document_title: Alphabetical order

question_text: who decided on the order of the alphabet

text: Alphabetical order

text: History[edit]

text: Alphabetical order was first used in the 1st millennium BCE by Northwest Semitic scribes using the Abjad system.[1] The first effective use of alphabetical order as a cataloging device among scholars may have been in ancient Alexandria.[2] In the 1st century BCE, Roman writer Varro compiled alphabetic lists of authors and titles.[3] In the 2nd century CE, Sextus Pompeius Festus wrote an encyclopedic epitome of the works of Verrius Flaccus, De verborum significatu, with entries in alphabetic order.[4] In the 3rd century CE, Harpocration wrote a Homeric lexicon alphabetized by all letters.[5] In the 10th century, the author of the Suda used alphabetic order with phonetic variations. In the 14th century, the author of the Fons memorabilium universi used a classification, but used alphabetical order within some of the books.[6]

text: In 1604 Robert Cawdrey had to explain in Table Alphabeticall, the first monolingual English dictionary, "Nowe if the word, which thou art desirous to finde, begin with (a) then looke in the beginning of this Table, but if with (v) looke towards the end."[7] Although as late as 1803 Samuel Taylor Coleridge condemned encyclopedias with "an arrangement determined by the accident of initial letters",[8] many lists are today based on this principle.

text: Ordering in the Latin script[edit]

text: Basic order and example[edit]

text: The standard order of the modern ISO basic Latin alphabet is:

text: An example of straightforward alphabetical ordering follows:

text: As; Aster; Astrolabe; Astronomy; Astrophysics; At; Ataman; Attack; Baa

text: Another example:

text: Barnacle; Be; Been; Benefit; Bent

text: The above words are ordered alphabetically. As comes before Aster because they begin with the same two letters and As has no more letters after that whereas Aster does. The next three words come after Aster because their fourth letter (the first one that differs) is r, which comes after e (the fourth letter of Aster) in the alphabet. Those words themselves are ordered based on their sixth letters (l, n and p respectively). Then comes At, which differs from the preceding words in the second letter (t comes after s). Ataman comes after At for the same reason that Aster came after As. Attack follows Ataman based on comparison of their third letters, and Baa comes after all of the others because it has a different first letter.

text: Treatment of multiword strings[edit]

text: When some of the strings being ordered consist of more than one word, i.e. they contain spaces or other separators such as hyphens, then two basic approaches may be taken. In the first approach, all strings are ordered initially according to their first word, as in the sequence:

text:
San; San Cristobal; San Tomás; Santa Barbara; Santa Cruz

where all strings beginning with the separate word San precede all those beginning Santa, because San precedes Santa in alphabetical order.

text: In the second approach, strings are alphabetized as if they had no spaces, giving the sequence:

text:
San; San Cristobal; Santa Barbara; Santa Cruz; San Tomás

where San Tomás now comes after the Santa strings, as it would if it were written "Santomás".

text: Special cases[edit]

text: This section does not cite any sources. Please help improve this section by adding citations to reliable sources. Unsourced material may be challenged and removed. (June 2017) (Learn how and when to remove this template message)

text: Modified letters[edit]

text: In French, modified letters (such as those with diacritics) are treated the same as the base letter for alphabetical ordering purposes. For example, rôle comes between rock and rose, as if it were written role. However languages that use such letters systematically generally have their own ordering rules. See Language-specific conventions below.

text: Ordering by surname[edit]

text: In most cultures where family names are written after given names, it is still desired to sort lists of names (as in telephone directories) by family name first. In this case, names need to be reordered to be sorted properly. For example, Juan Hernandes and Brian O'Leary should be sorted as "Hernandes, Juan" and "O'Leary, Brian" even if they are not written this way. Capturing this rule in a computer collation algorithm is difficult, and simple attempts will necessarily fail. For example, unless the algorithm has at its disposal an extensive list of family names, there is no way to decide if "Gillian Lucille van der Waal" is "van der Waal, Gillian Lucille", "Waal, Gillian Lucille van der", or even "Lucille van der Waal, Gillian".

text: The and other common words[edit]

text: Sometimes if a phrase begins with a very common word (such as "the" or "a"), that word is ignored or moved to the end of the phrase, but this is not always the case. The book title "The Shining" might be treated as "Shining", or "Shining, The" and therefore would be ordered before the book title "Summer of Sam", although it may also be treated as simply "The Shining" and therefore would be ordered after "Summer of Sam". Similarly, the book title "A Wrinkle in Time" might be treated as "Wrinkle in Time", "Wrinkle in Time, A", or simply "A Wrinkle in Time", depending on whom you ask. All three alphabetization methods are fairly easy to create by algorithm, but many programs rely instead on simple lexicographic ordering.

text: Mac prefixes[edit]

text: The prefixes M' and Mc in Irish and Scottish surnames are abbreviations for Mac, and are sometimes alphabetized as if the spelling is Mac in full. Thus McKinley might be listed before Mackintosh (as it would be if it had been spelled out as "MacKinley"). Since the advent of computer-sorted lists, this type of alphabetization is less frequently encountered, though it is still used in British telephone directories.

text: Ligatures[edit]

text: Ligatures (two or more letters merged into one symbol) which are not considered distinct letters, such as Æ and Œ in English, are typically collated as if the letters were separate- "æther" and "aether" would be ordered the same relative to all other words. This is true even when the ligature is not purely stylistic, such as in loanwords and brand names.

text: Special rules may need to be adopted to sort strings which vary only by whether two letters are ligaturized.

text: Treatment of numerals[edit]

text: When some of the strings contain numerals (or other non-letter characters), various approaches are possible. Sometimes such characters are treated as if they came before or after all the letters of the alphabet. Another method is for numbers to be sorted alphabetically as they would be spelled: for example 1776 would be sorted as if spelled out "seventeen seventy-six", and 24 heures du Mans as if spelled "vingt-quatre..." (French for "twenty-four"). When numerals or other symbols are used as special graphical forms of letters, as 1337 for leet or the movie Seven (which was stylised as Se7en), they may be sorted as if they were those letters. Natural sort order orders strings alphabetically, except that multi-digit numbers are treated as a single character and ordered by the value of the number encoded by the digits.

