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Child Development > Chapter #6 & #7 Exam > Flashcards

Chapter #6 & #7 Exam Flashcards

1
Q

Piaget or Vygotsky? Believed that children progressed through stages.

A

Piaget

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2
Q

Piaget or Vygotsky? Believed that learning came from social interactions

A

Piaget

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3
Q

Piaget or Vygotsky? Theory involved schemas.

A

Piaget

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4
Q

Who’s theory was nature and who’s was nurture?

A

Piaget: nurture, Vygotsky: nature

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5
Q

the basic building block of intelligent behavior - a way of organizing knowledge

A

Schema

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6
Q

fitting new information into current scheme

A

assimilation

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7
Q

revising or abandoning scheme to account for new information

A

accommodation

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8
Q

Assimilation or Accomidation? A 2-year-old child sees a man who is bald on top of his head and has long frizzy hair on the sides. To his father’s horror the toddler shouts, “clown, clown”

A

assimilation

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9
Q

Assimilation or Accommodation? In the clown incident, the boy’s father explained to his son that the man was not a clown and that even though his hair was like a clown’s he wasn’t wearing a funny costume and wasn’t doing silly things.

A

Accommodation

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10
Q

children comfortably address new situations using their existing schemes and operations

A

equilibrium

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11
Q

mental “discomfort”

A

disequilibrium

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12
Q

the process of moving from equilibrium to disequilibrium and back to equilibrium

A

equilibration

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13
Q

the force which moves development along

A

equilibrium

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14
Q

What age range is the “sensorimotor stage”?

A

birth - age 2

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15
Q

What age range is the “preoperational stage”?

A

age 2 - 6/7

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16
Q

What age range is the “concrete operational stage”?

A

age 6/7 - 11/12

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17
Q

What age range is the “formal operational stage”?

A

age 12 - adulthood

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18
Q

Who’s theory consists of the “Four Stages of Cognitive Development”?

A

Piaget

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19
Q

the understanding that objects continue to exist even when they cannot be seen or heard

A

object permanence

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20
Q

sucking, looking, listening, and grasping are examples of… (2)

A

reflexed and sensorimotor schemes

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21
Q

At what stage in Piaget’s Stage of Cognitive Development does; reflex and sensorimotor schemes begin, goal-directed behaviors emerge, and object permanence emerges

A

Sensorimotor stage

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22
Q

unable to take someone else’s perspective

A

egocentrism

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23
Q

the recognition that an amount must stay the same if nothing is added or taken away despite changes in shape or arrangement

A

conservation

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24
Q

the recognition that an object can belong both to a particular category and to one of its subcategories simultaneously

