Saarland Abitur Pedagogy and Psychology cheat sheet
Saarland Abitur Pedagogy and Psychology · Keep the key ideas within reach.
Research, biological explanations and evidence
Dendrites receive, axons transmit, myelin supports conduction, and axon terminals release neurotransmitters into a synaptic gap.
Agonist mimics/enhances a neurotransmitter; antagonist blocks it.
Sympathetic = arousal (fight-or-flight); parasympathetic = calming/restoration.
Classic models associate Broca-related networks with speech production and Wernicke-related networks with comprehension; real language function is distributed.
Hippocampus consolidates memory; amygdala handles fear and emotional salience.
Hypothalamus regulates internal state; thalamus relays sensory information.
Perception, cognition and information processing
Distinguish sensory/short-term/long-term storage models from working-memory accounts.
Memory capacity depends on task and measurement; classic 7±2 immediate-span estimates are not a universal working-memory limit.
Explicit memory (episodic, semantic) vs. implicit (procedural, priming).
Proactive interference: old disrupts new; retroactive: new disrupts old.
Heuristics: availability (ease of recall), representativeness (prototype match), anchoring.
Phonemes are sounds; morphemes are smallest units of meaning.
Development, learning and educational interpretation
Piaget: sensorimotor (object permanence), preoperational (egocentrism), concrete operational (conservation), formal operational (abstract).
Assimilation fits new info into existing schema; accommodation changes the schema.
Classical conditioning: neutral stimulus becomes conditioned stimulus through pairing.
Reinforcement increases behavior; punishment decreases it; positive adds, negative removes.
Variable-ratio schedules can show strong extinction resistance under thecompared conditions.
Parenting-style outcome associations vary by context and do not establish a universal causal beststyle.
Personality, motivation and social processes
Fundamental attribution error: overemphasize disposition, underemphasize situation when judging others.
Cognitive dissonance: tension from conflicting cognitions, reduced by changing beliefs or behavior.
Asch studied conformity; Milgram studied obedience to authority.
Diffusion of responsibility can reduce helping in some group situations; it is not a universal outcome for every group.
Big Five: openness, conscientiousness, extraversion, agreeableness, neuroticism.
Prejudice = attitude; discrimination = behavior.
Psychological health, trauma and appropriate educational roles
Distinguish an observation of distress from a complete diagnosis.
Use biopsychosocial/contextual explanations rather than one universal cause.
Support traumatized learners within appropriate educational roles andpathways.
Diverse identities are not evidence of mental illness.
Compare intervention theories without prescribing treatment from a school vignette.
Education, participation and professional pedagogical reasoning
Distinguish education, socialization and Bildung.
Connect learner, goal, method and evidence rather than choosing a label alone.
Compare educational traditions through actual principles and practice.
Analyze inclusion through participation andbarriers, not stereotypes.
Apply theories with role awareness, reflection and evaluation.