text: Language-specific conventions[edit]

text: This section needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (June 2017) (Learn how and when to remove this template message)

text: Languages which use an extended Latin alphabet generally have their own conventions for treatment of the extra letters. Also in some languages certain digraphs are treated as single letters for collation purposes. For example, the 29-letter alphabet of Spanish treats ñ as a basic letter following n, and formerly treated the digraphs ch and ll as basic letters following c and l, respectively. Ch and ll are still considered letters, but are now alphabetized as two-letter combinations. (The new alphabetization rule was issued by the Royal Spanish Academy in 1994.) On the other hand, the digraph rr follows rqu as expected, and did so even before the 1994 alphabetization rule.

text: In a few cases, such as Kiowa, the alphabet has been completely reordered.

text: Alphabetization rules applied in various languages are listed below.

text:
In Azerbaijani, there are eight additional letters to the standard Latin alphabet. Five of them are vowels: i, ı, ö, ü, ə and three are consonants: ç, ş, ğ. The alphabet is the same as the Turkish alphabet, with the same sounds written with the same letters, except for three additional letters: q, x and ə for sounds that do not exist in Turkish. Although all the "Turkish letters" are collated in their "normal" alphabetical order like in Turkish, the three extra letters are collated arbitrarily after letters whose sounds approach theirs. So, q is collated just after k, x (pronounced like a German ch) is collated just after h and ə (pronounced roughly like an English short a) is collated just after e.
In Breton, there is no "c" but there are the digraphs "ch" and "c'h", which are collated between "b" and "d". For example: « buzhugenn, chug, c'hoar, daeraouenn » (earthworm, juice, sister, teardrop).
In Bosnian, Croatian and Serbian and other related South Slavic languages, the five accented characters and three conjoined characters are sorted after the originals: ..., C, Č, Ć, D, DŽ, Đ, E, ..., L, LJ, M, N, NJ, O, ..., S, Š, T, ..., Z, Ž.
In Czech and Slovak, accented vowels have secondary collating weight – compared to other letters, they are treated as their unaccented forms (A-Á, E-É-Ě, I-Í, O-Ó-Ô, U-Ú-Ů, Y-Ý), but then they are sorted after the unaccented letters (for example, the correct lexicographic order is baa, baá, báa, bab, báb, bac, bác, bač, báč). Accented consonants (the ones with caron) have primary collating weight and are collocated immediately after their unaccented counterparts, with exception of Ď, Ň and Ť, which have again secondary weight. CH is considered to be a separate letter and goes between H and I. In Slovak, DZ and DŽ are also considered separate letters and are positioned between Ď and E (A-Á-Ä-B-C-Č-D-Ď-DZ-DŽ-E-É...).
In the Danish and Norwegian alphabets, the same extra vowels as in Swedish (see below) are also present but in a different order and with different glyphs (..., X, Y, Z, Æ, Ø, Å). Also, "Aa" collates as an equivalent to "Å". The Danish alphabet has traditionally seen "W" as a variant of "V", but today "W" is considered a separate letter.
In Dutch the combination IJ (representing Ĳ) was formerly to be collated as Y (or sometimes, as a separate letter Y < IJ < Z), but is currently mostly collated as 2 letters (II < IJ < IK). Exceptions are phone directories; IJ is always collated as Y here because in many Dutch family names Y is used where modern spelling would require IJ. Note that a word starting with ij that is written with a capital I is also written with a capital J, for example, the town IJmuiden, the river IJssel and the country IJsland (Iceland).
In Esperanto, consonants with circumflex accents (ĉ, ĝ, ĥ, ĵ, ŝ), as well as ŭ (u with breve), are counted as separate letters and collated separately (c, ĉ, d, e, f, g, ĝ, h, ĥ, i, j, ĵ ... s, ŝ, t, u, ŭ, v, z).
In Estonian õ, ä, ö and ü are considered separate letters and collate after w. Letters š, z and ž appear in loanwords and foreign proper names only and follow the letter s in the Estonian alphabet, which otherwise does not differ from the basic Latin alphabet.
The Faroese alphabet also has some of the Danish, Norwegian, and Swedish extra letters, namely Æ and Ø. Furthermore, the Faroese alphabet uses the Icelandic eth, which follows the D. Five of the six vowels A, I, O, U and Y can get accents and are after that considered separate letters. The consonants C, Q, X, W and Z are not found. Therefore, the first five letters are A, Á, B, D and Ð, and the last five are V, Y, Ý, Æ, Ø
In Filipino (Tagalog) and other Philippine languages, the letter Ng is treated as a separate letter. It is pronounced as in sing, ping-pong, etc. By itself, it is pronounced nang, but in general Filipino orthography, it is spelled as if it were two separate letters (n and g). Also, letter derivatives (such as Ñ) immediately follow the base letter. Filipino also is written with diacritics, but their use is very rare (except the tilde). (Philippine orthography also includes spelling.)
The Finnish alphabet and collating rules are the same as those of Swedish.
For French, the last accent in a given word determines the order.[9] For example, in French, the following four words would be sorted this way: cote < côte < coté < côté.
In German letters with umlaut (Ä, Ö, Ü) are treated generally just like their non-umlauted versions; ß is always sorted as ss. This makes the alphabetic order Arg, Ärgerlich, Arm, Assistent, Aßlar, Assoziation. For phone directories and similar lists of names, the umlauts are to be collated like the letter combinations "ae", "oe", "ue" because a number of German surnames appear both with umlaut and in the non-umlauted form with "e" (Müller/Mueller). This makes the alphabetic order Udet, Übelacker, Uell, Ülle, Ueve, Üxküll, Uffenbach.
The Hungarian vowels have accents, umlauts, and double accents, while consonants are written with single, double (digraphs) or triple (trigraph) characters. In collating, accented vowels are equivalent with their non-accented counterparts and double and triple characters follow their single originals. Hungarian alphabetic order is: A=Á, B, C, Cs, D, Dz, Dzs, E=É, F, G, Gy, H, I=Í, J, K, L, Ly, M, N, Ny, O=Ó, Ö=Ő, P, Q, R, S, Sz, T, Ty, U=Ú, Ü=Ű, V, W, X, Y, Z, Zs. (Before 1984, dz and dzs were not considered single letters for collation, but two letters each, d+z and d+zs instead.) It means that e.g. nádcukor should precede nádcsomó (even though s normally precedes u), since c precedes cs in the collation. Difference in vowel length should only be taken into consideration if the two words are otherwise identical (e.g. egér, éger). Spaces and hyphens within phrases are ignored in collation. Ch also occurs as a digraph in certain words but it is not considered as a grapheme on its own right in terms of collation.

