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EDUC2203
Human Development Test Two
| Question | Answer |
|---|---|
| Development | how people grow, adapt, and change over the course of their lifetimes through personality, socioemotional, cognitive, and language development |
| What is development influenced by? | biology, culture, parenting, education |
| T/F: Children are miniature adults | false |
| Nature | heredity, genes, biological processes maturation |
| Nurture | education, parenting, culture, social policies |
| What are two central issues of development? | (1) nature vs. nurture (2) continuous vs. discontinuous theories |
| Continuous Theories | development occurs in a smooth progression as skills develop and experiences are provided |
| Discontinuous Theories | development is a broken up into distinct stages |
| What does a continuous theory emphasize? | nurture |
| What does a discontinuous theory emphasize? | nature |
| What is cognitive? | thinking and learning |
| What are three views on cognitive development? | (1) Jean Piaget (stage theorist) (2) Lev Vygotsky (stage theorist) (3) information processing |
| Who was Jean Piaget? | most influential developmental psychologist in history of psychology |
| Schemas | patterns of behavior or thinking towards objects in our enviornment |
| Adaptation | process of adjusting schemes to new objects through assimilation and accommodation |
| Assimilation | interpreting new information within existing schemas |
| Accommodation | making a new schema for new information |
| Disequilibrium | when a new situation is encountered that cannot be assimilated into an existing schema |
| Equilibrium | when the new situation is accommodated and a new scheme is made |
| What are Piaget's four stages of development? | (1) sensorimotor (2) preoperational (3) concrete operational (4) formal operational |
| What age is the sensorimotor stage? | 0 to 2 years |
| What age is the preoperational stage? | 2 to 7 years |
| What age is the concrete operational stage? | 7 to 11 years |
| What age is the formal operational stage? | 11 to adult |
| What are some factors of the sensorimotor stage? | explore using 5 senses, use reflexes to produce more interesting patterns of behavior, development of working memory, object permanence, curiosity, egocentric |
| Object Permanence? | understanding that an object exists even when it is out of sight |
| What are some factors of the preoperational stage? | intuitive thought stage, cannot perform "cognitive operations," understand words are symbols for things, pretend play, egocentric, lack understanding of conservation, reversibility |
| Reversibility? | the ability to change direction in one's thinking to return to a starting point |
| Conservation? | conceptualization that the amount or quality of a matter stays the same regardless of any changes in dimension |
| What are some factors of the concrete operational stage? | form concepts relationships and solve problems with familiar objects, understand conservation and reversibility, inductive reasoning, not egocentric, learn seriation and transivity |
| Seriation? | the ability to mentally arrange items along a quantifiable dimension |
| Transivity? | logically combining relations to understand conclusions |
| What stage needs hands on and experimental learning? | concrete operational |
| What are some factors of the formal operational stage? | abstract thought, verbal problem solving, metacognition, assimilation, ideal scenarios and characteristics, deductive reasoning |
| When do cognitive changes occur? | 2 years after physical changes (12 to 15 years) |
| How does one move form concrete to formal operational stage? | they learn how to do it themselves through experience with complex problems and demands of formal instruction |
| Metacognition | think about thinking |
| How can teachers help move students into the formal operational stage? | use examples with abstract info and provide time to digest, scaffolding (pair concrete with formal student), explain concepts in their own words |
| What is a fixed idea of Piaget's theory? | every child must pass through the levels in the same order. |
| T/F: Development proceeds learning in Piaget's theory | true |
| What must a teacher do during the sensorimotor stage? | provide a rich, stimulating environment |
| What must a teacher do during the preoperational stage? | play dress up, play house, hands-on activities, play with toys that change shape |
| What must a teacher do during the concrete operational stage? | give chance to manipulate objects, simple experiments, classifying objects, avoid dealing with >3 variables at a time |
| What must a teacher do during the formal operational stage? | explore hypothetical situations, work in groups, explain how they solved a problem, answer essay questions, teach broad topics |
| Where was Vygotsky from? | Russia |
| Who was Vygotsky influenced by? | Ivan Pavlov |
| What did Vygotsky believe was the primary reason of cognitive development? | social interaction |
| What were Vygotsky's two key ideas? | (1) development is understood in terms of historical/cultural contexts children experience (2) development depends on the "sign systems" people grow up with |
| T/F: Vygotsky's theory believes learning precedes development | true |
| Did Vygotsky believe in continuous development or discreet steps? | continuous development |
| Did Piaget believe in continuous development or discreet steps? | discreet steps |
| What was Vygotsky's theory called? | Sociocultural Theory of Development |
| Sociocultural Theory of Development | students learn through social interactions and their culture |
| What did Vygotsky believe shaped our cognition? | culture |
| What is within the zone of proximal development? | what you can learn on your own, knowledge from tohers, and technology/tools |
| What is private speech? | speaking aloud to oneself; incorporate speech of others, use it on themselves, solve problems independently |
| Why was private speech important to Vygotsky? | critical transitional process between speaking with others and thinking for oneself |
