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Pysch Ch. 3
Section 2: Child and Adolescent Development
| Question | Answer |
|---|---|
| What is behaviorism? | the scientific study of overt, observable behavior Behavior is learned |
| What theorists developed behaviorism? At least the last names. | Ivan Pavlov, B.F. Skinner, John B. Watson |
| How do behaviorists define learning? | relatively permanent change in observable behavior that is the result of experience, not maturation or some other cause |
| In behaviorism, what does conditioning mean? | learning, or creating conditions conducive to learning conditioned behavior = learned behavior |
| What are the two forms of conditioning? Which theorist goes with each? | Classical Conditioning: Pavlov Operant Conditioning: Skinner |
| What is classical conditioning? | a neutral stimulus is paired with a stimulus that causes an involuntary response until the neutral stimulus becomes a conditioned stimulus and also causes the response. |
| What are the five parts of classical conditioning? In order. | neutral stimulus (NS) → unconditioned stimulus (UCS) → unconditioned response (UCR → conditioned stimulus (CS) → conditioned response (CR) |
| Using the bully at school example, explain the five parts of classical conditioning (stimulus and response). | NS: School UCS: Bully at School UCR: Fear/Stress/Anxiety CS: School (has moved from NS to CS) CR: Fear/Stress |
| How can you think of the neutral stimulus in classical conditioning? Easy definition. Pavlov's Dog Example. | outside factor having nothing to do with the unconditioned response Ex. the bell sound |
| How can you think of the unconditioned stimulus in classical conditioning? Easy definition. Pavlov's Dog Example. | normal stimulus factor in environment/body Ex. Meat powder in dogs. |
| How can you think of the unconditioned response in classical conditioning? Easy definition. Pavlov's Dog Example. | involuntary not learned, not controlled response Ex. the dog's salivation because of the meat powder |
| How can you think of the conditioned stimulus in classical conditioning? Easy definition. Pavlov's Dog Example. | what the neutral stimulus turns into after conditioning Ex. bell sound after conditioning causes dogs to salivate |
| How can you think of the conditioned response in classical conditioning? Easy definition. Pavlov's Dog Example. | new response after conditioning Ex. the dogs salivate at the bell sound with no food present. |
| What does extinction mean in classical conditioning? Pavlov's Dog Example. | the conditioned stimulus is repeatedly presented without the unconditioned stimulus until the conditioned stimulus no longer elicits the conditioned response. Ex. repeating the bell sound without food until the dogs stop salivating at it |
| Use the math anxiety example to explain why some get anxious with math? | NS: Math (before you learn any) UC: repeatedly criticized (feelings of humiliation) CS: associate math with humiliation, get anxious |
| How does the math anxiety example show why some students dislike school? Hint: emotional response | Unconditioned Negative Emotional Response: children who have negative experiences in school (shame, embarrassment, etc); Conditioned Negative Emotional Response is automatic (not controlled by students) |
| What is operant conditioning? | voluntary behavior is conditioned through its consequences |
| What are the two types of consequences in operant conditioning? | Reinforcement and Punishment |
| In operant conditioning, what is a reinforcer? What are the two types of reinforcement? | a consequence that increases the probability of a response Positive and Negative |
| What is positive reinforcement in operant conditioning? What is an example? | increases the probability that a behavior will occur again by adding something desirable to encourage behavior Ex. giving a child candy for doing homework |
| What is negative reinforcement in operant conditioning? What is an example? | increases the probability that a behavior will occur again by removing something unpleasant to encourage behaviors Ex. reduce chores when a child behaves well |
| What is punishment in operant conditioning? What are the two types? | consequences that reduce the probability of a behavior Positive and Negative |
| What is a positive punishment? What is an example? | Decreases the probability that a behavior will occur again by adding something undesirable to discourage behavior Ex. giving extra homework for misbehavior |
| What is a negative punishment? What is an example? | Decreases the probability that a behavior will occur again by taking away something desirable to discourage behavior Ex. removing playtime for poor behavior |
| What is the difference between positive and negative reinforcement/punishment in operant conditioning? | Positive: Adding Negative: Removing |
| What is the difference between reinforcement and punishment? | Reinforcement: increases probability Punishment: decreases probability |
| What is the difference between negative reinforcement and punsihment? | Punishment reduces behavior Negative Reinforcement increases behavior |
| According to B.F. Skinner, is it better to reinforce appropriate behavior or to punish misbehavior? | Reinforce > punish |
| What are two common mistakes in applying reinforcement and punishment in the classroom? | 1. Ignoring behavior that deserves reinforcement 2. Confusing punishment and reinforcement (praise can = punishment to some; scolding can = reinforcement to others) |