A particular feature of Hungarian collation is that contracted forms of double di- and trigraphs (such as ggy from gy + gy or ddzs from dzs + dzs) should be collated as if they were written in full (independently of the fact of the contraction and the elements of the di- or trigraphs). For example, kaszinó should precede kassza (even though the 4th character z would normally come after s in the alphabet), because the fourth "character" (grapheme) of the word kassza is considered a second sz (decomposing ssz into sz + sz), which does follow i (in kaszinó).

In Icelandic, Þ is added, and D is followed by Ð. Each vowel (A, E, I, O, U, Y) is followed by its correspondent with acute: Á, É, Í, Ó, Ú, Ý. There is no Z, so the alphabet ends: ... X, Y, Ý, Þ, Æ, Ö.

Both letters were also used by Anglo-Saxon scribes who also used the Runic letter Wynn to represent /w/.
Þ (called thorn; lowercase þ) is also a Runic letter.
Ð (called eth; lowercase ð) is the letter D with an added stroke.

Kiowa is ordered on phonetic principles, like the Brahmic scripts, rather than on the historical Latin order. Vowels come first, then stop consonants ordered from the front to the back of the mouth, and from negative to positive voice-onset time, then the affricates, fricatives, liquids, and nasals:

text:
In Lithuanian, specifically Lithuanian letters go after their Latin originals. Another change is that Y comes just before J: ... G, H, I, Į, Y, J, K...
In Polish, specifically Polish letters derived from the Latin alphabet are collated after their originals: A, Ą, B, C, Ć, D, E, Ę, ..., L, Ł, M, N, Ń, O, Ó, P, ..., S, Ś, T, ..., Z, Ź, Ż. The digraphs for collation purposes are treated as if they were two separate letters.
In Portuguese, the collating order is just like in English: A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z. Digraphs and letters with diacritics are not included in the alphabet.
In Romanian, special characters derived from the Latin alphabet are collated after their originals: A, Ă, Â, ..., I, Î, ..., S, Ș, T, Ț, ..., Z.
Spanish treated (until 1994) "CH" and "LL" as single letters, giving an ordering of cinco, credo, chispa and lomo, luz, llama. This is not true anymore since in 1994 the RAE adopted the more conventional usage, and now LL is collated between LK and LM, and CH between CG and CI. The six characters with diacritics Á, É, Í, Ó, Ú, Ü are treated as the original letters A, E, I, O, U, for example: radio, ráfaga, rana, rápido, rastrillo. The only Spanish-specific collating question is Ñ (eñe) as a different letter collated after N.
In the Swedish alphabet, there are three extra vowels placed at its end (..., X, Y, Z, Å, Ä, Ö), similar to the Danish and Norwegian alphabet, but with different glyphs and a different collating order. The letter "W" has been treated as a variant of "V", but in the 13th edition of Svenska Akademiens ordlista (2006) "W" was considered a separate letter.
In the Turkish alphabet there are 6 additional letters: ç, ğ, ı, ö, ş, and ü (but no q, w, and x). They are collated with ç after c, ğ after g, ı before i, ö after o, ş after s, and ü after u. Originally, when the alphabet was introduced in 1928, ı was collated after i, but the order was changed later so that letters having shapes containing dots, cedilles or other adorning marks always follow the letters with corresponding bare shapes. Note that in Turkish orthography the letter I is the majuscule of dotless ı, whereas İ is the majuscule of dotted i.
In many Turkic languages (such as Azeri or the Jaꞑalif orthography for Tatar), there used to be the letter Gha (Ƣƣ), which came between G and H. It is now in disuse.
In Vietnamese, there are 7 additional letters: ă, â, đ, ê, ô, ơ, ư while f, j, w, z are absent, even though they are still in some use (like Internet address, foreign loan language). "f" is replaced by the combination "ph". The same as for "w" is "qu".
In Volapük ä, ö and ü are counted as separate letters and collated separately (a, ä, b ... o, ö, p ... u, ü, v) while q and w are absent.[10]
In Welsh the digraphs CH, DD, FF, NG, LL, PH, RH, and TH are treated as single letters, and each is listed after the first character of the pair (except for NG which is listed after G), producing the order A, B, C, CH, D, DD, E, F, FF, G, NG, H, and so on. It can sometimes happen, however, that word compounding results in the juxtaposition of two letters which do not form a digraph. An example is the word LLONGYFARCH (composed from LLON + GYFARCH). This results in such an ordering as, for example, LAWR, LWCUS, LLONG, LLOM, LLONGYFARCH (NG is a digraph in LLONG, but not in LLONGYFARCH). The letter combination R+H (as distinct from the digraph RH) may similarly arise by juxtaposition in compounds, although this tends not to produce any pairs in which misidentification could affect the ordering. For the other potentially confusing letter combinations that may occur – namely, D+D and L+L – a hyphen is used in the spelling (e.g. AD-DAL, CHWIL-LYS).

text: Automation[edit]

text: Collation algorithms (in combination with sorting algorithms) are used in computer programming to place strings in alphabetical order. A standard example is the Unicode Collation Algorithm, which can be used to put strings containing any Unicode symbols into (an extension of) alphabetical order. It can be made to take conform to most of the language-specific conventions described above, by tailoring its default collation table. Several such tailorings are collected in Common Locale Data Repository.

text: For more details see Collation § Automated collation.

text: Similar orderings[edit]

text: The principle behind alphabetical ordering can still be applied in languages that do not strictly speaking use an alphabet – for example, they may be written using a syllabary or abugida – provided the symbols used have an established ordering.

text: For logographic writing systems, such as Chinese hanzi or Japanese kanji, the method of radical-and-stroke sorting is frequently used as a way of defining an ordering on the symbols. Japanese sometimes uses pronunciation order, most commonly with the Gojūon order but sometimes with the older Iroha ordering.

text: In mathematics, lexicographical order is a means of ordering sequences in a manner analogous to that used to produce alphabetical order.

text: Some computer applications use a version of alphabetical order that can be achieved using a very simple algorithm, based purely on the ASCII or Unicode codes for characters. This may have non-standard effects such as placing all capital letters before lower-case ones. See ASCIIbetical order.

text: A rhyming dictionary is based on sorting words in alphabetical order starting from the last to the first letter of the word.


