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
Child Psych test 3
| Term | Definition |
|---|---|
| Cognitive science | is an interdisciplinary field that examines how information is represented and processed in the human mind. (Integrating perspectives from fields: psychology, neuroscience, computer science, linguistics, and philosophy to understand how the mind works) |
| Information processing theory | A family of perspectives that address how humans mentally acquire, interpret, and remember information. Thought processes often described in computer terms: storing, retrieving Constructivist in nature |
| Atkinson-shiffrin model of memory | picture on ch 7 notes |
| Key Ideas in Cognitive Process Theories | Input from the environment provides the raw material for learning and remembering. Storage mechanisms: Sensory register, Working memory, Long-term memory |
| Key Ideas in Cognitive Process Theories | Involves gradual changes in, and a few qualitative transformations to, the information processing system. Children’s motivations, emotions, and stress affect their intellectual processes |
| Sensory register | Many theorists believe that human memory includes a mechanism that allows people to remember raw sensory data for a very short period of time. |
| Working memory | is that part of the human memory sys- tem in which people actively hold and think about information. Working memory can keep information for only a very short time (probably less than a minute), so it is sometimes called short-term memory |
| Long-term memory | Memory system starts out as a basic capacity for storing impressions (some universal, others unique to the individual) Children initially develop memories without conscious awareness and gradually become reflective about what they are learning |
| Attention | Essential to the learning process. Arousal system |
| Central executive | Component of the human information processing system that oversees the flow of information throughout the system and enacts cognitive strategies. |
| sensory abilities | Some are present at birth; others emerge within a few months sense of balance Sensory cues are integrated early on, Visual and auditory info are synchronized effect learning at school |
| perceptual abilities | Blends maturation and experience Emerge during prenatal development, infancy, and early childhood Some are present at birth; others emerge within a few months Visual cliff experiment Effect learning at school Speech and sounds |
| Attention | developmental changes due to brain maturation Orienting system develops in first year of life |
| Arousal system | Permits children to maintain focused alertness |
| Executive control system | Matures over years Decrease in distractibility, increase in sustained attention Increasingly purposeful; intentional attention |
| Working Memory and the Central Executive | Closely connected; jointly responsible for children’s attention, how they think about information, and how they remember |
| Three developmental trends as children mature | Processing speed increases Capacity of working memory expands with age Control of cognitive processes increases |
| Processing speed increases, | becomes more efficient Automatization of relevant processes (automatically completing a task without or little thinking) |
| Capacity of working memory expands with age | Cognitive processing becomes faster and more efficient |
| Control of cognitive processes increases | Ability to inhibit inappropriate thoughts/behaviors increases Ability to reflect on their own thinking improves (metacognition) |
| Infantile amnesia | little recall of things that happened before age 2 (long term) |
| Autobiographical self | mental “history” of important events in a person’s life (long term) |
| schemas | are tightly integrated ideas about specific objects or situations make sense of experience and anticipate future events (what a Horse generally looks like) |
| scripts | encompass knowledge about the predictable sequence of events in familiar activities. make sense of experience and anticipate future events (how a birthday works) |
| Supporting Basic Cognitive Processes | Provide a range of sensory experiences for infants and children Highlight important information for children Relate new concepts to what children already know |
| Work with limitations in working memory | help children make the most of their concentration skills |
| Integrated belief systems or theories: | children combine and revise their ideas about the world and form their own theories |
| Theory | children construct increasingly integrated and complex understandings of physical and mental phenomena |
| Inaccuracies and misconceptions in children’s constructs | Misconceptions result from how things appear (movement of the sun??) Common expressions in language create misconceptions (it’s raining cats and dogs) Cultural mechanisms contribute to misconceptions (TV shows) |
| Facilitating Children’s Theory Construction | Welcome children’s questions Before teaching a new topic, determine relevant knowledge When children have misconceptions, steer them toward more accurate understandings |
| conceptual change | Help students revise their assumptions |
| reasoning | a child’s ability to think logically and weigh evidence reasonably when drawing conclusions |
| disequilibrium | present evidence that children cannot adequately explain with their existing perspectives |