| What is shaping according to behaviorists? | Behaviorist Definition: reinforcement of successive approximations to a target behavior Regular Definition: reinforce behaviors that are in the direction of the target behavior. |
| What does extinction mean in operant conditioning? | the elimination or decline in response caused by stopping reinforcement |
| What is continuous reinforcement? What is it better at teaching? | reinforcement occurs after every correct response teach a new behavior |
| What is intermittent reinforcement? What is it better at maintaining? | reinforcement occurs after some, but not all, responses maintain an existing behavior and make it less susceptible to extinction |
| Don't forget to look over classroom implications... | ...in your notebook, because you won't find any of those on here |
| What is Direct Instruction (DI not little di)? Might want to look at your notes for more info on this one. | based on principles of operant conditioning, is systematically developed, and often uses commercially prepared scripts; In scripted DI, teachers are given the exact wording to use when teaching |
| What does cognition refer to in Piaget's Theory of Cognitive Development? | mental processes like thinking, planning, reasoning, and remembering |
| What is a constructivist? hint: this is what Piaget was | one who believes that knowledge acquisition is a process of construction rather than duplication (creating a mental copy of what is observed) |
| What is a scheme/schema in Piaget's Theory of Cognitive Development? What is an example? | a cognitive structure or piece of understanding (image, perception, or thought) constructed through experience Ex. DOG – four legs, fur, has tail, barks |
| What is assimilation in Piaget's Theory of Cognitive Development? What is an example? | children incorporate experience into existing mental structures or schemes Ex. Encounter a new BREED – you assimilate and redefine your Dog schema |
| What is accommodation? What is an example? | children modify existing mental structures or schemes to adapt to new experience Ex. Encounter a CAT (which shares some similarities to a Dog, but it is a different animal) – you accommodate and create a NEW schema |
| What is equilibrium in Piaget's Theory of Cognitive Development? | a state of cognitive balance or cognitive comfort |
| What are the four stages of Piaget's Theory of Cognitive Development? | Sensorimotor, Preoperational, Concrete Operational, and Formal Operational |
| What is the sensorimotor stage of Piaget's Theory of Cognitive Development? What is the age range? | children rely on senses, actions, and behavioral schemes to acquire knowledge; development of object permanence Roughly birth to 2 years. |
| What is the preoperational stage of Piaget's Theory of Cognitive Development? What is the age range? | children in this stage are not yet capable of thinking logically; Begin to use language and symbols, but lack logical reasoning (particularly to conserve); Egocentrism and Animism Ages 2-7 |
| What is the concrete operational stage of Piaget's Theory of Cognitive Development? What is the age range? | children understand conservation and can think logically about concrete objects; Understands conservation; Less egocentric, understands others' perspectives; Improved hierarchical classification skills Ages 7-11 |
| What is the formal operational stage of Piaget's Theory of Cognitive Development? What is the age range? | children can think abstractly about hypothetical events and systematically test hypotheses; abstract thinking; Can use deductive reasoning Ages 12+ |
| You should.... | review the Piaget, Vygotsky and Bandura slideshow for extra info on Piaget/s Theory of Cognitive Development Stages |
| What are the three vocab words associated with the sensorimotor stage? | Symbolic thought, deferred imitation, and object permanence |
| What is symbolic thought? | cognitive ability to have one thing stand for, or represent, another |
| What is deferred imitation? | ability to mentally represent and then imitate an action that was observed in the past Ex. playing pretend and putting a doll to sleep |
| What is object permanence? | knowledge that objects that are out of view continue to exist. |
| What seven vocab words are associated with the preoperational stage? | Operations, Animism, Hierarchal Classification, Egocentrism, Collective Monologue, Conservation (lack thereof), and Reverse Operations |
| What are operations in Piaget's Cognitive Theory of Development? | mental actions or manipulations that follow rules |
| What is animism in Piaget's Cognitive Theory of Development? | attribution of lifelike qualities, like intention, to nonliving, inanimate objects |
| What is hierarchal classification in Piaget's Cognitive Theory of Development? | ability to classify or place objects into superordinate and subordinate categories |
| What is egocentrism in Piaget's Cognitive Theory of Development? | tendency to see the world from your own point of view while failing to see other people’s points of view; tendency to see the world from their own point of view and to assume that other people do too Ex. nodding to phone on voice call |
| What is collective monologue in Piaget's Cognitive Theory of Development? | children appear to be conversing with each other but are really not addressing thoughts or adapting speech to their conversation partners; statements back and forth |