document_title: Educational psychology

question_text: who is known as father of educational psychology

root

text: Educational psychology

text: History[edit]

text: Early years[edit]

text: Educational psychology is a fairly new and growing field of study. Though it can date back as early as the days of Plato and Aristotle, it was not identified as a specific practice. It was unknown that everyday teaching and learning in which individuals had to think about individual differences, assessment, development, the nature of a subject being taught, problem solving, and transfer of learning was the beginning to the field of educational psychology. These topics are important to education and as a result it is important to understanding human cognition, learning, and social perception.[4]

tag: p

text: Plato and Aristotle[edit]

text: Educational psychology dates back to the time of Aristotle and Plato. Plato and Aristotle researched individual differences in the field of education, training of the body and the cultivation of psycho-motor skills, the formation of good character, the possibilities and limits of moral education. Some other educational topics they spoke about were the effects of music, poetry, and the other arts on the development of individual, role of teacher, and the relations between teacher and student.[4] Plato saw knowledge as an innate ability, which evolves through experience and understanding of the world. Such a statement has evolved into a continuing argument of nature vs. nurture in understanding conditioning and learning today. Aristotle observed the phenomenon of "association." His four laws of association included succession, contiguity, similarity, and contrast. His studies examined recall and facilitated learning processes.[5]

text: John Locke[edit]

text: John Locke followed by taking issue with Plato's theory of innate learning processes. In place of this theory, he introduced a new theory of learning based on the term "tabula rasa," which means "blank slate." Locke explained that learning took place primarily through experience, and we were all born without knowledge. This doctrine is known as "empiricism," the view that knowledge is primarily built on learning and experience.

text: In the late 1600s, John Locke advanced the hypothesis that people learn primarily from external forces. He believed that the mind was like a blank tablet (tabula rasa), and that successions of simple impressions give rise to complex ideas through association and reflection. Locke is credited with establishing "empiricism" as a criterion for testing the validity of knowledge, thus providing a conceptual framework for later development of excremental methodology in the natural and social sciences.[6]

text: Before 1890[edit]

text: Philosophers of education such as Juan Vives, Johann Pestalozzi, Friedrich Fröbel, and Johann Herbart had examined, classified and judged the methods of education centuries before the beginnings of psychology in the late 1800s.

text: Juan Vives[edit]

text: Juan Vives (1493–1540) proposed induction as the method of study and believed in the direct observation and investigation of the study of nature. His studies focus of humanistic learning, which opposed scholasticism and was influenced by a variety of sources including philosophy, psychology, politics, religion, and history.[7] He was one of the first to emphasize that the location of the school is important to learning.[8] He suggested that the school should be located away from disturbing noises; the air quality should be good and there should be plenty of food for the students and teachers.[8] Vives emphasized the importance of understanding individual differences of the students and suggested practice as an important tool for learning.[8]

text: Vives introduced his educational ideas in his writing, "De anima et vita" in 1538. In this publication, Vives explores moral philosophy as a setting for his educational ideals; with this, he explains that the different parts of the soul (similar to that of Aristotle's ideas) are each responsible for different operations, which function distinctively. The first book covers the different "souls": "The Vegatative Soul;" this is the soul of nutrition, growth, and reproduction, "The Sensitive Soul," which involves the five external senses; "The Cogitative soul," which includes internal senses and cognitive facilities. The second book involves functions of the rational soul: mind, will, and memory. Lastly, the third book explains the analysis of emotions.[9]

text: Johann Pestalozzi[edit]

text: Johann Pestalozzi (1746–1827), a Swiss educational reformer, emphasized the child rather than the content of the school.[10] Pestalozzi fostered an educational reform backed by the idea that early education was crucial for children, and could be manageable for mothers. Eventually, this experience with early education would lead to a "wholesome person characterized by morality."[11] Pestalozzi has been acknowledged for opening institutions for education, writing books for mother's teaching home education, and elementary books for students, mostly focusing on the kindergarten level. In his later years, he published teaching manuals and methods of teaching.[11]

text: During the time of The Enlightenment, Pestalozzi's ideals introduced "educationalisation." This created the bridge between social issues and education by introducing the idea of social issues to be solved through education. Horlacher describes the most prominent example of this during The Enlightenment to be "improving agricultural production methods."[11]

text: Johann Herbart[edit]

text: Johann Herbart (1776–1841) is considered the father of educational psychology.[12] He believed that learning was influenced by interest in the subject and the teacher.[12] He thought that teachers should consider the students' existing mental sets—what they already know—when presenting new information or material.[12] Herbart came up with what are now known as the formal steps. The 5 steps that teachers should use are:

text:
Review material that has already been learned by the student[12]
Prepare the student for new material by giving them an overview of what they are learning next[12]
Present the new material.[12]
Relate the new material to the old material that has already been learned.[12]
Show how the student can apply the new material and show the material they will learn next.[12]

tag: ol

text: William James[edit]

text: The period of 1890–1920 is considered the golden era of educational psychology where aspirations of the new discipline rested on the application of the scientific methods of observation and experimentation to educational problems. From 1840 to 1920 37 million people immigrated to the United States.[7] This created an expansion of elementary schools and secondary schools. The increase in immigration also provided educational psychologists the opportunity to use intelligence testing to screen immigrants at Ellis Island.[7] Darwinism influenced the beliefs of the prominent educational psychologists.[7] Even in the earliest years of the discipline, educational psychologists recognized the limitations of this new approach. The pioneering American psychologist William James commented that:

text: Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves. An intermediate inventive mind must make that application, by using its originality".[13]

text: James is the father of psychology in America but he also made contributions to educational psychology. In his famous series of lectures Talks to Teachers on Psychology, published in 1899 and now regarded as the first educational psychology textbook,[citation needed] James defines education as "the organization of acquired habits of conduct and tendencies to behavior".[13] He states that teachers should "train the pupil to behavior"[13] so that he fits into the social and physical world. Teachers should also realize the importance of habit and instinct. They should present information that is clear and interesting and relate this new information and material to things the student already knows about.[13] He also addresses important issues such as attention, memory, and association of ideas.