| What does private speech indicate? | beginnings of self-regulation |
| What is self regulation? | learning to control wants and needs while delaying gratification |
| What is scaffolding? | providing a kid with support then slowly taking it away as they become more independent |
| What is cooperative learning? | student-centered, instructor-facilitated instructional strategy where a small group of students is responsible for their own learning |
| What did Bronfenbrenner create? | bioecological model of human development |
| What did Bronfenbrenner focus on? | learning, social development, and conscious activity |
| What did Bronfenbrenner believe learning was? | an active process involving continuous interactions with others and the environment |
| What are the four components of Bronfenbrenner's bioecological theory? | (1) microsystem (2) mesosystem (3) exosystem (4) macrosystem |
| Microsystem | groups that have direct contact with the child (parent) |
| Mesosystem | relationships between the groups from the first system (parent-teacher) |
| Exosystem | factors that affect a child's life (company parents work at) |
| Macrosystem | cultural elements that affect the child and everyone around them (religion) |
| Psychosocial Development | personal and social development is critical to our ability to motivate, teach, and successfully interact with students at various ages |
| Who was Erik Erikson? | identifying and developed psychosocial developments |
| Who trained Erikson? | Sigmund Freud |
| What was Freud's saying? | your problems come from issues not resolved in your past |
| How many stages are in Erikson's theory? | 8 |
| What are Erikson's eight stages? | (1) trust v. mistrust (2) autonomy v. shame/doubt (3) initiative v. guilt (4) industry v. inferiority (5) identity v. role confusion (6) intimacy v. isolation (7) generativity v. stagnation (8) integrity v. despair |
| What stage is trust v. mistrust? | infancy |
| What stage is autonomy v. shame/doubt? | toddler |
| What stage is initiative v. guilt? | early childhood |
| What stage is industry v. inferiority? | elementary/middle childhood |
| What stage is identity v. role confusion? | late childhood/adolescence |
| What stage is intimacy v. isolation? | young adulthood |
| What stage is generativity v. stagnation? | middle adulthood |
| What stage is integrity v. despair? | late adulthood |
| Explain the trust v. mistrust stage. | develop trust in primary caretaker that basic needs will be met; if trust is not developed, have mistrust in future relationships |
| Explain the autonomy v. doubt stage. | develop independence in skills; influenced by parents (give guidance for development) |
| Explain the initiative v. guilt stage. | develop being able to do things on their own vs. identifying with parents; influenced by parents' responses to behavior |
| Explain the industry v. inferiority stage. | time of making, building, working, being busy, hands on; if discouraged, then they feel inferior |
| Explain the identity v. role confusion stage. | reflect on themselves and what it would be like to be like others; teenagers need to adopt a positive role model |
| Explain the intimacy v. isolation stage. | need to finish all previous stages; decide to share their life with others, and if another person is not found, then isolation occurs |
| Explain the generativity v. stagnation stage. | generativity is finding your life's work and contributing to the development of others; if not mastered, experience stagnation (feel like they aren't leaving a mark) |
| Explain the integrity v. despair stage. | reflect on life and feel sense of satisfaction or failure |
| Does Erikson's theory emphasize biology or environment? | environment |
| Are Erikson's stages set in stone? | no; not all people experience crises to the same degree/at the same time |
| What is a criticism of Erikson's theory? | it doesn't explain how/why individuals progress through the stages; hard to confirmt hrough research |
| What did Piaget propose with moral development? | there's a relationship between cognitive stages of development and ability to reason about moral issues |
| What did Piaget believe developed first? | cognitive structures and abilities |
| What do cognitive abilities determine? | children's abilities to reason about social situations |
| Are moral development stages predictable or unpredictable? | predictable |
| What would Piaget observe to understand moral development? | children playing marbles and asking them the rules of the game |
| Heteronomous | rules are viewed as imposed by others and misbehavior should be punished |
| Autonomous | intentions are more important than misbehaviors (rules are what we make them) |
| What did Piaget find in younger children? | they thought in terms of heteronomy; rules are fixed and unchangeable; guilt is determined by extent of violation |
| What did Piaget find in older children? | they thought in terms of autonomy; rules are not absolute; rules are changed as need arises |
| Are stages of moral understanding discreet? | no; children become capable of autonomous judgements at different times |
| Who was Lawrence Kohlberg inspired by? | Piaget |
| How did Kohlberg do his research? | asking for responses to a series of moral dilemmas |
| What did Kohlberg propose? | people pass through six stages (expanded Piaget's two stages) |
| T/F: Kohlberg attached his six stages to ages | false |
| What was Kohlberg's first level? | preconventional morality |
| What were the two stages in Kohlberg's first level? | (1) obedience and punishment orientation (2) egoistic orientation |
| What was Kohlberg's second level? | conventional morality |
| What were the two stages in Kohlberg's second level? | (1) good-boy orientation; interpersonal (2) authority and social order |
| What was Kohlberg's third level? | postconventional morality |
| What were the two stages in Kohlberg's third level? | (1) contractual; legalistic orientation; social order (2) conscience or principle; universal ethics |
| Obedience and Punishment - stage one | "how do I avoid punishment"; rules are fixed and must be obeyed |
