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cset multiple subjec
subset 3 - human development
| Term | Definition |
|---|---|
| egocentrism | piaget's their of viewing the world from one reference point (own perspective) notable in the preoperational stage of cognitive development (2-7 years old) |
| piagets stages of cognitive developmen | birth-2: sensorimotor; 2-7: preoperational; 7-11 concrete operations; 11+ formal operations |
| concrete operations | logical operations can be applied to real problems; however, complex deductions and abstract thinking are not possible until formal operations |
| convention level of morality | kohlberg's stages of moral development. 10-13 years old: concerned about opinion of peers desire to win their acceptance |
| preconventional level of morality | 4-10 rules are black and white children obey because adults tell them to |
| scaffolding | vygotsky: temporary support system for children until they are able to perform on their own |
| aggression | albert bandura theory of aggresion: children who observe aggressive acts are likely to imtate aggression |
| effects of excessive television | behavioral issues and stereotypes instilled |
| types of play - 4 | 1. constructive play= use of makign objects into something; 2. functional play = repeating simple muscular movements; 3. pretend play: fantasy, drama, imaginative; 4. games with rules play |
| attachment | 1. anxious resistant; 2. secure; 3. disorganized-disoriented; 4. anxious avoidant |
| peer positive relationships | belongingness, overcome egocentrism, share interests, practice conflict resolution, provide emotional and social supports |
| anorexia versus bulimia personality traits | anorexia: impulsive; bulimia: perfectionist |
| learning disability | discrepancy between measured intelligence and classroom performance; interferes with overall academic performance, daily living, stress can magnify the disability |
| emotional intelligence | understand perspective, listen, mature cognitive emotional feelings, motivated to share and cooperate with other children |
| Piaget's Cognitive Development Stages (SPCF) | sensorimotor, preoperational, concrete, formal |
| sensorimotor | birth-2 years, infancy through toddler, egocentric, understands through physical actions |
| preoperational | 2-7, early childhood: (2-4) egocentric, casual reasoning, centration, covab = 1000 words; preoperational (5-7): understands different perspectives, insuitive reasoning and representational thought, vocab = 20000 |
| concrete operations | 7-11, middle childhood classification skills, understands conservation, inductive reasoning, seriation, transitive reference, metacognitive abilities |
| formal operations | 12-18; adolesence: abstract reasoning, hypothetical-deductive reasoning, higher level of moral reasoning, no longer folllows external rules imposed by others. |
| jean piaget | swiss psychologist, theory of stages of cognitive development: central to how educators understand how children think, feel, and respond to the world |
| cognitive development | innate ability to adapt to the environment and that development as a result of the child's experience with the physical world, social experiences and physical maturation |
| conservation | conceptual tool allowing a child to recognize when altering the appearance of an object does not change its basic properties |
| assimilation | incorporate new information with existing schemes in order to form a new cognitive structure |
| accommodation | take exissting schemes and adjust them to fit their experiences |
| piaget's cognitive learning process | all thinking begins at a balanced mental state, a stage of equilibrium --> child received new information --> either assimilates or accomodates --> new thought (schema) is formed |
| 4 assumptions of Piaget's stages of CD | 1) children are organically inspired to think, learn, and comprehend; 2) children see the world differently than adults; 3) children knowledge is ordered into mental structures called scheme; 4) all learning consists of assimilation and accomodation |
| educational implications to piaget's theories | 1. provides an alternative to behavior theorists belief children are passive learners; 2. quantified the conceptual-learning process-predictable and orderly developmental accomplishments; 3. a childs mind seeks equilibrium; 4. avoid inappropriate mat. |
| animism | belief that nonliving objects have lifelike qualities |
| casual reasoning "casuality" | children believe that their thoughts can cause actions whether or not the two experiences have casual relationships. |
| centration | tendency to focus on only one piece of information at a time while disregarding all others |
| irreversibility | cannot understand that an operation moves in ore than one direcrtion, cannot understand that the original state can be recovered |