text: Alfred Binet[edit]

text: Alfred Binet published Mental Fatigue in 1898, in which he attempted to apply the experimental method to educational psychology.[7] In this experimental method he advocated for two types of experiments, experiments done in the lab and experiments done in the classroom. In 1904 he was appointed the Minister of Public Education.[7] This is when he began to look for a way to distinguish children with developmental disabilities.[7] Binet strongly supported special education programs because he believed that "abnormality" could be cured.[7] The Binet-Simon test was the first intelligence test and was the first to distinguish between "normal children" and those with developmental disabilities.[7] Binet believed that it was important to study individual differences between age groups and children of the same age.[7] He also believed that it was important for teachers to take into account individual students strengths and also the needs of the classroom as a whole when teaching and creating a good learning environment.[7] He also believed that it was important to train teachers in observation so that they would be able to see individual differences among children and adjust the curriculum to the students.[7] Binet also emphasized that practice of material was important. In 1916 Lewis Terman revised the Binet-Simon so that the average score was always 100.[12] The test became known as the Stanford-Binet and was one of the most widely used tests of intelligence. Terman, unlike Binet, was interested in using intelligence test to identify gifted children who had high intelligence.[7] In his longitudinal study of gifted children, who became known as the Termites, Terman found that gifted children become gifted adults.[12]

text: Edward Thorndike[edit]

text: Edward Thorndike (1874–1949) supported the scientific movement in education. He based teaching practices on empirical evidence and measurement.[7] Thorndike developed the theory of instrumental conditioning or the law of effect. The law of effect states that associations are strengthened when it is followed by something pleasing and associations are weakened when followed by something not pleasing. He also found that learning is done a little at a time or in increments, learning is an automatic process and all the principles of learning apply to all mammals. Thorndike's research with Robert Woodworth on the theory of transfer found that learning one subject will only influence your ability to learn another subject if the subjects are similar.[7] This discovery led to less emphasis on learning the classics because they found that studying the classics does not contribute to overall general intelligence.[7] Thorndike was one of the first to say that individual differences in cognitive tasks were due to how many stimulus response patterns a person had rather than a general intellectual ability.[7] He contributed word dictionaries that were scientifically based to determine the words and definitions used.[7] The dictionaries were the first to take into consideration the users maturity level.[7] He also integrated pictures and easier pronunciation guide into each of the definitions.[7] Thorndike contributed arithmetic books based on learning theory. He made all the problems more realistic and relevant to what was being studied, not just to improve the general intelligence.[7] He developed tests that were standardized to measure performance in school related subjects.[7] His biggest contribution to testing was the CAVD intelligence test which used a multidimensional approach to intelligence and the first to use a ratio scale.[7] His later work was on programmed instruction, mastery learning and computer-based learning:

text: If, by a miracle of mechanical ingenuity, a book could be so arranged that only to him who had done what was directed on page one would page two become visible, and so on, much that now requires personal instruction could be managed by print.[14]

text: John Dewey[edit]

text: John Dewey (1859–1952) had a major influence on the development of progressive education in the United States. He believed that the classroom should prepare children to be good citizens and facilitate creative intelligence.[7] He pushed for the creation of practical classes that could be applied outside of a school setting.[7] He also thought that education should be student-oriented, not subject-oriented. For Dewey, education was a social experience that helped bring together generations of people. He stated that students learn by doing. He believed in an active mind that was able to be educated through observation, problem solving and enquiry. In his 1910 book How We Think, he emphasizes that material should be provided in a way that is stimulating and interesting to the student since it encourages original thought and problem solving.[15] He also stated that material should be relative to the student's own experience.[15]

text: "The material furnished by way of information should be relevant to a question that is vital in the students own experience"[15]

text: Jean Piaget[edit]

text: Jean Piaget (1896–1980) developed the theory of cognitive development.[7] The theory stated that intelligence developed in four different stages. The stages are the sensorimotor stage from birth to 2 years old, the preoperational state from 2 years old to 7 years old, the concrete operational stage from 7 years old to 10 years old, and formal operational stage from 11 years old and up.[7] He also believed that learning was constrained to the child's cognitive development. Piaget influenced educational psychology because he was the first to believe that cognitive development was important and something that should be paid attention to in education.[7] Most of the research on Piagetian theory was carried out by American educational psychologists.

text: The number of people receiving a high school and college education increased dramatically from 1920 to 1960.[7] Because very few jobs were available to teens coming out of eighth grade, there was an increase in high school attendance in the 1930s.[7] The progressive movement in the United State took off at this time and led to the idea of progressive education. John Flanagan, an educational psychologist, developed tests for combat trainees and instructions in combat training.[7] In 1954 the work of Kenneth Clark and his wife on the effects of segregation on black and white children was influential in the Supreme Court case Brown v. Board of Education.[12] From the 1960s to present day, educational psychology has switched from a behaviorist perspective to a more cognitive based perspective because of the influence and development of cognitive psychology at this time.[7]

text: Jerome Bruner[edit]

text: Jerome Bruner is notable for integrating Piaget's cognitive approaches into educational psychology.[7] He advocated for discovery learning where teachers create a problem solving environment that allows the student to question, explore and experiment.[7] In his book The Process of Education Bruner stated that the structure of the material and the cognitive abilities of the person are important in learning.[7] He emphasized the importance of the subject matter. He also believed that how the subject was structured was important for the student's understanding of the subject and it is the goal of the teacher to structure the subject in a way that was easy for the student to understand.[7] In the early 1960s Bruner went to Africa to teach math and science to school children, which influenced his view as schooling as a cultural institution. Bruner was also influential in the development of MACOS, Man a Course of Study, which was an educational program that combined anthropology and science.[7] The program explored human evolution and social behavior. He also helped with the development of the head start program. He was interested in the influence of culture on education and looked at the impact of poverty on educational development.[7]

text: Benjamin Bloom[edit]

text: Benjamin Bloom (1913–1999) spent over 50 years at the University of Chicago, where he worked in the department of education.[7] He believed that all students can learn. He developed taxonomy of educational objectives.[7] The objectives were divided into three domains: cognitive, affective, and psychomotor. The cognitive domain deals with how we think.[16] It is divided into categories that are on a continuum from easiest to more complex.[16] The categories are knowledge or recall, comprehension application, analysis, synthesis and evaluation.[16] The affective domain deals with emotions and has 5 categories.[16] The categories are receiving phenomenon, responding to that phenomenon, valuing, organization, and internalizing values.[16] The psychomotor domain deals with the development of motor skills, movement and coordination and has 7 categories, that also goes from simplest to complex.[16] The 7 categories of the psychomotor domain are perception, set, guided response, mechanism, complex overt response, adaptation, and origination.[16] The taxonomy provided broad educational objectives that could be used to help expand the curriculum to match the ideas in the taxonomy.[7] The taxonomy is considered to have a greater influence internationally than in the United States. Internationally, the taxonomy is used in every aspect of education from training of the teachers to the development of testing material.[7] Bloom believed in communicating clear learning goals and promoting an active student. He thought that teachers should provide feedback to the students on their strengths and weaknesses.[7] Bloom also did research on college students and their problem solving processes. He found that they differ in understanding the basis of the problem and the ideas in the problem. He also found that students differ in process of problem solving in their approach and attitude toward the problem.[7]

text: Nathaniel Gage[edit]