A

class inclusion

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25
can't reserve something that just happened in their minds, cannot go back and think of something that just happened
irreversibility
26
focusing on one thing, one characteristic at a time
centration
27
At what stage in Piaget's Stage of Cognitive Development consists of; limited mental manipulation, conservation, class inclusion, irreversibility, and centration.
preoperational stage
28
At what stage in Piaget's Stage of Cognitive Development can a child mental manipulate and holds logical thoughts, can conserve, but has difficulty with abstract and counterfactual ideas
concrete operational stage
29
At what stage in Piaget's Stage of Cognitive Development does a child have abstract and scientific reasoning, hypothetical ideas, contrary-to-fact ideas, and hold more idealism.
formal operational stage
30
Piaget or Vygotsky? Believed that children construct their knowledge
Vygotsky
31
Piaget or Vygotsky? Believed development cannot be separated from its social context
Vygotsky
32
Piaget or Vygotsky? Believed that all higher functions originate as social relationships
Vygotsky
33
Piaget or Vygotsky? Believed that language plays a central role in mental development
Vygotsky
34
tools that are partly or entirely symbolic
cognitive tools
35
the process of helping children make sense of experiences in cultural appropriate ways
mediation
36
What is self talk?
when thoughts and language first merge, children often talk to themselves
37
thinking about thinking
metacognition
38
when children speak to themselves mentally
inner speech
39
What comes first, self-talk or inner speech?
1.) Self-talk 2.) inner speech
40
the process through which social activities evolve into internal mental activities - hands out of mouth, sit on bottom
internalization
41
the range of tasks that children cannot perform independently yet can perform with guidance from adults, or in some cases, from peers or older children who are skilled in performing an activity
Zone of Proximal Development (ZPD)
42
Where does all learning occur?
Zone of proximal development
43
play where children practice complementary roles
sociodramatic play
44
Piaget or Vygotsky? - Cognitive development is independent of language - Developmental schemes are independent, requiring little guidance - Interaction with peers is more valuable - Culture is not important in determining thinking styles - Educators should honor curiosity
Piaget
45
Piaget or Vygotsky? - Language is essential for cognitive development - Activities are facilitated & interpreted by more competent individuals - Interaction with advanced individuals is more valuable - Culture is critical in determining thinking styles - Educators should guide children with cultural tools
Vygotsky
46
a family of perspectives that address how humans mentally acquire, interpret, and remember information
Information Processing Theory
47
Information Processing Theory: list in order a.) information is retrieved b.) information is momentarily held in short-term, or working, memory c.) information is sensed and registered d.) information is encoded and put in long-term memory
C - 1.) information is sensed and registered B - 2.) information is momentarily held in short-term, or working, memory D - 3.) information is encoded and put in long-term memory A - 4.) information is retrieved
48
some/all of our senses that go into our working memory. The memory store where information first comes through the senses
sensory register
49
List 3 storage mechanisms
working memory, sensory register, and long-term memory
50
actively holding and thinking about new information
working memory
51
saving things they've learned from experience
long-term memory
52
Which type of memory? passive, lasts 0.5 - 3 seconds, affected by attention
short term memory
53
Which type of memory? active, any disruption to rehearsal/coding creates decay, holds 5 - 9 items at a time
working memory
54
the practice of repeating the use of information over and over in the stage of working memory stage is called?
rehearsal
55
Which type of memory? activated, organized by schemes, considered to have unlimited capacity and more-or-less permanent
long term memory
56
the act of transferring information from working memory to long term memory
encoding
57
------ in working memory and central executive enable children to handle increasingly complex cognitive tasks
three developmental trends
58
ability to perform tasks rapidly, little or no conscious efforts
automatization
59
the inability of adults to recollect early episodic memories
infantile amnesia
60
repeating over and over; repetition
rehearsal
61
identifying relations among pieces of information
organization
62
using prior knowledge to embellish new information
elaboration
63
techniques we deliberately use to learn or remember information
learning strategies
64
List the 3 learning strategies
rehearsal, organization, elaboration
65
significant deficit in one or more cognitive process
learning disability
66
weakness in central executive is likely, easily distracted, trouble listening/following directions, excessive energy, impulsivity
Attention Deficit Hyperactivity Disorder
67
detecting stimuli in the environment
sensation
68
interpreting stimuli
perception
69
a child's genetic inheritance enables and directs certain kinds of growth
nature
70
the child's physical environment, nutrition, relationships, and the broader setting of interaction
nurture
71
general growth pattern of development areas near the main neural area earlier than areas of the body that are more distant. This can be seen in human fetuses where the head is the first body part formed
cephalocaudal trend
72
describes the general tendency for developmental of motor skills to start at the center and radiate outwards from there. The middle is the first to develop and movement extends outwards from there. Infants will first learn to move their torso and then their arms and legs
Proximodistal trend
73
skills that are necessary to engage in smaller, more precise movements, normally using hands and fingers
fine motor skills
74
refers to physical skills that use large body movements, normally involving entire body
gross motor skills
75
deliberate thinking processes such as planning and decision making
executive functioning
76
where does executive functioining occur?
cortex within your forebrain
77
substances that may produce physical or functional defects
teratogens
78
List the 4 types of parenting styles
permissive, neglectful, authoritarian, athooritative
79
What type of parenting style? - affectionate but provide few limits - children may be demanding, disobedient, and dependent - child-driven - rarely gives or enforces rules - overindulges child to avoid conflict
permissive
80
What type of parenting style? - makes few demands and often appears uncaring - children frequently have many difficulties - uninvolved or absent - provides little nurturance or guidance - indifferent to child's social-emotional and behavioral needs
neglectful
81
What type of parenting style? - demand compliance but withhold affection children may be withdrawn, aggressive, with low self-esteem - parent-driven - set strict rules and punishment - one-way communication with little consideration of child's social-emotional and behavioral needs
authoritarian
82
What type of parenting style?
- affectionate and responsive, assert authority but explain reasons - children tend to be confident, cheerful, mature - solves problems together with child - sets clear rules and expectations - open communication and natural consequences
83
changes that can be indicated by abilities and structure
qualitative
84
quantitative
a change in quality or amount
85
a pre-existing knowledge structure involving event sequences. Expected sequence of action
scripts

Child Development (1 decks)

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