| Specific learning disabilities: | difficulties with cognitive processes used in academic activities Oral expression, listening comprehension, written expression, reading (basic skills, fluency, or comprehension), mathematics |
| Three prevalent specific learning disabilities | Dyslexia Dysgraphia Dyscalculia |
| Dyslexia | difficulties in reading |
| Dysgraphia | difficulties writing and thinking (illegible handwriting) |
| Dyscalculia | difficulties in mathematical reasoning |
| Attention-Deficit Hyperactivity Disorder | Inattention and/or Hyperactivity and impulsivity May have difficulties with academic learning, interpersonal skills, and classroom behavior |
| Inattention: | easily distracted by either external stimuli or their own thoughts. |
| Hyperactivity and impulsivity: | excessive energy, fidgety, interrupting |
| Working with Children Who Have Difficulty Paying Attention or Processing Information | Examine children’s work for clues as to how learning disabilities affect academic progress Provide lots of practice and extra scaffolding in areas of weakness Teach children organizational skills |
| An intelligent person is someone who . . . . | Problem solving Verbal ability Logical thinking Knowledge Creative ability Social competence Reasoning ability Memory ability Adaptation Math ability |
| Intelligence | Multifaceted concept that has individual differences as its central interest The ability to apply past knowledge and experiences flexibly and in a culturally appropriate manner while accomplishing challenging new tasks. (Broad) |
| Intellectual abilities | develop and change Are thought to be stable factors in learning across tasks and over time Vary from student to student |
| Intelligence as Scientific Concept and Educational Tool | Involves capacity for learning Is adaptive Involves using prior knowledge in analysis of new conditions Involves coordination of many distinct mental processes Develops with age Is embedded in culture |
| Intelligence test: | first developed by Alfred Binet (IQ) A test that measured general knowledge, vocabulary, perception, memory, and abstract thought ex. Wechsler Intelligence Tests |
| IQ quotient (score – MA/CA x 100): | developed in the early 20th century – comparison of child’s mental age with chronological age |
| Deviation IQ: | an IQ obtained statistically from a person’s relative standing in his or her age group – how far above or below average the person’s score is relative to other scores |
| Emergence of testing industry and wide use of intelligence tests | To identify and serve students with disabilities or exceptional talent Prove detrimental when tests are not valid for specific populations |
| Be aware of potentially profound effects of testing | Determine if tests are valid for the designated purpose Examine the reliability of tests Be fair in all aspects of testing (eliminate cultural bias) Perform only testing functions for which you have adequate training and certification |
| Spearman’s g theory | intelligence comprises both: A single, pervasive reasoning ability: a g (general) factor A number of narrow abilities (specific factors) (Theory not adopted by all psychologists) Cattell’s proposal: two components of general intell |
| Cattell’s proposal | two components of general intelligence Fluid intelligence: acquire knowledge quickly; adapt to new situations Crystallized: knowledge and skills accumulated |
| Cattell-Horn-Carroll | theory of cognitive abilities (integrative) Three layers or strata: general intelligence; 10 broad abilities; 70–100 very specific abilities |
| Howard Gardner’s multiple intelligences | Several implications for education: give children choices in how they demonstrate competency; help children refine their unique abilities |
| Robert Sternberg’s theory of successful intelligence | Three core abilities: analytical intelligence, creative intelligence, and practical intelligence Interplay of environmental context, prior experience, cognitive processes |
| Distributed intelligence: | Physical mechanisms (tools and tech) Social mechanisms Cultural support mechanisms (language, artifacts) |
| Topics in the Study of Intelligence -> | next two cards Creativity and Emotional intelligence |
| Creativity | related to dilemmas in real life (not right/wrong answers) Measured by generating list of ways to use a specified object Fluid and dynamic application of mental processes to achieve a goal or solve a problem Not developmental |
| Emotional intelligence | Ability to perceive, understand, and regulate affective feelings Does not show developmental progressions Concept used in education to improve children’s mental health, peer relationships, and academic achievement |
| Intelligence in the Environment | Influence of physical, familial, and cultural settings on intelligence |
| Home environment: | intelligence inherited and cultivated by parents who provide optimal stimulation |
| Nutrition | neurological development hindered by malnutrition |
| Exposure to teratogens: | neurological development hindered or delayed prenatally and in early childhood |
| Early childhood intervention: | cognitive growth enhanced by access to developmentally appropriate programs in early childhood |
| Practices in schools that result in harmful effects | Bias in test administration and interpretation Test performance affected by stereotype threat |
