋȞdisequilibriumȟඑᎌᔖ)adaptation*Ȅ ᡀ සÈ Piaget ีҡ ޣᡇ ᡀ ᡀ ᡀ ᡇӣϽ)assimilation* ᡀ ᡀ ᜋ፣Ȟgenetic ᡀ එಢᙑ)organization*එҁᒋ)equilibrium*Ȅ ᡆȁඑ ᡆ ᡀ ᡀ ᡀ ᡅ፡ᎌ)accommodation* ᡀ ᡇѝᇯีޣ፣ ᡀ ᡀ ᡀ epistemologyȟᡀ ᡀ ᡅfีࢲȈཐឈଢ଼հȞsensorimotorȟ0ʂ2 ྑʝࠉၼࡦȞpreoperationȟ2ʂ7 ྑʝڎ ᡀ ᡀ Ȟcognitive ᡀ ᡀ ᡆ ᡀ ᡝၼࡦȞconcrete operationȟ7ʂ11 ྑʝלԒၼࡦȞformal operationȟ11 ྑоΰȄ ᡀ ᡀ developmen- ᡀ ᡀ ᡀ ᡀ e ᡀ ᡇ Bruner ߒفಛ፣Ȟsystem of representation theoryȟȈଢ଼հߒȞenactiveȟʝלຫߒ ᡀ ᡀ tal theoryȟ ᡀ ᡀ ᡀ ᡀ ᡀ ᡀ ᡀ ᡀȁȞiconicȟʝಒဴߒȞsymbolicȟȄ ᡀ ᡀ ᡀ ᡆ É Neo-Piagetian ළ ᡇ ོޥМϽኇᇯีޣौશȄ ᡀ ᡀ ᡀ ᡀ ᡀ ᡀ ᡀ ᡀ ᇯࡦޣᆰڷᇭِีԤᜰȄ ᡀ ᡀ ᡅf Vygotsky ོޥᐣѬЖ౩Ᏸ ᡆ ᡀ ᡀ ᡀ ငҥᢁ࢜ȞscaffoldingȟႀڗџีୢȞZPDȟȄ ᡀ ᡀ ᡀ ᡀ ᡀ ᡅ џีୢȞZPDȟџҥଢ଼ᄘຟ໔กுȄ ᡀ ᡀ ᡀ ᡀў ᆠ ડ Ϸ ݙȞ ᡇÈ FreudȈܒЖ౩ี፣Ȟpsychosexual theory of developmentȟȈοȞoralȟ0ʂ1 ྑʝߞهȞanal* ᡀ ᡀ ᡀ ᡀ psychoanalysis* ᡀ ᡆȁ1ʂ3 ྑʝܒᏢȞphallicȟ3ʂ6 ྑʝዖӅȞlatentȟ7 ྑʂߧࢌʝܒڍȞgenitalȟʝߧࢌоࡣȄ ᡀ ᡀ ᡀ ᡀ ཱི ڷᆠ ડ Ϸ ݙᡀ ᡅÉ EriksonȈЖ౩ีོޥ፣Ȟpsychosocial theory of developmentȟȈ߬ӈ vs Ϛ߬ӈȞtrust vs mistrustȟ0ʂ2 ᡀ ᡀ ᡀ ᡀ ȞneoྑʝࣀዑՌк vs ನཛྷᛄᅸȞautonomy vs shame and doubtȟ2ʂ3 ྑʝՌଢ଼Ռี vs ଝᕻϱޞȞinitiative ᡀ ᡀ ᡀ ᡀȁpsychoanalysis* vs guiltȟ3ʂ6 ྑʝ༕Ꮽ໌ ڥvs ՌຶՌڠȞindustry vs inferiorityȟ6 ྑʂߧࢌʝՌרಛӫ vs ُՓ ᡀ ี ᡀέȃี౩፣ ᡆ ᡀ Ȟego identity vs role confusionȟߧԑʝᒑڷღ๖ vs ۞ҳႤᚔȞintimacy vs isolationȟԙԑʝᆠ ᡀ ᡀ ᡀ ᡀ Ψш ؘvs ᓟኀᒶᅗȞgenerativity vs stagnationȟϛԑʝׇछฒᏺ vs ඍᢎ๘ఖȞintegrity vs despairȟ Жᡆ ᡀ ᡀ ౩ᡀ ՂԑȄ ᡀ ᡀ Ᏸᡀ ᡀ ᡇ È Piaget Π፣ȈтࡡȞheternomousȟ5ʂ8 ྑʝՌࡡȞautonomousȟ8ʂ9 ྑȄ ᡀ ᡀ ᡀ ᡀ ᡀ ᡀ ᡇeࠉ߹ٽቹԩȞpreconventional levelȟ9 ྑоήȈᗗᆴ݈Ȟpunishment-obedienceȟඑ ᡀ ᡀџၾኈี ᡆ ᡀ ᡀ ᡀ ᡀ ᡀȁࣺᄇђցȞinstrumental-relativistȟȄ ᡀ ᡀ ᡀ ᡅÉ KohlbergȈέ ᡀ ᡀ ᡀ ᡀf߹ٽቹԩȞconventional levelȟ9ʂ20 ྑȈ൶ؑᇯџȞgood-boy-nice-girlȟඑ᠌ࡄȞ ᡀ ᡀ ᡀ ᡀ ȁϲࢲ፣ ᡀ ᡆ law and orderȟȄ ᡀ ᡀ ᡀ ᜲڍცกᡛȞ ᡀ ᡀ ᡀgࡣ߹ٽቹԩȞpostconventional levelȟ20 ྑоΰȈݽݲᢎ܈Ȟsocial contract legalisticȟඑ ᡀ ᡀ ᡀ ᡀ dilemmas testsȟ ᡀ ලগ౩Ȟuniversal ethical principleȟȄ ᡀ ᡀ ᡀ ᡀ ᡀ ᡅh߬Ӊ۠ܖఀȞfaith or religiousȟȄ ᡀ ᡀ ᡀ ᡀ ᡀ ǃ Bronfenbrenner ҡᄘفಛ፣Ȟecological systems theoryȟȈ ωفಛȇ ϛفಛȇ Ѵӵفಛȇ σفಛȇ ਢفಛȄ ᡀ ᡀ ᡀ ᡅ DŽ kübler-Ross ࠗ༌ϤࢲȞthe five stages of griefȟȈ ֏ᇯȇ ኚࡥȇ ڞដȇ ݸൊȇ ڧȄ ᡀ ᡀ ᡇѝॶࡡȈॶഋඑഋȄ ᡀ ᡀ ᡀ ўϛЖࡡȈᙼཆඑѲȄ ᡀѲȃଢ଼հี ᡀ ᡆ ᡀ џᐌᡝඑ੫Ȉ᠖ಛ˕ϷϽ˕ಛᐌȄ ᡀ ᡀ ᡀ ᡀ ᡅѠϷϽনࠌȄ ᡀ ᡀ ᡇѝԊӒߣٷȞsecure attachmentȟȄ ᡀ ᡀϤȃAinsworth ޟ५ҡცȞstrange situationȟ ᡀ ᡀ ᡇÈଠᗗȞavoidantȟȄ ᡀ ᡆўฐኌߣٷȞanxiety attachmentȟ ᡆ ᡀ ᄂᡛϞߣٷȞattachmentȟᄘ ᡀ ᡅÉፐएȞambivalentȟȄ ᡀ ᡀ ᡀ џฒಢᙑ˕ฒҬȞdisorganized-disorientedȟȄ ᡅ ᡀ ᡀ ѝடڙЮҔȞauthoritarian parentȟȄ ᡇ ᡀ ᡀ ᡀ ǁࡄ߬ЮҔȞauthoritative parentȟȄ ᡀϲȃBaumrindȈЮҔᆓఀ ᡀ ᡆ ᡀ ᡀǂቶৠЮҔȞpermissive parentȟȄ ᡀ ᡀ ᡀ ᡅǃᚔЮҔȞuninvolved parentȟȄ ᡀ ᡀ ᡇÈ Costa & McCrae ඪюȄ ᡀ ᡀ ᡀ ᡇeѴөȞextraversionȟȄ සѝϤӰશԒȞfive-factor modelȟ ᡀ ᡀ ᡆ ᡀ ᡀ ᡀ ᡀ ᡀfඛפȞagreeablenessȟȄ ᡀ ᡀ ᡀ ᡀ ᡀ ᡀ ᡅÉϤө࡙ޟ৯ ᡆgيЖȞconscienciousnessȟȄ ᡀ ᡀ ᡀ ᡀ ᡀ ᡀhડင፴ȞneuroticismȟȄ ᡅΜȃΡਿี ᡆ ᡀ ᡀ ᡅiᄇငᡛܹȞopenness to experienceȟȄ ᡀ ᡀ ᡇÈ Eysenck ඪюȄ ᡀ ᡀў੫፴፣Ȟtrait theoryȟ ᡀ ᡆ ᡇeѴөȞextraversionȟȄ ළ ᡀ ᡀ ᡅÉέө࡙ޟ৯ ᡆfડင፴ȞneuroticismȟȄ ᡀ ᡅgЖ౩શ፴ȞpsychoticismȟȄ