(b) Discuss three theories of forgetting. QUESTION 3 QUESTION 4 (a) Discuss Tvan Pavlov'classical conditioning theory QUESTION 1 (a) Define the following terms as used in Educational Psychology (5 marks) i) Personality ii) Unconditioned stimulus iii) Intrinsic motivation iv) Short term memory v) Compensation b) With relevant examples, explain five ways in which low self-esteem can affect academic performance. (5 marks) c) Briefly explain three roles of motivation in teaching and learning (6 marks) d)Explain briefly four ways in which a classroom teacher can accommodate learners with mental retardation. (4 marks) c) Distinguish between operant and classical conditioning (2 marks) f) Using Illustrations, explain activities that children are able to perform in stage two and stage 3 of Children's development according to Jean Piaget (8 marks) QUESTION 2 (a) Using examples, and illustrations distinguish between Short and Long Term Memory using Atkinson &Shiffrin memory model. (14 (6 marks) Discuss in details the Freudian Genetical Structure of personality development citing the fixations (20 marks) (12 marks) b) As a classroom teacher, explain the conditioning theory would be applied in

QUESTION 1<br />(a) Define the following terms as used in Educational Psychology (5 marks)<br />i) Personality: Personality refers to the unique set of characteristics, traits, behaviors, and patterns of thinking that define an individual's distinctive nature and individuality. It encompasses aspects such as temperament, emotions, attitudes, and motivations that influence how a person interacts with the world around them.<br /><br />ii) Unconditioned stimulus: An unconditioned stimulus is a stimulus that naturally and automatically triggers a response without any prior learning or conditioning. For example, the smell of food can be an unconditioned stimulus that triggers salivation in a dog.<br /><br />iii) Intrinsic motivation: Intrinsic motivation refers to engaging in an activity or behavior because it is inherently enjoyable or satisfying, rather than for the purpose of achieving an external reward or avoiding punishment. For example, a student who studies because they find the subject interesting is motivated intrinsically.<br /><br />iv) Short term memory: Short term memory, also known as working memory, refers to the ability to hold a small amount of information in mind for a brief period of time, typically a few seconds. For example, remembering a phone number long enough to dial it is an example of short term memory.<br /><br />v) Compensation: Compensation refers to the process of making up for a deficiency or weakness in one area by excelling in another area. For example, a student who struggles with math may compensate by excelling in language arts.<br /><br />b) With relevant examples, explain five ways in which low self-esteem can affect academic performance. (5 marks)<br />1. Lack of confidence: Students with low self-esteem may lack confidence in their abilities, leading to hesitation in participating in class discussions or taking on challenging tasks.<br />2. Procrastination: Students may procrastinate on assignments or studying due to a belief that they are not capable of performing well, resulting in poor academic performance.<br />3. Negative self-talk: Students with low self-esteem may engage in negative self-talk, such as "I'm not smart enough" or "I'll never be able to do this," which can undermine their motivation and performance.<br />4. Avoidance of challenges: Students may avoid taking on new challenges or participating in activities that they perceive as difficult, fearing failure and further damaging their self-esteem.<br />5. Difficulty in forming relationships: Students with low self-esteem may struggle to form positive relationships with peers and teachers, which can impact their overall academic experience and support system.<br /><br />c) Briefly explain three roles of motivation in teaching and learning (6 marks)<br />1. Engagement: Motivation plays a crucial role in engaging students in the learning process. When students are motivated, they are more likely to actively participate, pay attention, and invest effort in their studies.<br />2. Persistence: Motivation helps students persist in the face of challenges or setbacks. Motivated students are more likely to overcome obstacles and continue striving for academic success.<br />3. Achievement: Motivation drives students to set goals, strive for achievement, and work towards their academic objectives. Motivated students are more likely to take ownership of their learning, seek feedback, and continuously improve their performance.<br /><br />d) Explain briefly four ways in which a classroom teacher can accommodate learners with mental retardation. (4 marks)<br />1. Individualized instruction: Teachers can tailor their instruction to meet the unique needs and abilities of students with mental retardation, providing additional support and accommodations as needed.<br />2. Use of visual aids: Visual aids, such as pictures, diagrams, or charts, can help students with mental retardation better understand and retain information.<br />3. Simplified language: Teachers can use simplified language and avoid complex vocabulary or abstract concepts that may be challenging for students with mental retardation to comprehend.<br />4. Positive reinforcement: Teachers can provide positive reinforcement and encouragement to students with mental retardation, helping to build their self-esteem and motivation.<br /><br />e) Distinguish between operant and classical conditioning (2 marks)<br />Operant conditioning and classical conditioning are two fundamental learning theories in psychology. The key differences between the two are as follows:<br />1. Stimulus-response relationship: In operant conditioning, the focus is on the relationship between a behavior (response) and its consequences (reinforcement or punishment). In classical conditioning, the focus is on the association between two stimuli, where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response.<br />2. Learning process: Operant conditioning involves learning through the consequences of one's own behavior, while classical conditioning involves learning through the association of stimuli.<br /><br />f) Using Illustrations, explain activities that children are able to perform in stage two and stage 3 of Children's development according to Jean Piaget (8 marks)<br />Jean Piaget's theory of cognitive development outlines four stages of cognitive development in children. Stage two, known as the preoperational stage, typically occurs between the ages of 2 and 7. During this stage, children are able to perform the following activities:<br />1. Symbolic play: Children engage in pretend play, using objects to represent other objects, such as using a stick as a pretend