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Developmental Psych
Test #3
| Question | Answer |
|---|---|
| Lee Vygotsky was a _________ theorist, who recieved his PHD in __________? | sociocultural; psychology of the arts |
| Vygotsky wrote a book entitled ____________. What was its premise/other info surrounding the book? | "Thought and Language." -Two yrs after publication, the book was banned in the U.S.S.R b/c of disputes within the psych community. -Book was later redistributed. |
| What were the political contexts occurring during Vygotsky's time? | The Russian Revolution, the rise of Marxism, etc. |
| What is Marxism? | Marxism stressed socialism and collectivism, where individuals were expected to sacrifice personal goals for the betterment of society. One individuals success = societal success. |
| Vygotsky's model of cognitive development incorporated history, and as was termed the sociocultural approach as a result. However, it is also referred to as the ___________? | Sociohistorical approach. |
| What does Vgotsky's cognitive development refer to, and what are its three main components? | It refers to mental development, which includes: -thought -language/speech -reasoning/processing |
| How does Vygotsky state that these cognitive abilities develop? | Through social interactions with others, specifically one's parents/care giver. |
| How does the way Piaget describes cognitive development differ from the way Vygotsky describes it? | Piaget believes development follows a pattern of cultural stages, however, Vygotsky believed that cognitive development occurs via social interaction. |
| How did Vygotsky view the determination of intellectual abilities? | Vygotsky saw intellectual abilities as being determined by the culture in which the child was reared. |
| The relationship between a child's thought and speech, according to Vygotsky, begins.. | as separate functions with no connection between them. |
| What do the circles in Vygotsky's understanding of a child's thought and speech represent? | Circle 1: Non verbal thought Circle 2: Non conceptual speech Over lap: Verbal thought |
| When a child develops, according to Vygotsky, what happens to the circles? | They begin to overlap as a child develops, however, they will NEVER fully overlap, although one may become more prominent over the other. Some nonverbal thought and non conceptual speech will always remain. |
| What are Vygotsky's Stages of Speech Development? How many? | 4-- 1. Primitive/Natural Speech (0-2) -Emotional Release -Social Interactions -Child's first words 2. Naive Psychological Speech (2-4) 3. Egocentric Speech (4-6) 4. Ingrowth Speech (6-8) |
| What is Vygotsky's 1st stage of Speech Development? Explain. | Primitive/Natural Speech -Characterized by 3 non-intellectual speech functions: 1. Emotional Release (crying due to pain, babbling due to contentment) 2. Social Interactions (laughter) 3. Child's first words (subs for objects and desires) |
| What is Vygotsky's 2nd stage of Speech Development? Explain. | Naive Psychological Speech -Child asks many questions, no longer conditioned by others, seeks info for self. -Vocab increases at a rapid rate -Child begins practical intelli. -Lang is naive. Uses gramatical structures correctly but doesn't understand |
| What is Vygotsky's 3rd stage of Speech Development? Explain. | Egocentric Speech -Occurs during play time with preeschool and kindergarden children -Speech requires no response, babble to self -- NOT intepreted as a running monologue. Didn't parallel child's thought as the play, rather thinking through a problem |
| What is Vygotsky's 4th stage of Speech Development? Explain. | Ingrowth Speech -Child learns to manipulate language, soundlessly (in their head) -From this stage to the end of the life cycle, the child will use inner and outer speech as tools for verbal thought. |
| What is soundless speech? | Thinking by means of logical memory that employs internal signs for solving problems. |
| What are Vygotsky's stages of Conceptual Thought Development? How many? | 3-- 1. Thinking in Unorganized Heaps (0-2) 2. Thinking in Complexes (2-4) 3. Thinking in Concepts (4-6) |
| What are the attributes of Vgotsky's Socio-Cultural theory? | 1. Structures 2. Functions 3. Memory 4. Perception |
| What is a structure? | Structures are elementary reflexes in a new born and as a child grows, higher order structures emerge (language, cognitive development, etc.) |
| What is a function? | The way a child interprets and responds to the world. |
| How many types of memory are there? What are they? | 1. Natural Memory -most basic form of cog. developmnt. -dominates intellectual behavior of young children 2. Abstract Memory -objects |
| What is perception? | As a child develops, perception progresses from natural form to higher form, mediated by language. Speech functions act as an instrument for synthesizing language, producing a more complex form of perception. |
| What are Vygotsky's stages of cognitive development? How many? | 6-- |
| What is the central construct of Vygotsky's socio-cultural theory? | The Zone of Proximal Development |
| What is a zone? | The difference between what a child can do on his own and what the can do with help. |
| Define the level of actual development. | What children can do on their own (i.e. IQ tests) |
| Define the level of potential development: | What children can do with the help of others. |
| Define the zone of proximal development: | The difference between actual and potential development. |
| Kohlberg examined whose theory? And what did his method of presenting subjects involve? | Piaget. He presented subjects with a moral dilemma in which characters must choose between obeying and breaking the law for the benefit of another. In this, each subject is asked what they would do, and why. |