| metacognition | awareness about one's knowledge; helps children plan their own problem-solving strategies |
| object permanence | recognition that objects an events continue to exist when they are not visible |
| reasoning | (HIT) hypothetical-deductive reasoning, inductive reasoning, transductive reasoning |
| transductive reasoning | mentally connects specific experiences whether or not there is a logical, casual relationship |
| inductive reasoning | drawing conclusions from specific examples to make general conclusion (even if inaccurate) |
| hypothetical-deductive reasoning | formulating a specific hypothesis from any given general theory |
| schema | form mental represenations of perception, ideas, actions to help understand experienceds |
| seriation | ability to arrange object in logical progression |
| symbolic function | users words/images to form mental representations. remembers objects without objects being phsycially present |
| transitive inference | ability to draw conclusions about a relationship between two objects by knowing the relationship to a third object |
| morality | internalized set of subjective rules influencing the feelings, thoughts, and behavior of an individual in deciding right from wrong |
| piaget and moral devleopment | morality of constraint (4-7 yrs): heteronomous- moral world through the eyes of justic and rules unchangeable; morality of cooperation (autonomous) ages 10; understand rules are made of ppl and are variables when deciding right from wrong |
| kohlberg and moral development | level 1: preconventional: obeying because adults tell them to, judgement made strictly on consequence; level 2: conventional (10-13)-concerned about the opinions of their peers , want to please others |
| level 3 of kohlberg's moral development | postconventional (13+): morality judged in terms of abstract principles not by existing rules that govern society |
| def. of language | communication system of words, symbols, representation of action, objects and feelings |
| language development | through language development a child constructs cognitive and emotional meaning |
| vygotsky on language development | believed thought development is determined by language, not jut an expression of knowledge but a powerful tool in shaping thought |
| noam chomsky on language development | learning is innate and children are prewired to learn language. infants have LAD (language acquisition device) built in neurologically. |
| infant 0-12 years | early vocalizaton spontaneous sounds, babbling |
| toddler | 12-18 months: first words usually familiar simple monosyllabic; 18-24 telegraphic speech, simple two word sentences |
| early childhood | 3-4 years old: learns 8-9 words dail, vocab 1000 words, uses plural/possessive/-ing, begins to private speech; 5-7 years old "why", understands metaphors 5-7 declarative word sentences, 2500 vocab |
| intelligence | collecction of abilities that allow children to learn, think, experience, adapt; iq: score on an intelligence test: is not a predictor of socioeconomic success but may be of academic achievement |
| stanford-binet intelligence test | cognitive development, verbal, nonbverbal, quantitative, memory; useful to diagnose developmental disabilities and special educaition interventions |
| wechsler | verbal and performance, verbal comprehension, perceptual organization, working memory, speech; pinpoints strengths and weaknesses |
| howard gardner multiple intelligence | linguistic-verbal, mathematical-logica, spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, naturalist |
| sternberg's triarchic | analytical, creative, and practical |
| classic conditioning | learning process when 2 stimulus are repeatedly paired; response that is at first elicited by the second stimuli, eventually response will be ellicited by the first stimulus alone. |
| operant conditioning | individual behavior is modified by its antecdents and consequences |
| erikson's psychosocial theory | basic trust versus mistrust, autonomy versus shame and double, initiative versus guilt, industrusy versus inferiority; identity versus role confusion |
| vygotsky's sociocultural cognitive theory | culture is the prime determinant of cognitive development |
| bandura's social learning theory | behvior is learned through the environment through a process of observational learning |
| stage 1 eriksons | trust vs. mistrust |
| stage 2 eriksons | autonomy versus shame and doubt |
| stage 3 eriksons | initiative verus guilt |
| stage 4 eriksons | industry versus inferiority |
| stage 5 eriksins | identity versus role confusion |
| mary ainsworth attachment infant-parent | secure, anxious-resistant, anxious-avoidant, disorganized/disoriented |
Created by:
msanpedro54
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