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Educational Psychology > Chapter 2 > Flashcards

Chapter 2 Flashcards

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1
Q

Development

A
  • The pattern of biological, cognitive, and socio-emotional changes that begins at conception and continues through the lifespan.
  • Interactional processes and time periods (all intertwined).
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2
Q

Biological Processes

A
  • Genetic inheritance plays a large part.
  • Produce changes in the child’s brain development , height + weight gains,
    motor skill changes, and
    puberty (hormonal changes)
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3
Q

Cognitive Processes

A

Involves changes in child’s thinking, intelligence. and language acquisition.

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4
Q

Socio-emotional Processes

A

Involves changes in a child’s relationship with others, emotions, and personality.

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5
Q

Periods of Development (PoD)

A
  • Infancy
  • Early Childhood
  • Middle + Late Childhood
  • Adolescence
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6
Q

Infancy (PoD)

A

Extends from birth to 18 months.

  • Activities include language development, symbolic thought, sensorimotor coordination, and social learning.
  • Develop emotional bonds, non-verbal communication, language expression, motor exploration of the physical environment.
  • Learn that their behaviours can = reward
  • Time of extreme dependence on adults.
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7
Q

Early Childhood (PoD)

A

Extends from the end of infancy to about five years (pre-school years).

  • Children become more self-sufficient, develop school readiness skills, and spend time with peers.
  • Significant development of communication and language skills, grammar, vocab.
  • Physical changes include increased energy and play.
  • Self-centred impulses.
  • Imaginative play, make-believe, fantasy.
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8
Q

Middle + Late Childhood (PoD)

A

Extends from about age 6 to 11 (elementary school years).

  • Focus less on imaginary and more on real world.
  • Children master the fundamental skills of reading, writing, and maths.
  • Self-control increases as children interact with a wider social world.
  • Start to compare their performance with others
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9
Q

Adolescence (PoD)

A

Begins around ages 10-12 and ends in the late teens (high-school years).

  • Rapid physical changes (height, weight, and sexual functions), desire for independence and identity, and development of abstract reasoning skills.
  • Ability to think logically improving, but prefrontal cortex not fully developed.
  • Can understand figurative language, use speech that is not literal.
  • Develop views and opinions different from parents - increased independence.
  • Can have complex conversations.
  • Spend more time with friends than family.
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10
Q

Nature vs. Nurture

A

Nature:

  • refers to an organisms biological influence.

Nurture:

  • refers to environmental influences.

Both argue about which is the most important influence on development.

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11
Q

Epigenetic View

A
  • View on the Nature vs. Nurture debate.
  • Development is seen as an ongoing, bidirectional interchange between heredity and the environment.
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12
Q

Continuity vs. Discontinuty

A

The issue regarding whether development involves gradual, cumulative change (continuity) or distinct stages (discontinuity).

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13
Q

Early vs. Later

A

Involves the degree to which early experiences (especially infancy) OR later experiences are the key determinants of the child’s development.

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14
Q

Developmentally Appropriate Teaching Practice

A

Teaching at a level that is not too difficult and stressful nor too easy and boring.

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15
Q

Splintered Development

A

The circumstances in which development is uneven across domains.

Development is complex, there will be students at different levels and strengths in different areas.

  • ex. student might be strong in maths but poor in writing, strong academically but lower level socioemotional (rejected by peers - needs to learn to manage emotions, needs help socially)
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16
Q

The Neuroconstructivist View on Cognitive Development.

A

Emphasizes that brain development is influenced by both biological processes and environmental experiences.

  • The brain has plasticity and depends on experience.
  • Brain development is linked closely with cognitive development.
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17
Q

Myelination

A

The process of encasing many cells in the brain with a myelin sheath.

  • The myelin sheath increases the speed at which information travels through the nervous system.
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18
Q

Brain Development in Middle + Late Childhood

A

Total brain volume stabilizes.

  • Prefrontal Cortex
  • Synaptic Pruning
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19
Q

Prefrontal Cortex
(middle +late childhood)

A

The front region of the frontal lobes; involved in reasoning, decision making, and self-control.

