Teacher License – Psychology Complete Review Guide 2026–2027

4. Reality therapy (Glasser) focuses on responsibility and present behaviour; Gestalt therapy (Perls) on awareness of the here and now.
5. Reinforcement schedules: intermittent reinforcement, especially variable ratio, makes behaviour harder to extinguish than continuous reinforcement.
6. Bandura's observational learning: attention, retention, reproduction, motivation.
7. Vygotsky's zone of proximal development: the gap between what a pupil does alone and with help; scaffolding is temporary support withdrawn bit by bit.
8. Advance organisers (Ausubel) link new material to what pupils already know for meaningful learning; discovery learning comes from Bruner.
9. Revised Bloom's taxonomy: remember, understand, apply, analyse, evaluate, create.
10. Parts of a behavioural objective: the learner, a measurable action verb, the condition, and the standard of acceptable performance.
11. Weiner's attribution theory: crediting success to effort (internal and controllable) motivates more than crediting luck.
12. Gardner's multiple intelligences include linguistic, logical-mathematical, spatial, musical, bodily-kinaesthetic, interpersonal, intrapersonal and naturalist.
13. Holland's vocational theory has six types: realistic, investigative, artistic, social, enterprising and conventional.
14. Super sees career choice as a lifelong developmental process in which the vocational self-concept grows.

Common mistakes in this chapter

• ✕ Treating negative reinforcement as punishment: negative reinforcement removes something unpleasant to increase a behaviour; punishment aims to reduce it.
• ✕ Confusing rational emotive behaviour therapy (Albert Ellis, the ABC model) with cognitive therapy (Aaron Beck, the negative cognitive triad).
• ✕ Treating confidentiality as absolute: it can be broken when there is serious danger to the client or others, or by legal requirement, and clients are told this at the start.
• ✕ Writing an objective with an unmeasurable verb such as 'understand' or 'know'; use an observable verb such as 'list' or 'compare'.
• ✕ Mixing up Herzberg's hygiene factors (pay and conditions prevent dissatisfaction) with motivators (achievement, recognition and responsibility create satisfaction).
• ✕ Confusing formative assessment (during learning, to improve it) with summative assessment (at the end, to judge the result).
• ✕ Blurring counselling and therapy: counselling usually serves well-functioning people with developmental or situational problems; therapy addresses deeper disorders over a longer time.