| What is the central question of Kohlberg's method. Why is it important? | Why? -It's important b/c it reveals one's level of moral reasoning. |
| Who was the father of social learning? | Albert Bandura |
| A social learning theorist is also called a: | cognitive theorist |
| How did Bandura begin to coin the term social learning theory? | He took issue with REINFORCEMENT theorists, who believed that learning only occurred through trial and error. |
| How did Bandura argue the most complex human learning occurs? | Through modeling, or observing behaviors/consequences of others. This way, we also learn which behaviors are desirable and rewardable vs. undesirable and punishable. |
| Vicarious reinforcement: | When a child observes a sibling being rewarded, and becomes most likely to act similarly to receive the same reward. |
| Vicarious punishment: | Child observes a sibling being punished, and will act in the opposite means. |
| Imitation: | First result of modeling. When children model what they have seen or observed. |
| Selective imitation: | Imitations that are not precise reflections of what a child saw. |
| Response inhibition/counter imitation. | Second result of modeling. Result of vicarious punishment. When a child does the opposite of what they see because of a punishment they viewed. |
| What is social learning? What else is it called? | Learning that occurs via observing behaviors. (Observational learning.) |
| What are the processes of Bandura's Social Learning Theory? How many are there? | 1. Intentional Processes 2. Processes of Retention 3. Production Processes 4. Motivational Processes |
| Describe Bandura's Social-Cognitive Analysis? | His analysis is INTERACTIONAL in nature. |
| What are the 3 components that make up social-cognitive analysis? | Person, behavior, environment |
| What impacts a child's learning? | Much of a child's knowledge of the world comes from environmental stimuli (i.e. TV, parents ,books, internets, etc. |
| What conclusions did learning theorists agree upon? | The consequences of child's behavior, and siblings/peers/parents can be observed and used to influence the child. The child's behavior contributes to creating the environment. |
| Bandura's willingness to incorporate aspects of development INCREASED or DECREASED the power of his social learning theory. | Increased. |
| What was Bandura's most significant experiment? | The BoBo Doll Experiment. |
| What was the purpose of Bandura's BoBo Doll experiment. | To add importance to his belief that all human behavior is learned through social observation/imitation. |
| What kind of a theorist was John B Watson | Behaviorist |
| What is behaviorism? | Human development results primarily from conditioning and learning processes. |
| What was Watson's early career? | He was devoted to the study of physiological processes and animal psychology. |
| Why did Watson form behaviorism? | He was dissatisfied with what was being studied in Psych. during his time, because he felt it should follow the example of other natural sciences, focusing on objective, observable behaviors. |
| Was Watson anti or pro introspection? | Anti |
| What three platforms did he utilize to propel behaviorism to the forefront of psychological theory? | -Joined the Psych. dept at John Hopkins -Began the chairmen after a few years -Also became the pres. of the APA, and editor of the APR. |
| How much money was Watson awarded, and to study what? | $100, the reflexes in infants. |
| What was Watson's most famous case study? | Conditioning a fear response in 11 mo. old, Albert, using a white rat and pairing loud noises to the presence of the mouse. |
| What were the condition response (CR) and the condition stimulus (CS) of the experiment? | CR: Albert's fear CS: The white rat |
| What were the unconditioned stimulus (UCS) and the unconditioned response (UCR)? | UCS: The sound UCR: Pain |
| The conditioned response was later generalized to other objects (i.e a white rabbit, fur coat, etc: T or F | T |
| Did Watson decondition Albert of his fear? | No. They moved prior. |
| What is the basic process of behaviorism according to Watson? | Changes in behavior result from conditioning processes rather than from innate biological processes. |
| How did Watson argue that learning occurs? Who's research was this similar to? | Via the process of association. -Similar to Pavlo's research of stimulus response conditioning. |
| Watson referred to his conditioning process of learning as ___________. What does it explain? | The condition reflex method. -It explains how behavior changes over time. |
| Why was Watson forced to resign? | He had an affair with one of his grad students. |
| What was the title of Watson's book? | The Psychological Care of the Infant and Child (1928), published. Focus: child rearing. |
| Discuss the famous exert from Watson's book: | Watson said there was a "sensible" way of treating children. Advocated for being objective, kindly firm, and emotionally distant. |
| Watson's suggestions on child rearing were based on ____________. Which means? | Environmentalism (meaning no cognitive abilities/personality characteristics were innate) -- as a result, children were entirely the product of their own environment. |
| Watson believed with a dozen healthy infants, he could... | train any infant to become anything, regardless of the child’s talents, penchants, tendencies, cognitive abilities, vocation or ancestry. |
| Today, virtually all methods of experimental psych. are based on the methods of Watson’s behaviorism theory including: | 1. Precise Specification of Experimental Procedures 2. The Emphasis on Observable and Measurable Behaviors 3. The Use of Objective/Verifiable measures, rather than Subjective measures. |
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