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HumanDevelopmentWGU
Vocab. Ch. 2
Question | Answer |
---|---|
Development | Orderly and lasting growth, adaptation, and change over the course of a lifetime. |
Continuous theories of development | Theories based on the belief that human development progresses smoothly and gradually from infancy to adulthood. |
Discontinuous theories of development | Theories describing human development as occurring through a fixed sequence of distinct, predictable stages governed by inborn factors. |
Cognitive development | Gradual, orderly changes by which mental processes become more complex and sophisticated. |
Schemes | Mental patterns that guide behavior. |
Adaptation | The process of adjusting schemes in response to the environment by means of assimilation and acommodation. |
Accommodation | Modifying existing schemes to fit new situations. |
Equilibration | The process of restoring balance between present understanding and new experiences. |
Constructivism | View of cognitive development that emphasizes the active role of learners in building their own understanding of reality. |
Sensorimotor Stage | Stage during which infants learn about their surroundings by using their senses and motor skills. |
Reflexes | Inborn, automatic responses to stimuli (e.g., eye blinking in response to light) |
Object permanence | The fact that an object exists even if it is out of sight. |
Preoperational stage | Stage at which children learn to represent things in the mind. |
conservation | The concept that certain properties of an object (such as weight) remain the same regardless of changes in other properties (such as length). |
Centration | Paying attention to only one aspect of an object or situation. |
Reversibility | The ability to perform a mental operation and then reverse one's thinking to return to the starting point. |
egocentric | Believing that everyone views the world as you do. |
Concrete operational stage | Stage at which children develop the capacity for logical reasoning and understanding of conservation but can use these skills only in dealing with familiar situations. |
Inferred reality | The meaning of stimuli in the context of relevant information. |
Seriation | Arranging objects in sequential order according to one aspect, such as size, weight, or volume. |
transitivity | A skill learned during the concrete operational stage of cognitive development in which individuals can mentally arrange and compare objects. |
class inclusion | A skill learned during the concrete operational stage of cog. devel. in which individuals can think simultaneously about a whole class of objects and about relationships among its subordinate classes. |
formal operational stage | stage at which one can deal abstractly with hypothetical situations and can reason logically. |
Developmentally appropriate education | Instruction felt to be adapted to the current development status of children (rather than to their age alone). |
Sign system | Symbols that cultures create to help people think, communicate, and solve problems. |
self-regulation | The ability to think and solve problems without the help of others. |
private speech | Children's self-talk, which guides their thinking and action; eventually internalized as silent inner speech. |
zone of proximal development | level of development immediately above a person's present level. |
Scaffolding | Support for learning and problem solving; might include clues, reminders, encouragement, breaking the problem down into steps, providing an example, or anything else that allows the student to grow in independence as a learner. |
psychosocial theory | A set of principles that relates social environment to psychological development. |
psychosocial crisis | According to Erikson, the set of critical issues that individuals must address as they pass through each of the eight life stages. |
heteronomous morality | In Piaget's theory of moral development, the stage at which children think that rules are unchangeable and that breaking them leads automatically to punishment. |
automomous morality | In Piaget's theory of moral development, the stage at which a person understands that people make rules and that punishments are not automatic. |
moral dilemmas | In Kohlberg's theory of moral reasoning, hypothetical situations that require a person to consider values of right and wrong. |
Preconventional level of morality | Stages 1 & 2 in Kohlberg's model of moral reasoning, in which individuals make moral judgments in their own interests. |
Conventional level of Morality | Stages 3 & 4 in Kohlbverg's model of moral reasoning, in which individuals make moral judgments in consideration of others. |
Postconventional Level of Morality | Stages 5 & 6 in Kohlberg's model of moral reasoning, in which individuals make moral judgments in relation to abstract principles. |