Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
ch 7
Lifespan Development
| Question | Answer |
|---|---|
| Prefrontal Cortex | Show extensive development from 3-6 years Important in attention and memory, reasoning, determining right/wrong and personality |
| Myelination | the coating of neural fibers with an insulating fatty sheath (Myelin) that improves the efficiency of message transfer |
| Cerebellum | a structure that aids in balance and control of body movement |
| hippocampus | plays a vital role in memory and in images of spaces that helps us find our way |
| lateralization | the process in which certain functions are located more in one hemisphere than the other |
| Left hemisphere | verbal competence (speaking, reading, thinking and reasoning). Very active between 3-6 |
| Right hemisphere | Nonverbal competence (spatial relationships, patterns and drawings, music and emotional expressions). Activity increases steadily throughout early and middle childhood |
| average growth during early childhood | 2.5 inches and 5-7 pounds |
| Piaget's preopertional stage | Ages 2-7. Extraordinary increase in representational or symbolic activity. Still not capable of operations |
| dual representation | viewing a symbolic object as both an object in its own right and a symbol i.e toy room and a symbol of another room |
| egocentrism | failure to distinguish the symbolic viewpoints of others from one's own |
| animistic thinking | the belief that inanimate objects have lifelike qualities, such as thoughts, wishes, feelings and intentions |
| Make-believe play | Play detaches from the real-life conditions associated with it Play becomes less self-centered Play includes more complex combinations of schemes |
| Sociodramatic | the make-believe play with others that is under way around age 2 and increase rapidly during the next few years |
| limitations of preopertional thought | Children are not capable of operations-mental actions that obey logical rules. Rather, their thinking is rigid, limited to one aspect of a situation at a time, and strongly influenced by the way things appear at the moment |
| First Substage of Preopertational thought | Child at age 2-4, still very egocentric and animistic |
| Second Substage of Peropertional thought | Child at age 4-7 uses primitive reasoning but is still centric (concentration on one limited of a stimulus and ignoring aspects) in thought, lacks conservation abilities |
| conservation | refers to the idea that certain physical characteristics of objects remain the same, even when their outward appearance changes. |
| centration | focus on one aspect of a situation, neglecting other important features |
| irrereversibility | an inability to metally go through a series of steps in a problem and then reverse direction, returning the starting point |
| Vygotsky's Social constructivist approach | emphasizes the social contexts of a learning that are mutually created between a child and mentor |
| Zone of Proximal Development | Lower limit can be achieved by the child alone Upper limit can be achieved by child's skills with adult guidance and instructions other limits can't be achieved yet |
| Scaffolding | adjusting the support offered during a teaching session to fit the child's current level of preformance. Changing the level of support, close direct instruction is reduced as child grasps the concept |
| Vygotsky and language | language is used for social communication, solving tasks and monitoring one's own behavior Language and thought are independent |
| Private Speech | children's self-directed speech egocentric and immature but is incredibly important |
| Inner speech | between ages 3-7. Private speech that isn't out loud. |
| Vygotsky's teaching strategies | Effectively assess child's ZPD Uses the child's ZPD in teaching Use more-skilled peers as tutors Monitor child and encourage private speech Place instruction into meaningful context Transform the classroom with Vygotsky's ideas |
| Vygotsky vs Piaget | Strong emphasis on sociocultural context; social contructivist; no stages; key processes are ZPD, language, dialouge, tools of culture; language a major role in shaping thought; view of education as a central roles, tools of culture; kids learn w/ teacher |
| Piaget v Vygotsky | Little emphasis on sociocultural context; cognitive contructivist; stages; key processes are schema, assimilation, accommodation and operations; cognition directs language; view on education as refines child's cognitive skills; provide support for kids |
| scripts | general descriptions of what occurs and when it occurs in a particular situation |
| The Young Child's theory of Mind age 2-3 | Children begin to understand three metal states: perception, desires and emotions |
| The Young Child's Theory of Mind age 4-5 | Children understand "false Beliefs" and that people can be mistaken Only beyond preschool years do children have a deepening appreciation of the mind |
| Emergent literacy | Children's active efforts to construct literacy knowledge through informal experience |
| Phonological Awareness | ability to reflect on and manipulate the sound structure of spoken language |
| ordinality | understanding the order relationships between quantities |
| Cardinality | understanding the last number in a counting sequence indicated the quantity of items in a list |
| Brazelton | flexible approach; wait for child readiness |
| Rosemond | rigid approach; do it early and quickly |
Created by:
Samsara94
Popular Psychology sets