  • Brain pathways and circuitry in the prefrontal cortex continue to increase.
  • Changes/advances in the prefrontal cortex are linked to a child’s improved attention, reasoning, and cognitive control.
  • Prefrontal cortex orchestrates the function of other brain regions during development –coordinates which neural connections are most effective for problem solving.
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20
Q

Synaptic Pruning
(middle +late childhood)

A

Increased focal activation = increased cognitive performance.

  • Attention, reducing interfering thoughts, inhibiting motor actions, increased flexibility of thought.

As the brain changes/develops, it changes from diffuse, larger areas to more focal, smaller areas.

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21
Q

Brain Development in Adolescence

A
  • Continued ‘pruning’ of synapse connections.
  • Adolescents have fewer, more selective, more effective connections between neurons than they did as children.
  • Activities adolescents choose to engage in or not engage in influence neural connections (which will be strengthened and which will disappear).
  • Corpus Callosum
  • Limbic System
  • Amygdala
  • The prefrontal cortex is NOT developed enough to control emotions (brain area responsible for control still developing = risky behaviour).
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22
Q

Corpus Callosum
(adolescence)

A

The brain region where fibres connect the left and right hemispheres.

  • Thickens and increases ability to process info.
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23
Q

Limbic System
(adolescence)

A

Brain region that is the seat of emotions (amygdala) and in which rewards are experienced.

  • Emotions
  • Almost completely developed
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24
Q

Amygdala
(adolescence)

A

The seat of emotions in the brain.

  • Perceives, processes emotions, assigns fear/anger/joy.
25
Q

Lateralization

A

The specialization of functions in each hemisphere of the brain.

  • Most complex functioning (problem solving, creative thinking) involves both sides communication.
26
Q

Plasticity

A

There is considerable plasticity in the brain, and the quality of learning environments children experience influence the development of their brain.

27
Q

Piaget’s Theory of Cognitive Development

A
  • Child has to construct a mental model of the world.
  • All children go through the same stages, same order (just some faster than others).
28
Q

Stages of Cognitive Development

A

Piaget viewed the child as an active learner and emphasized the child’s adaptation to the environment.

Four Stages of Development:

  • Sensorimotor Stage (birth - 2 years)
  • Pre-operational Stage (2-7 years)
  • Concrete Operational Stage (7-12 years)
  • Formal Operational Stage (12+)
29
Q

Sensorimotor Stage
(birth - 2 years)

A
  • The first stage of Piaget’s theory of cognitive development.
  • Infants construct an understanding of the world by coordinating sensory experiences with motor actions (grasping, sucking, and looking).
29
Q

Pre-operational Stage
(2 -7 years)

A
  • The second stage of Piaget’s theory of cognitive development.
  • Symbolic thought increases and operational thought is not yet present.
  • Have the ability to pretend.
  • Two substages: symbolic and intuitive thought.
30
Q

Symbolic Function Substage

A

The first substage of pre-operational thought (2 and 4 years of age).

The ability to represent an object not present.

  • Symbolic thinking increases
  • Egocentrism is present.
31
Q

Intuitive Thought Substage

A

The second substage of pre-operational thought (4 to 7 years of age).

Children begin to use primitive reasoning and want to know the answer to all sorts of questions.

They seem sure about their knowledge in this substage but are unaware of HOW they know what they know.

  • Centration
  • Lack of conservation
32
Q

Centration

A

Focusing attention on one characteristic to the exclusion of all others.

33
Q

Conservation

A

The idea that some characteristic of an object stays the same even though the object might change in appearance.

34
Q

Concrete Operational Stage
(7-12 years)

A
  • The third stage of Piaget’s theory of cognitive development.
  • At this stage, the child thinks operationally.
  • Logical reasoning replaces intuitive thought but only in concrete situations.
  • Concrete operations allow the child to coordinate several characteristics rather than focus on a single property of an object.
  • Seriation and Transitivity.
35
Q

Seriation

A

A concrete operation that involves ordering stimuli along some quantitative dimension.

