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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
Q

can’t reserve something that just happened in their minds, cannot go back and think of something that just happened

A

irreversibility

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26
Q

focusing on one thing, one characteristic at a time

A

centration

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27
Q

At what stage in Piaget’s Stage of Cognitive Development consists of; limited mental manipulation, conservation, class inclusion, irreversibility, and centration.

A

preoperational stage

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28
Q

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

A

concrete operational stage

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29
Q

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.

A

formal operational stage

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30
Q

Piaget or Vygotsky? Believed that children construct their knowledge

A

Vygotsky

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31
Q

Piaget or Vygotsky? Believed development cannot be separated from its social context

A

Vygotsky

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32
Q

Piaget or Vygotsky? Believed that all higher functions originate as social relationships

A

Vygotsky

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33
Q

Piaget or Vygotsky? Believed that language plays a central role in mental development

A

Vygotsky

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34
Q

tools that are partly or entirely symbolic

A

cognitive tools

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35
Q

the process of helping children make sense of experiences in cultural appropriate ways

A

mediation

36
Q

What is self talk?

A

when thoughts and language first merge, children often talk to themselves

37
Q

thinking about thinking

A

metacognition

38
Q

when children speak to themselves mentally

A

inner speech

39
Q

What comes first, self-talk or inner speech?

A

1.) Self-talk 2.) inner speech

40
Q

the process through which social activities evolve into internal mental activities - hands out of mouth, sit on bottom

A

internalization

41
Q

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

A

Zone of Proximal Development (ZPD)

42
Q

Where does all learning occur?

A

Zone of proximal development

43
Q

play where children practice complementary roles

A

sociodramatic play

44
Q

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
A

Piaget

45
Q

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

A

Vygotsky

46
Q

a family of perspectives that address how humans mentally acquire, interpret, and remember information

A

Information Processing Theory

47
Q

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

A

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
Q

some/all of our senses that go into our working memory. The memory store where information first comes through the senses

A

sensory register

49
Q

List 3 storage mechanisms

A

working memory, sensory register, and long-term memory

50
Q

actively holding and thinking about new information

A

working memory

51
Q

saving things they’ve learned from experience

A

long-term memory

52
Q

Which type of memory? passive, lasts 0.5 - 3 seconds, affected by attention

A

short term memory

53
Q

Which type of memory? active, any disruption to rehearsal/coding creates decay, holds 5 - 9 items at a time

A

working memory

54
Q

the practice of repeating the use of information over and over in the stage of working memory stage is called?

A

rehearsal

55
Q

Which type of memory? activated, organized by schemes, considered to have unlimited capacity and more-or-less permanent

A

long term memory

56
Q

the act of transferring information from working memory to long term memory

A

encoding

57
Q

—— in working memory and central executive enable children to handle increasingly complex cognitive tasks

A

three developmental trends

58
Q

ability to perform tasks rapidly, little or no conscious efforts

A

automatization

59
Q

the inability of adults to recollect early episodic memories

A

infantile amnesia

60
Q

repeating over and over; repetition

A

rehearsal

61
Q

identifying relations among pieces of information

A

organization

62
Q

using prior knowledge to embellish new information

A

elaboration

63
Q

techniques we deliberately use to learn or remember information

A

learning strategies

64
Q

List the 3 learning strategies

A

rehearsal, organization, elaboration

65
Q

significant deficit in one or more cognitive process

A

learning disability

66
Q

weakness in central executive is likely, easily distracted, trouble listening/following directions, excessive energy, impulsivity

A

Attention Deficit Hyperactivity Disorder

67
Q

detecting stimuli in the environment

A

sensation

68
Q

interpreting stimuli

A

perception

69
Q

a child’s genetic inheritance enables and directs certain kinds of growth

A

nature

70
Q

the child’s physical environment, nutrition, relationships, and the broader setting of interaction

A

nurture

71
Q

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

A

cephalocaudal trend

72
Q

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

A

Proximodistal trend

73
Q

skills that are necessary to engage in smaller, more precise movements, normally using hands and fingers

A

fine motor skills

74
Q

refers to physical skills that use large body movements, normally involving entire body

A

gross motor skills

75
Q

deliberate thinking processes such as planning and decision making

A

executive functioning

76
Q

where does executive functioining occur?

A

cortex within your forebrain

77
Q

substances that may produce physical or functional defects

A

teratogens

78
Q

List the 4 types of parenting styles

A

permissive, neglectful, authoritarian, athooritative

79
Q

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

A

permissive

80
Q

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

A

neglectful

81
Q

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

A

authoritarian

82
Q

What type of parenting style?

A
  • 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
Q

changes that can be indicated by abilities and structure

A

qualitative

84
Q

quantitative

A

a change in quality or amount

85
Q

a pre-existing knowledge structure involving event sequences. Expected sequence of action

A

scripts

Child Development (1 decks)

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