| Practical Insights from Intelligence | In your instruction, vary demands for specific intellectual abilities Maintain a healthy skepticism of IQ scores Explain the purpose of intelligence testing to parents |
| Giftedness | unusually high ability or aptitude in one or more areas |
| Diverse students who share a few characteristics | Bright; process information quickly and remember it easily; use advanced reasoning, metacognitive skills, and learning strategies Tend to set extremely high standards for their performance |
| Partly inherited, but environment plays a role | Tend to be firstborn children and exposed to more parent attention |
| Intellectual disability: | developmental delays in several areas of life Significantly below-average general intelligence (70 and below); Deficits in adaptive behavior (everyday skills, self-care) Often caused by abnormal genetic conditions |
| Impairments in information processing | Weak attention, limited working memory, trouble generalizing learning |
| Fostering Children with Intellectual Disabilities development | Divide tasks into concrete steps; provide extra practice Gear lessons to their unique strengths and weaknesses |
| Metacognition and Cognitive Strategies for Self-Regulating Learners | Learning strategies Problem-solving strategies Metacognitive awareness Self-regulated learning |
| Rehearsal | repetition of information as a way to remember it |
| Organization | sorting things into categories as a learning strategy and as a way to remember them |
| Elaboration | embellishing on new information with existing knowledge |
| Problem-solving strategies | Analyze the situation, develop a plan, identify actions for resolution, check on the results Trial-and-error experimentation develops into new and more efficient strategies (overlapping waves) |
| Metacognitive awareness | conscious thinking about the nature of thinking Awareness of thought at age 3 evolves into ability to reflect on mental states and use thinking strategies |
| Self-regulated learning | Setting goals for a learning activity Planning effective use of study time Keeping attention on the subject matter to be learned |
| Modeling and reinforcement (ideas of B. F. Skinner) | Infants copy specific sounds and vocal patterns of caregivers Adults’ favorable responses reinforce the infant behavior |
| Nativism | Biological explanation of language development (Noam Chomsky) Primary Focus : young children have inherited abilities that facilitate language acquisition |
| Language acquisition device: | children’s built-in mechanism for learning complex aspects of language in a short time Children language development is attributed to their brain’s anatomy Unconscious proficiency evolves into more conscious awareness later |
| Cognitive Process Theories | Belief that children are born with multiple perceptual abilities—some devoted to language Proficiency develops as children speak, listen, and process other’s language primary focus: mportance of cognition to explain how language develops |
| Some elements of language are easier to learn than others | Children learn nouns before verbs |
| Reasoning | is another integral part of language learning |
| Sociocultural Theories | Belief that social interactions foster language development Children are socialized to use language primary focus:importance of social interactions in language learning |
| Infant-directed speech | High-pitched speech, gestures, short and simple exchanges |
| Intersubjectivity | mutual awareness that two or more people are thinking about the same thing |
| Strength of sociocultural framework | Commitment to the social origins of language acquisition Disclosure of many distinct styles in language learning (adaptability) |
| Functionalism | Examines the vital functions that language serves for children Strength of functionalism: identification of purposes of language Primary focus: children are motivated to use language because it satisfies personal needs |
| Instrumental functions: | children use words to express needs and desires |
| Regulatory functions | children soon try to make other people act in a certain way |
| Interactional functions | children use language to seek contact with others |
| Personal functions: | children express themselves individually with language |
| Heuristic functions: | children are active explorers of the world, and they quickly learn that asking questions is a good way to find out how things work |
| Imaginative functions | children use language in creative ways (telling stories, making up jokes) |
| Representational functions | children use language to convey ideas |
| Evaluating Theories of Language Development | How theories differ with respect to nature and nurture, universality and diversity, and qualitative and quantitative change |
| Semantic Development | Vocabulary increase before age 3 (20 new words a day) Fostering semantic development Talk to/with/around children; read to young children Define new words: provide examples and nonexamples Give feedback about children’s errors and misconceptions |
| Syntactic Development p1 | Syntax: rules for putting words together into sentences Holophrase: first words of children emerging one by one Telegraphic speech: two-word sentences with lexical words; grammatical words follow later with increasing attention to word order |
| Syntactic Development p2 | Children learn general rules for word endings; often overregularize Children gradually understand passive sentences (“The boy is pushed by the girl.”) Children gradually understand parts of a sentence, verb tenses (overregularize), and other rules |