| What is obedience and punishment's key word? | obedience |
| Individualism - stage two | children account for individual pov and judge actions on how they serve individual needs; "what's in it for me"; aware of others |
| What is individualism's key word? | self-interest |
| Good Boy/Girl - stage three | good behavior is whatever pleases/helps others; earns approval by being nice; "what do others think of me" |
| What is good boy/girl's key word? | conformity |
| Law and Order Orientation - stage four | right is doing your duty, showing respect, maintaining given social order; follow rules; "how can I maintain law and order"; support majority without concern for minority |
| What is law and order orientation's key word? | law and order |
| Social Contract Orientation - stage five | what is right is defined by individual rights and standards; can be changed for good of society; not strict order; consensus |
| What is social contract orientation's key word? | human rights |
| Universal Ethical Principle Orientation - stage six | what is right is determined by conscious; rules are valid when grounded in justice |
| What is universal ethical principle orientation's key word? | universal human ethics |
| What stage did Kohlberg find difficult to identify? | stage 6 (universal ethical principle orientation) |
| What was Kohlberg's stage theory? | everyone goes through the stages sequentially without skipping |
| T/F: Kohlberg believed movement through stages were natural | false |
| How do people move through stages according to Kohlberg? | when a person notices inadequacies in his/her present way of coping with given moral dilemma |
| How far ahead can people understand moral reasoning? | one stage ahead (somebody in stage I can understand stage II) |
| What is one major criticism of Kohlberg's theory? | he is concerned with moral thinking, but there's a difference between knowing what we ought to do v. actual actions |
| What did Kohlberg believe about moral reasoning in relation to men/women? | women are deficient in their moral reasoning when compared to men |
| Who was Carol Gilligan? | criticized Kohlberg's theory because it was based on research with upper-class men |
| Who did Gilligan mainly focus on? | (development in) girls |
| What do women focus more on? | staying connected and maintaining interpersonal relationships |
| What is female moral development rooted in? | relationships, caring for others, nurturing |
| What was Gilligan's first stage of ethic care? | preconventional |
| What did Gillgian's preconventional stage include? | individual survival (a person is concerned primarily with his/her welfare) |
| What is Gilligan's transition in the preconventional stage? | from selfishness to responsibility of others |
| What was Gilligan's second stage of ethic care? | conventional |
| What did Gilligan's conventional stage include? | self sacrifice is goodness; a person is concerned about what will benefit one more than their own benefits |
| What is Gilligan's transition in the conventional stage? | from goodness to truth that she is a person too |
| What was Gilligan's third stage of ethnic care? | postconventional |
| What did Gilligan's postconventional stage include? | principle of nonviolence (do not hurt others or self); your choices take account of everyone, including yourself |
| Whose theories did Gilligan combine to make her own? | Freud, Kohlberg, Piaget |
| Q1: In this stage, a child develops the ability to utilize abstract thinking. | formal operational |
| Q1: One lesson learned in this stage is object permanence. | sensorimotor |
| Q1: During this stage, egocentric thinking diminishes and the child can understand the perspective of another person. | concrete operational |
| Q1: During this stage, the child is egocentric. The child also has the ability to pretend but does not understand conservation. | preoperational |
| Q1: This developmental stage is characterized by how the child understands the world, bringing together sensory experience with physical activity. | sensorimotor |
| Q1: In which stage will children learn conservation, reliability, and transivity? | concrete operational |
| Q1: Which of the following best describes Piaget's idea of disequilibrium? | you know what to do but your response does not work |
| Q1: Sometimes when old ways of dealing with the world simply don't work, a child might modify an existing scheme in light of new information for a new experience. This process is called: | accommodation |
| Q1: According to Piaget, ___ is a concept or framework that organizes and interprets information. | schema |
| Q1: The process of taking in new information and adding it to what the child already knows is called: | assimiliation |
| Q2: Which psychosocial stage has children attempting to be more independent through learning to eat, potty, dress, and make decisions on their own? | autonomy v. doubt |
| Q2: What are the 3 levels outlined in Vygotsky's zone of proximal development? | (1) what I can learn on my own (2) what i can learn with help (3) things beyond my reach |
| Q2: What is providing a child with a great deal of support and having the child take on increasing responsibility as soon as he/she is able to? | scaffolding |
| Q2: Which of Bronfenbrenner's systems encompass cultural elements that affect a child and everyone around them? | macrosystem |
| Q2: What are Piaget's stages of cognitive development? | (1) sensorimotor (2) preoperational (3) concrete operational (4) formal operational |
| Q2: What psychosocial stage has kids loving to explore and pretend on their own? | initiative v. guilt |
| Q2: T/F: Assimilation happens when the existing schema/knowledge do not work and need to be changed to deal with the new situation. | false |
| Q2: Which stage, if successful, does an individual reach the virtue of wisdom? | integrity v. despair |
| Q2: T/F: The intimacy v. isolation stage of psychosocial development is only meant for romantic relationships. | false |
| Q2: The positive psychosocial outcome of the adolescence/teenage years is a sense of ___. | identity |
Created by:
haileyjordan
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