36
Q

Transitivity

A

The ability to reason and logically combine relationships.

  • ex. classify/categorize considering their relationships (family tree).
37
Q

Formal Operational Stage
(12 years - adulthood)

A

The fourth (and final) stage of Piaget’s theory of cognitive development.

Thought becomes more abstract, idealistic, and logical.

Can imagine possibilities and speculate.

  • Hypothetical-Deductive Reasoning
  • Adolescent Egocentrism
38
Q

Hypothetical-Deductive Reasoning

A

Adolescents can develop hypotheses to solve problems and ­systematically reach a conclusion.

39
Q

Adolescent Egocentrism

A
  • Heightened self-consciousness and a sense of personal uniqueness.
  • Desire to be noticed, visible, on-stage.
  • Can contribute to reckless behaviour
40
Q

Schema

A

In Piaget’s theory, actions (behavioural schema) or mental representations that organize knowledge.

41
Q

Assimilation

A

Piagetian concept of the incorporation of new information into existing knowledge (schemas).

42
Q

Accommodation

A

Piagetian concept of adjusting schemas to fit new information and experiences.

43
Q

Organization

A
  • Piaget’s concept of grouping isolated behaviours into a higher-order system.
  • The grouping or arranging of items into categories.
44
Q

Equilibration

A

Explains a shift from one stage to the next as children try to resolve conflict to reach a balance.

45
Q

Vygotsky’s Theory

A
  • Believed that cognitive development is shaped by the cultural context
    in which they live.
  • Importance of social influences, instruction.
  • The Zone of Proximal Development (ZPD)
46
Q

Scaffolding
(Vygotsky)

A
  • A technique that involves changing the level of support for learning.
  • A teacher or more advanced peer adjusts the amount of guidance to fit the student’s current performance.
  • Occurs in the ZPD.
47
Q

Language

A

A form of communication, whether spoken, written, or signed, that is based on a ­system of symbols.

48
Q

Phonology

A
  • Sound system of a language.
  • Basic sounds.
49
Q

Morphology

A

Units of meaning involved in word formation.

  • ex. help vs help-er
50
Q

Syntax

A

Ways that words must be combined to form acceptable phrases and sentences.

51
Q

Semantics

A

Meaning of words and sentences.

  • ex. girl vs woman
52
Q

Pragmatics

A

Appropriate use of language in different contexts.

  • ex. taking turns in conversations, polite language with teachers, parents etc.
53
Q

Infancy Language Development

A
  • Babbling occurs in the middle of the 1st year.
  • Infants utter their first words at about 10 to 13 months.
  • Infants begin to string two words together at about 18 to 24 months.
54
Q

Early Childhood Language Development

A
  • Transition to complex sentences begins between 2 and 3 years of age and continues into the elementary school years.
  • The child then understands morphological rules and shows a growing mastery of complex rules for how words should be ordered.
  • To develop early literacy skills, parents and teachers need to provide young children with a supportive environment.
  • Children should be active participants.
  • Instruction should be built on what children already know about oral language, reading, and writing.
  • Early precursors of literacy and academic success include language skills, phonological and syntactic knowledge, letter identification, and enjoyment of books.
55
Q

Middle + Late Childhood Language Development

A
  • Children gain new skills as they enter school that make it possible to learn to read and write.
  • Increased use of language to talk about things that are not physically present, learning what a word is, and learning how to recognize and talk about sounds.
  • Children’s improvement in logical reasoning and analytical skills helps them understand such constructions as the appropriate use of comparatives and subjectives.
  • Advances in vocabulary and grammar during the elementary school years are accompanied by the development of…
56
Q

Metalinguistic Awareness

A

Knowledge of Language.

57
Q

Adolescence Language Development

A
  • Increased sophistication in use of words.
  • Greater understanding of abstract thinking, metaphors, satire, and complex literary works.
  • Better writers the children are, the better at organizing thoughts, Intro, conclusions.

Educational Psychology (6 decks)

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