text: Nathaniel Gage (1917 -2008) is an important figure in educational psychology as his research focused on improving teaching and understanding the processes involved in teaching.[7] He edited the book Handbook of Research on Teaching (1963), which helped develop early research in teaching and educational psychology.[7] Gage founded the Stanford Center for Research and Development in Teaching, which contributed research on teaching as well as influencing the education of important educational psychologists.[7]

text: Perspectives[edit]

text: Behavioral[edit]

text: Applied behavior analysis, a research-based science utilizing behavioral principles of operant conditioning, is effective in a range of educational settings.[17] For example, teachers can alter student behavior by systematically rewarding students who follow classroom rules with praise, stars, or tokens exchangeable for sundry items.[18][19] Despite the demonstrated efficacy of awards in changing behavior, their use in education has been criticized by proponents of self-determination theory, who claim that praise and other rewards undermine intrinsic motivation. There is evidence that tangible rewards decrease intrinsic motivation in specific situations, such as when the student already has a high level of intrinsic motivation to perform the goal behavior.[20] But the results showing detrimental effects are counterbalanced by evidence that, in other situations, such as when rewards are given for attaining a gradually increasing standard of performance, rewards enhance intrinsic motivation.[21][22] Many effective therapies have been based on the principles of applied behavior analysis, including pivotal response therapy which is used to treat autism spectrum disorders.

text: Cognitive[edit]

text: Among current educational psychologists, the cognitive perspective is more widely held than the behavioral perspective, perhaps because it admits causally related mental constructs such as traits, beliefs, memories, motivations and emotions.[citation needed] Cognitive theories claim that memory structures determine how information is perceived, processed, stored, retrieved and forgotten. Among the memory structures theorized by cognitive psychologists are separate but linked visual and verbal systems described by Allan Paivio's dual coding theory. Educational psychologists have used dual coding theory and cognitive load theory to explain how people learn from multimedia presentations.[23]

text: The spaced learning effect, a cognitive phenomenon strongly supported by psychological research, has broad applicability within education.[25] For example, students have been found to perform better on a test of knowledge about a text passage when a second reading of the passage is delayed rather than immediate (see figure).[24] Educational psychology research has confirmed the applicability to education of other findings from cognitive psychology, such as the benefits of using mnemonics for immediate and delayed retention of information.[26]

text: Problem solving, according to prominent cognitive psychologists, is fundamental to learning. It resides as an important research topic in educational psychology. A student is thought to interpret a problem by assigning it to a schema retrieved from long-term memory. A problem students run into while reading is called "activation." This is when the student's representations of the text are present during working memory. This causes the student to read through the material without absorbing the information and being able to retain it. When working memory is absent from the readers representations of the working memory they experience something called "deactivation." When deactivation occurs, the student has an understanding of the material and is able to retain information. If deactivation occurs during the first reading, the reader does not need to undergo deactivation in the second reading. The reader will only need to reread to get a "gist" of the text to spark their memory. When the problem is assigned to the wrong schema, the student's attention is subsequently directed away from features of the problem that are inconsistent with the assigned schema.[27] The critical step of finding a mapping between the problem and a pre-existing schema is often cited as supporting the centrality of analogical thinking to problem solving.

text: Cognitive view of intelligence[edit]

text: Each person has an individual profile of characteristics, abilities and challenges that result from predisposition, learning and development. These manifest as individual differences in intelligence, creativity, cognitive style, motivation and the capacity to process information, communicate, and relate to others. The most prevalent disabilities found among school age children are attention deficit hyperactivity disorder (ADHD), learning disability, dyslexia, and speech disorder. Less common disabilities include intellectual disability, hearing impairment, cerebral palsy, epilepsy, and blindness.[28]

text: Although theories of intelligence have been discussed by philosophers since Plato, intelligence testing is an invention of educational psychology, and is coincident with the development of that discipline. Continuing debates about the nature of intelligence revolve on whether intelligence can be characterized by a single factor known as general intelligence,[29] multiple factors (e.g., Gardner's theory of multiple intelligences[30]), or whether it can be measured at all. In practice, standardized instruments such as the Stanford-Binet IQ test and the WISC[31] are widely used in economically developed countries to identify children in need of individualized educational treatment. Children classified as gifted are often provided with accelerated or enriched programs. Children with identified deficits may be provided with enhanced education in specific skills such as phonological awareness. In addition to basic abilities, the individual's personality traits are also important, with people higher in conscientiousness and hope attaining superior academic achievements, even after controlling for intelligence and past performance.[32]

text: Developmental[edit]

text: Developmental psychology, and especially the psychology of cognitive development, opens a special perspective for educational psychology. This is so because education and the psychology of cognitive development converge on a number of crucial assumptions. First, the psychology of cognitive development defines human cognitive competence at successive phases of development. Education aims to help students acquire knowledge and develop skills which are compatible with their understanding and problem-solving capabilities at different ages. Thus, knowing the students' level on a developmental sequence provides information on the kind and level of knowledge they can assimilate, which, in turn, can be used as a frame for organizing the subject matter to be taught at different school grades. This is the reason why Piaget's theory of cognitive development was so influential for education, especially mathematics and science education.[33] In the same direction, the neo-Piagetian theories of cognitive development suggest that in addition to the concerns above, sequencing of concepts and skills in teaching must take account of the processing and working memory capacities that characterize successive age levels.[34][35]

text: Second, the psychology of cognitive development involves understanding how cognitive change takes place and recognizing the factors and processes which enable cognitive competence to develop. Education also capitalizes on cognitive change, because the construction of knowledge presupposes effective teaching methods that would move the student from a lower to a higher level of understanding. Mechanisms such as reflection on actual or mental actions vis-à-vis alternative solutions to problems, tagging new concepts or solutions to symbols that help one recall and mentally manipulate them are just a few examples of how mechanisms of cognitive development may be used to facilitate learning.[35][36]

text: Finally, the psychology of cognitive development is concerned with individual differences in the organization of cognitive processes and abilities, in their rate of change, and in their mechanisms of change. The principles underlying intra- and inter-individual differences could be educationally useful, because knowing how students differ in regard to the various dimensions of cognitive development, such as processing and representational capacity, self-understanding and self-regulation, and the various domains of understanding, such as mathematical, scientific, or verbal abilities, would enable the teacher to cater for the needs of the different students so that no one is left behind.[35][37]

text: Constructivist[edit]

text: Constructivism is a category of learning theory in which emphasis is placed on the agency and prior "knowing" and experience of the learner, and often on the social and cultural determinants of the learning process. Educational psychologists distinguish individual (or psychological) constructivism, identified with Piaget's theory of cognitive development, from social constructivism. A dominant influence on the latter type is Lev Vygotsky's work on sociocultural learning, describing how interactions with adults, more capable peers, and cognitive tools are internalized to form mental constructs. Elaborating on Vygotsky's theory, Jerome Bruner and other educational psychologists developed the important concept of instructional scaffolding, in which the social or information environment offers supports for learning that are gradually withdrawn as they become internalized.[38]

text: Conditioning and learning[edit]

text: To understand the characteristics of learners in childhood, adolescence, adulthood, and old age, educational psychology develops and applies theories of human development.[39] Often represented as stages through which people pass as they mature, developmental theories describe changes in mental abilities (cognition), social roles, moral reasoning, and beliefs about the nature of knowledge.