| What is conservation (lack thereof) in Piaget's Cognitive Theory of Development? | understanding that the properties of objects like mass, volume, and number do not change just because the objects’ appearance changes Ex. Tall and small glass can hold same amount of water |
| What does reverse operations mean in Piaget's Cognitive Theory of Development? | ability to mentally reverse or negate an operation Ex. considering that if the liquid were poured back into the glass from whence it came, the height would be the same as before |
| You should definitely.... | ...go look at our advancements on knowledge since Piaget section in our notes and go check that Piaget classroom implication page |
| What does constructivism (Constructivist Teaching) mean? | teachers provide learners with experiences that facilitate their personal construction of knowledge |
| What are four attributes of constructivism? | Activate prior knowledge - help students realize what they already know about a topic Ask open-ended questions to foster deep thinking Require students to justify their answers regardless if correct or not Make thinking public -explain thought process |
| What is Vygotsky's Sociocultural Theory? | a theory of how children learn that emphasizes social interaction, historical context, and culture; scaffolding; zone of proximal development |
| How does teaching work in Vygotsky's Sociocultural theory? | The more competent person (whether that be an adult or peer) and child co -construct skills and understanding out of their interaction, which the child then internalizes |
| What does culture influence? | influences what children learn, how they are taught, what tools they acquire, and where those tools are applied |
| What is scaffolding? | Breaking up a task into smaller chunks. Assistance is given to guide the child through each chunk until success is achieved |
| What can scaffolding look like? | Depends! - Verbal instruction and reinforcement - Asking guiding questions - Physical support - Using visual aids - Tap into prior knowledge |
| What are the three steps for modeling and scaffolding? | I Do We Do You Do |
| What is the zone of proximal development (ZPD)? | the distance between what learners can do independently and what they can do with the assistance of a competent other; where scaffolding occurs "I can do this with your help" |
| What is private speech in Vygotsky's Sociocultural Theory? | talking to oneself out loud, partially out loud, or silently in one’s mind to help regulate one’s own behavior or solve problems |
| What are cultural tools in Vygotsky's Sociocultural Theory? | concrete objects (rulers, books, or computers) and symbolic tools (written language or counting systems) that allow members of a culture to think, build, record, problem solve, and communicate |
| You should sooooooo.... | check our classroom implications section for Vygotsky |
| What is apprenticeship and guided participation in Vygotsky's Sociocultural Theory? | A: a learner actively observes and participates with an expert to improve competence GP: a novice learns through an expert’s scaffolding |
| What is social constructivism (associated with Vygotsky I think)? What does it include? | the view that knowledge is not poured into learners’ brains, but that knowledge is constructed through social interaction includes scaffolding, classroom discussion, and reciprocal teaching. |
| What is reciprocal teaching (associated with Vygotsky I think)? | students take turns in the teacher role. A student-teacher summarizes, asks questions, clarifies, and predicts the content of a passage of text in a small group of other students |
| What is Bandura's Social Cognitive Theory? | Bobo Doll experiment; Models play a pivotal role in the development of children, and often the observed behavior impacts many of the attitudes, behaviors, and ideas a child adopts during their development |
| What is self-efficacy in Bandura's Social Cognitive Theory? Example given. | belief that you have the capability to perform a specific task Ex. A boy who believes aggression works, and who has high self-efficacy for aggression (i.e., believes he is good at it), will tend to behave more aggressively |
| What is vicarious reinforcement? | behavior can be changed when the child observes someone else being reinforced Ex. Children hitting the Bobo doll after seeing it modeled |
| What is important about self-efficacy and vicarious reinforcement? | Learners come to feel greater self-efficacy if they watch a model they feel is similar to themselves being reinforced for success |
| Where are you in the behaviorism theory? | You are the one providing the reinforcement or punishment to shape behavior and learning. |
| Where are you in Piaget's Cognitive Development Theory? | You take a back seat; the child explores and constructs meaning from their experiences that shapes their learning and understanding. |
| Where are you in Vygotsky's Sociocultural Theory? | You and the child co-construct knowledge. You get the child to new places of independence through interactions: scaffolding and guiding. |
| Where are you in Bandura's Social Cognitive Theory? | Children are watching you (i.e., observation). You are the model from whom they learn, with little to no interaction. |
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