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EDUC120
Test #1
| Term | Definition |
|---|---|
| Development | the pattern of movement or change that begins at conception and continues through the human life span |
| Effects of development | health and well being of the child, parenting, education, culture, context, socioeconomic status, and gender |
| Culture | the behavior patterns, beliefs, and other products of a group that are passed in from generation to generation |
| Context | setting influenced by historical, cultural, economic and social factors in which development occurs |
| Gender | the characteristics of people as males and females |
| Developmental Processes | biological, cognitive, and socioemotional |
| Biological Development | changes in the body- height, weight, hormonal |
| Cognitive Development | changes in thoughts, intelligence, and language |
| Socioemotional Development | changes in relationships with people, emotions, and personality |
| Stages of Development | prenatal, infancy, early childhood, middle/late childhood, adolescence |
| Prenatal Development | from conception to birth |
| Infancy Development | from 0-18 or 24 months old |
| Early Childhood Development | from 2-6 years old |
| Middle-Late Childhood Development | from 6-12 years old |
| Adolescence Development | child transition into adulthood- for girls: 10-18 years old for boys: 12-22 years old |
| Cohort Effect | the era in which a person is born affects how they act and develop |
| Issues in Developement | nature vs. nurture, continuity vs. discontinuity, early or later experiences |
| Nature VS. Nurture | Biological makeup vs. environment grown up and raised in |
| Continuity VS. Discontinuity | development is continuous (similar to that of a tree growing) vs. specific stages (similar to that of a catepillar) |
| Early Experiences VS. Later Experiences | the degree of your childhood experiences effect you as adults (examples: chodoroff's husband and candles, me and hugged with no control) |
| The Importance of Research | to obtain accurate information |
| How to Obtain Accurate Information | laboratory or controlled setting, naturalistic observation, surveys/interviews, standardized tests, case studies, prescriptive research, correlational research |
| Psychoanalytical Theory | (Sigmund Freud) based on the idea that emotional development is influenced by tensions between internal desires and impulses and demands of the outside world // formation of a person's brain |
| 3 Major Parts of the Psychoanalytical Theory | ID, Ego, and Superego |
| ID | impulse // instinctual urges |
| Ego | rational // rationalizes, regulates, and redirects |
| Superego | conscience // compromises the conscience with values |
| Steps of Psychoanalytical Development | oral, anal, phallic, latency, and genital |
| Oral Development | Birth to 18 months // teething and sucking |
| Anal Development | 18 months to 3 years // potty training |
| Phallic Development | 3-6 years // becoming aware of themselves |
| Latency Development | 6-12 years // hormones are doormat |
| Genital Development | 12 years on // more sexual |
| Psychosocial Development | (Erik Erikson- piggybacking off of Freud) emotional development // resolving issues throughout ones entire life |
| Stages of Psychosocial Development | trust/mistrust, autonomy/shame and doubt, initiative/guilt, insdustry/inferiority, identity/role confusion, intimacy/isolation, generativity/stagnation, integrity/despair |
| Trust VS. Mistrust | from birth to 18 months // cause and effect from being taken care of (or lack of that) |
| Autonomy VS. Shame and Doubt | 18 months to 3 years // gaining independence- think of Riley's playdate and friend |
| Initiative VS. Guilt | 3-6 years // learning to express themselves |
| Industry VS. Inferiority | 6-12 years // dealing with kids that learning differently |
| Identity VS. Role Confusion | adolesence // going through puberty- emotional, social, physical changes- finding out who they are (have patience) |
| Intimacy VS. Isolation | young adult // being either committed to a realtionship or flying it solo |
| Generativity VS. Stagnation | retirement age // stops an old job and decides to either start a new job or be lazy |
| Integrity VS. Despair | end of life // very proud or has a "woulda/coulda/shoulda" attitude |
| Cognitive Development | (Jean Piaget) cognitive development// |
| Stages of Cognitive Developement | sensorimotor, preoperational, concrete operations, formal operations |
| Sensorimotor Stage | 0 to 18 months // using senses to discover the world |
| Preoperational Stage | 18 months to 7 years // uses symbols to communicate and internal thought to problem solve // concrete thinkers |
| Concrete Operations | 8-12 years- elementary school age // becoming more abstract thinkers |
| Formal Operations | 12 years old + // thinks more abstractly and hypothetically |
| Social Cognition | the ability to understand social interactions |
| Ways to Get Information Into Your Brain | discrepant event, disequalibrium, assimilation, accomidation, and equilibrium |
| Descrepant Event | an unexpected event occuring |
| Disequilibrium | state of uneasiness |
| Assimilation | taking in new information |
| Accomidation | making room for new information |
| Equilibrium | state of easiness or calmness- relaxed |
| Schemas | the way your brain organizes new information |
| Sociocultural Theory | (Lev Vygotsky) cognitive development // children learn through social interactions |
| Zone of Proximal Development (ZPD) | A concept being easy enough to do on their own but challenging enough that they're learning something new |
| Scaffolding | the changing level of support over the course of a teaching session, with the more skilled person adjusting to fit the child's current performance level |
| Non-Verbal Thought | problem solving internally |
| Self-Directed Speech | talking to themselves to figure things out |
| Verbal Thought | being able to communicate and respond |
| Information Processing Development | knowledge is acquired by applying specific thinking processes in order to pay attention, store, remember, retrieve, and modify information over time |
| Attention | the focusing of mental resources on select information |
| Memory | retention of information over time |
| Long-Term Memory | relatively permanent type of memory that holds huge amounts of information for a long period of time |
| Short-Term Memory | retaining information for up to 30 seconds, assuming there is no rehearsal |
| Retrieval | manipulate, monitor, and strategize information |
| Behaviorism Development | (Ivan Pavlov and B.F. Skinner) the study of human behavior |
| Conditioning | getting someone or something to do what you want them to do |
| Classic Conditioning | (Ivan Pavlov) taking a neutral stimulus in which it requires a response originally produced by another response // causes involuntary responses or fears |
| Operation Conditioning | (B.F. Skinner) consequences of behavior that produce changes in the probability of the behavior's occurance |
Created by:
_katiebrown
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