text: For example, educational psychologists have conducted research on the instructional applicability of Jean Piaget's theory of development, according to which children mature through four stages of cognitive capability. Piaget hypothesized that children are not capable of abstract logical thought until they are older than about 11 years, and therefore younger children need to be taught using concrete objects and examples. Researchers have found that transitions, such as from concrete to abstract logical thought, do not occur at the same time in all domains. A child may be able to think abstractly about mathematics, but remain limited to concrete thought when reasoning about human relationships. Perhaps Piaget's most enduring contribution is his insight that people actively construct their understanding through a self-regulatory process.[28]

text: Piaget proposed a developmental theory of moral reasoning in which children progress from a naïve understanding of morality based on behavior and outcomes to a more advanced understanding based on intentions. Piaget's views of moral development were elaborated by Kohlberg into a stage theory of moral development. There is evidence that the moral reasoning described in stage theories is not sufficient to account for moral behavior. For example, other factors such as modeling (as described by the social cognitive theory of morality) are required to explain bullying.

text: Rudolf Steiner's model of child development interrelates physical, emotional, cognitive, and moral development[40] in developmental stages similar to those later described by Piaget.[41]

text: Developmental theories are sometimes presented not as shifts between qualitatively different stages, but as gradual increments on separate dimensions. Development of epistemological beliefs (beliefs about knowledge) have been described in terms of gradual changes in people's belief in: certainty and permanence of knowledge, fixedness of ability, and credibility of authorities such as teachers and experts. People develop more sophisticated beliefs about knowledge as they gain in education and maturity.[42]

text: Motivation[edit]

text: Motivation is an internal state that activates, guides and sustains behavior. Motivation can have several impacting effects on how students learn and how they behave towards subject matter:[43]

text:
Provide direction towards goals
Enhance cognitive processing abilities and performance
Direct behavior toward particular goals
Lead to increased effort and energy
Increase initiation of and persistence in activities

tag: ul

text: Educational psychology research on motivation is concerned with the volition or will that students bring to a task, their level of interest and intrinsic motivation, the personally held goals that guide their behavior, and their belief about the causes of their success or failure. As intrinsic motivation deals with activities that act as their own rewards, extrinsic motivation deals with motivations that are brought on by consequences or punishments. A form of attribution theory developed by Bernard Weiner[44] describes how students' beliefs about the causes of academic success or failure affect their emotions and motivations. For example, when students attribute failure to lack of ability, and ability is perceived as uncontrollable, they experience the emotions of shame and embarrassment and consequently decrease effort and show poorer performance. In contrast, when students attribute failure to lack of effort, and effort is perceived as controllable, they experience the emotion of guilt and consequently increase effort and show improved performance.[44]

text: The self-determination theory (SDT) was developed by psychologists Edward Deci and Richard Ryan. SDT focuses on the importance of intrinsic and extrinsic motivation in driving human behavior and posits inherent growth and development tendencies. It emphasizes the degree to which an individual's behavior is self-motivated and self-determined. When applied to the realm of education, the self-determination theory is concerned primarily with promoting in students an interest in learning, a value of education, and a confidence in their own capacities and attributes.[45]

text: Motivational theories also explain how learners' goals affect the way they engage with academic tasks.[46] Those who have mastery goals strive to increase their ability and knowledge. Those who have performance approach goals strive for high grades and seek opportunities to demonstrate their abilities. Those who have performance avoidance goals are driven by fear of failure and avoid situations where their abilities are exposed. Research has found that mastery goals are associated with many positive outcomes such as persistence in the face of failure, preference for challenging tasks, creativity and intrinsic motivation. Performance avoidance goals are associated with negative outcomes such as poor concentration while studying, disorganized studying, less self-regulation, shallow information processing and test anxiety. Performance approach goals are associated with positive outcomes, and some negative outcomes such as an unwillingness to seek help and shallow information processing.[46]

text: Locus of control is a salient factor in the successful academic performance of students. During the 1970s and '80s, Cassandra B. Whyte did significant educational research studying locus of control as related to the academic achievement of students pursuing higher education coursework. Much of her educational research and publications focused upon the theories of Julian B. Rotter in regard to the importance of internal control and successful academic performance.[47] Whyte reported that individuals who perceive and believe that their hard work may lead to more successful academic outcomes, instead of depending on luck or fate, persist and achieve academically at a higher level. Therefore, it is important to provide education and counseling in this regard.[48]

text: Technology[edit]

text: Instructional design, the systematic design of materials, activities and interactive environments for learning, is broadly informed by educational psychology theories and research. For example, in defining learning goals or objectives, instructional designers often use a taxonomy of educational objectives created by Benjamin Bloom and colleagues.[49] Bloom also researched mastery learning, an instructional strategy in which learners only advance to a new learning objective after they have mastered its prerequisite objectives. Bloom[50] discovered that a combination of mastery learning with one-to-one tutoring is highly effective, producing learning outcomes far exceeding those normally achieved in classroom instruction. Gagné, another psychologist, had earlier developed an influential method of task analysis in which a terminal learning goal is expanded into a hierarchy of learning objectives[51] connected by prerequisite relationships. The following list of technological resources incorporate computer-aided instruction and intelligence for educational psychologists and their students:

text:
Intelligent tutoring system
Cognitive tutor
Cooperative learning
Collaborative learning
Problem-based learning
Computer-supported collaborative learning
Constructive alignment

text: Technology is essential to the field of educational psychology, not only for the psychologist themselves as far as testing, organization, and resources, but also for students. Educational Psychologists whom reside in the K- 12 setting focus the majority of their time with Special Education students. It has been found that students with disabilities learning through technology such as IPad applications and videos are more engaged and motivated to learn in the classroom setting. Liu et al. explain that learning-based technology allows for students to be more focused, and learning is more efficient with learning technologies. The authors explain that learning technology also allows for students with social- emotional disabilities to participate in distance learning.[52]

text: Applications[edit]

text: Teaching[edit]

text: Research on classroom management and pedagogy is conducted to guide teaching practice and form a foundation for teacher education programs. The goals of classroom management are to create an environment conducive to learning and to develop students' self-management skills. More specifically, classroom management strives to create positive teacher–student and peer relationships, manage student groups to sustain on-task behavior, and use counseling and other psychological methods to aid students who present persistent psychosocial problems.[54]

text: Introductory educational psychology is a commonly required area of study in most North American teacher education programs. When taught in that context, its content varies, but it typically emphasizes learning theories (especially cognitively oriented ones), issues about motivation, assessment of students' learning, and classroom management. A developing Wikibook about educational psychology gives more detail about the educational psychology topics that are typically presented in preservice teacher education.