| semantic bootstrapping | (“The dog consumed his meal.”) the process of using word meanings as a basis for understanding syntactic categories |
| Fostering syntactic knowledge | Expand on telegraphic speech Caregivers can engage in expansion by repeating the sentence in a more mature form. Teach irregular verbs “go vs. went” Classify sentence structures (active and passive voice, independent and dependent clauses, etc.) |
| Development of Listening Skills | Paying attention, analyzing speech, comprehending Infants discriminate among many phonemes at birth Infants divide continuous speech into separate words Figurative speech |
| Promoting listening comprehension | Channel students’ attention; provide practice in following instructions Informally assess understanding Read to children Encourage critical listening |
| Development of Speaking Skills | First speech sounds: coo with vowel sounds; babbling Gestures; first words by age 1; significant talking by age 2 Conversations and story telling (narrative) – preschool years Creative and figurative expressions emerge in early childhood |
| Promoting speaking skills | Interact with infants; tell children when you do not understand them Ask children to recall events and make up stories Encourage creativity in oral speech |
| Development of Pragmatics | strategies for communication effectively with others Sociolinguistic behaviors: acceptable interactions in particular settings Conversational skills for interacting with peers and adults Using speech registers appropriately in various situations |
| Promoting pragmatics | Explain and demonstrate communication rules Allow wait time after asking children a question |
| Norms of communication | Talking rather than being silent; respecting adults in conversation Making eye contact and maintaining personal space Responding to questions and waiting your turn to speak |
| Development of a Second Language | Bilingual individuals Dual-language learners and English language learners Easily acquired without formal training when children are young (sensitive period) Factors - the child, families, schools, peers, trends in society, and laws and policies |
| Advantages of bilingualism | Allows children to maintain relationships with family and others Intellectually strengthens the brain’s executive functions Experience in managing different sound systems and vocabularies |
| Challenges faced by bilingual children | Initial delays in language/vocabulary; keeping languages separate Challenge to maintain mastery of both languages Possible exposure to low expectations and prejudice |
| Teaching a Second Language | Methods influenced by school leaders, politics, budget Numerous programs have been tried, including bilingual education, submersion (no support), various immersion programs (support), and foreign language instruction |
| Bilingual education: | instruction in English language in addition to academic subjects in the child’s native language |
| Subtractive bilingualism: | individual learns new language and loses expertise in native language |
| Individuality in Language Development | Gender Girls more verbally active than boys, but small difference Boys more direct; girls more polite Family income Children from higher income homes - larger vocabularies Ethnicity Sociolinguistic behaviors differ Dialects develop (AAE) |
| Exceptionalities in Language Development | Specific Language Impairments: delays in spoken language or in language comprehension that significantly interfere with competencies related to: Receptive language Articulation Fluency Syntax Semantics Pragmatics |
| sensory conditions affecting language | Visual (limited vocabularies) Auditory |
| Auditory | Hearing devices Intervene as early as possible to address correctable hearing impairments. American Sign Language & finger spelling (baby) Deaf culture: a coherent way of life that Deaf people who sign as their primary means of communication experience |
| Development-Enhanced Education: Working With Children With Individual Language Needs | Be on the lookout for children who exhibit significant delays or other language problems unusual for their age group. Encourage children to speak. Listen patiently. Ask for clarification when a message is unclear. |
| Reading and Writing | Relating sounds in words to their appearance on the page |
| Phonological awareness | ability to hear sounds in words |
| Phonemic awareness: | identifying individual sounds |
| Fluency: | reading with accuracy, speed, and smooth expression |
| Approaches to teaching reading | Whole language Phonics |
| Whole language: | immersing children in a reading environment |
| Phonics: | focus on sounds of letters, syllables, word recognition |
| Who created the stages of reading development: | Jeanne Chall Look at chart in chapter 9 |
| Emergent literacy: | Knowledge about written language Sounds are represented by letters Print conveys meaningful information (different kinds, serve different purposes) Written language includes predictable elements and conventions “Once upon a time” |
| Fostering emergent literacy | Read to children; provide reading materials Engage in reading and writing activities |
| Phonological awareness skills | Hearing syllables in words (candy) dividing words into phonemes (divide “guh” , “ay”, and “tuh” into gate) blending phonemes (“wuh” and “eye” and “duh” make wide) identifying rhyming words (cat and hat) |