text:
Special education
Secondary Education
Lesson plan

text: Counseling[edit]

text: Training[edit]

text: In order to become an educational psychologist, students can complete an undergraduate degree in their choice. They then must go to graduate school to study education psychology, counseling psychology, and/ or school counseling. Most students today are also receiving their doctorate degrees in order to hold the "psychologist" title. Educational psychologists work in a variety of settings. Some work in university settings where they carry out research on the cognitive and social processes of human development, learning and education. Educational psychologists may also work as consultants in designing and creating educational materials, classroom programs and online courses.Educational psychologists who work in k–12 school settings (closely related are school psychologists in the US and Canada) are trained at the master's and doctoral levels. In addition to conducting assessments, school psychologists provide services such as academic and behavioral intervention, counseling, teacher consultation, and crisis intervention. However, school psychologists are generally more individual-oriented towards students.[55]

text: Many colleges and high schools are starting to teach students how to teach students in the classroom. In colleges educational psychology is starting to be a general education requirement.

text: Employment outlook[edit]

text: Employment for psychologists in the United States is expected to grow faster than most occupations through the year 2014, with anticipated growth of 18–26%. One in four psychologists are employed in educational settings. In the United States, the median salary for psychologists in primary and secondary schools is US$58,360 as of May 2004.[56] Colleges offer and allow someone to obtain an PHD in educational Psychology.

text: In recent decades the participation of women as professional researchers in North American educational psychology has risen dramatically.[57]

text: Methods of research[edit]

text: Educational psychology, as much as any other field of psychology heavily relies on a balance of pure observation and quantitative methods in psychology. The study of education generally combines the studies of history, sociology, and ethics with theoretical approaches. Smeyers and Depaepe explain that historically, the study of education and child rearing have been associated with the interests of policymakers and practitioners within the educational field, however, the recent shift to sociology and psychology has opened the door for new findings in education as a social science. Now being its own academic discipline, educational psychology has proven to be helpful for social science researchers.[58]

text: Quantitative research is the backing to most observable phenomena in psychology. This involves observing, creating, and understanding a distribution of data based upon the studies subject matter. Researchers use particular variables to interpret their data distributions from their research and employ statistics as a way of creating data tables and analyzing their data. Psychology has moved from the "common sense" reputations initially posed by Thomas Reid to the methodology approach comparing independent and dependent variables through natural observation, experiments, or combinations of the two. Though results are still, with statistical methods, objectively true based upon significance variables or p- values.[58]


document_title: List of players with eight or more points in an NHL game

question_text: most points by nhl player in one game

question_tokens: most points by nhl player in one game

text: This is a list of players who have scored eight or more points in a National Hockey League game. Scoring eight or more points in a single game is considered a great feat, which has happened only 16 times, by 13 different players. Only one player, Darryl Sittler, scored more than eight points in a game, setting the NHL record with 10 while playing for the Toronto Maple Leafs in 1976. Paul Coffey and Tom Bladon are the only defensemen to have scored eight points. The feat of scoring eight points in a game has been mostly achieved in the 1980s, with 10 out of the 16 instances happening in that decade. Mario Lemieux has the most games with at least eight points, scoring eight points in three separate games (in one season). Wayne Gretzky is the only other player to attain the feat more than once (twice in one season). The most recent player to do so was Sam Gagner of the Edmonton Oilers, who scored eight points against the Chicago Blackhawks on 2 February 2012; Gagner's 8-point night was also the first 8-point game for a player since the 1980s.

text: Scorers[edit]

text:
Name
Team
Date
Goals
Assists
Points

 Richard, MauriceMaurice Richard
Montreal Canadiens
000000001944-12-28-0000December 28, 1944
5
3
8

 Olmstead, BertBert Olmstead
Montreal Canadiens
000000001954-01-09-0000January 9, 1954
4
4
8

 Sittler, DarrylDarryl Sittler
Toronto Maple Leafs
000000001976-02-07-0000February 7, 1976
6
4
10

 Bladon, TomTom Bladon
Philadelphia Flyers
000000001977-12-11-0000December 11, 1977
4
4
8

 Trottier, BryanBryan Trottier
New York Islanders
000000001978-12-23-0000December 23, 1978
5
3
8

 Stastny, PeterPeter Stastny
Quebec Nordiques
000000001981-02-22-0000February 22, 1981
4
4
8

 Stastny, AntonAnton Stastny
Quebec Nordiques
000000001981-02-22-0000February 22, 1981
3
5
8

 Gretzky, WayneWayne Gretzky
Edmonton Oilers
000000001983-11-19-0000November 19, 1983
3
5
8

 Gretzky, WayneWayne Gretzky
Edmonton Oilers
000000001984-01-04-0000January 4, 1984
4
4
8

 Coffey, PaulPaul Coffey
Edmonton Oilers
000000001986-03-14-0000March 14, 1986
2
6
8

 Sundstrom, PatrikPatrik Sundstrom
New Jersey Devils
000000001988-04-22-0000April 22, 1988
3
5
8

 Lemieux, MarioMario Lemieux
Pittsburgh Penguins
000000001988-10-15-0000October 15, 1988
2
6
8

 Nicholls, BernieBernie Nicholls
Los Angeles Kings
000000001988-12-01-0000December 1, 1988
2
6
8

 Lemieux, MarioMario Lemieux
Pittsburgh Penguins
000000001988-12-31-0000December 31, 1988
5
3
8

 Lemieux, MarioMario Lemieux
Pittsburgh Penguins
000000001989-04-25-0000April 25, 1989
5
3
8

 Gagner, SamSam Gagner
Edmonton Oilers
000000002012-02-02-0000February 2, 2012
4
4
8

tag: table