| Word recognition | Master letter-sound relationships to identify words Develop sight-word vocabulary Automatic word recognition of many words by middle elementary grades |
| Reading Comprehension | Understanding the words and sentences on the page |
| constructive process involving | combining what they see on the printed page with their existing knowledge to derive meaning Growing knowledge Draw reasonable inferences Children learn common structures in texts(main characters, plot, problem resolution, etc.) Metacognitive insights |
| Genetics | varying brain circuitry and neurological conditions |
| Sex differences (small): | girls read with greater skill |
| Children from lower socioeconomic backgrounds | Fewer literacy skills; greater need for interventions Access to lower quality reading programs |
| Ethnicity and culture portrayed in literature | Access to materials about characters with experiences similar to their own |
| Supporting literacy skills | Foster emergent literacy in young children Encourage parents to read to their children Teach missing reading skills as soon as possible |
| Pseudowriting: | toddler scribbles, early childhood marks on paper, recognizable shapes, drawings with letters |
| Elementary years: | Smaller and more regular handwriting; keyboarding Writing words, sentences, and then composing stories |
| Spelling: | invented spelling and use of phonological awareness |
| Syntax and grammar: | gradual development during the school years |
| Composition skills | Increasing in depth as students grow older Increasing ability to take audience’s perspective into account Evolving from knowledge-telling to knowledge-transforming Increasing in organization and clarity Increasing metacognitive insights and control |
| Writing development is Influenced by | individual characteristics and experiences Guided by families, peers, teachers |
| Long-term effort by students and educators | Provide tools for drawing and writing to children of age Make assistive technologies, peer support, and digital resources available for children who are delayed in writing or find it helpful Include writing assignments in all areas of the curriculum |
| Mathematics and Science | Children Extend their knowledge at school Counting, imagining quantities on a number line, employing the scientific method, identifying properties of living things Progressively challenging academically as students get older |
| Approximate number system | Child’s ability to detect differences in magnitude with mental images is not yet associated with numbers, words, or symbolic procedures for counting |
| One-to-one principle | Each object in the set being counted must be assigned one and only one number word. You would say “one” while pointing to one object, “two” while pointing to another object, and so on until every object has been counted exactly once. |
| Cardinal principle | The last number word counted indicates the number of object in the set. In other words, if you count from one to five when counting items, then there are five items in the set. |
| Order-irrelevance principle | A set of objects has the same number regardless of the order in which individual objects are counted. |
| Part-whole principle: | ANY SINGLE NUMBER CAN BE BROKEN INTO TWO OR MORE SMALLER NUMBERS |
| Reasoning about proportion: | THE RELATIVE PART OF A WHOLE (FRACTIONS) Emerges gradually |
| addition and subtraction | Preschool aged using fingers |
| min strategy | in addition, in which they start with the larger of the two numbers and then add on, one by one, the smaller number |
| Why do children increasingly rely on memory for mathematics | Until children commit basic calculations to memory, higher mathematics is likely to elude them |
| Violation of expectation task | teddy bear, two placed in but can only see one |
| Sex differences | Slight advantages based on age, cultural setting, and task in question Biological influences – sex-related hormones (testosterone) One specific area in which hormones affect thinking is visual-spatial ability Boys perform better than girls |
| Home and community influences (cultural practices) | Advantages for children who are socialized to use math as a tool |
| Promoting Advancements in Mathematics | Use objects and visual displays to illustrate mathematical concepts Encourage visual-spatial thinking Provide tools for mathematical work |
| Substance schema: | children’s view that all physical phenomena are “touchable” substances or properties of substances |
| Science education | The framework of conceptual change (revising ideas) has become a useful tool in science education Consider children’s cognitive abilities to formulate hypotheses and use critical thinking Scientific reasoning |
| Families and communities influence children’s understandings of science | Children vary in knowledge about plants and animals, agriculture, and local industry The specific roles that science plays in the curriculum depend partly on how science is viewed in the culture and community |
| Educating Children in Science | Show children the relevance of science Engage students in scientific investigations- Conduct lab experiments; structure the steps of scientific inquiry Actively promote conceptual change Ask students to write about scientific topics |
Created by:
natalieeash