Chapter 8

Question 1

What does Piaget’s pre-operational stage have to do with development? (pre-logical)

Answer 1

Engaging in pretend play- solidify new schemas, learn as they pretend
Egocentrism- everyone sees how I do
Syncretism- two events occur at the same time, one caused the other
Classification errors
Conservation errors- rearranging things doesn’t change quantity
Cognitive schemas- assimilate or accommodate (latter used most in this age)

Question 2

What did vygotsky contribute to development?

Answer 2

Idea of ZPD- help stretch beyond it, then withdraw support until they can do it on their own
Scaffolding- temporary support
Private (egocentric speech)- used to solve problems and show they were thinking hard

Question 3

What is a key difference between Vygotsky and Piaget?

Answer 3

Piaget- didnt like teacher directed instruction, children have to discover on their own
Vygotsky- needed these people to learn through interactions to reach higher cognitive levels

Question 4

What is the information processing order?

Answer 4

Info-input-processor (moves in and out of storage)- output- info

Question 5

What are the three types of attention?

Answer 5

1. Divided (multitasking)- trouble in age 3/4, can remain low
2. Selective (focus on stimuli and ignore unnecessary info)- improve with age, better with visual over auditory- 4/7 struggle to ignore background noise
3. Sustained- ability to focus on the task

Question 6

Explain the two types of memory

Answer 6

1. Sensory memory- (sensory register), stores sensory input in raw form long enough for brain to register and process. (auditory up with age)
2. Working memory- current conscious mental activity occurs. Hold info for a short time to manipulate. Use it to rotate images in mind, remember info while doing something else, imagine different options

Question 7

What is executive functioning?

Answer 7

Self-regulatory processes, enable adaptive responses to situations to reach goal.
Gradually emerges in childhood as result of prefrontal cortex growth/experience.

Question 8

What are the executive skills?

Answer 8

1. Response inhibition- think before we act and resist impulsive choices, no = blurting, interrupting, impulsive, talks loudly
2. Emotional control- manage emotions to achieve goal, complete tasks, no= low frust tolerance, quick to anger, big reactions to small problems
3. Organization
4. Planning/Prioritizing
5. Goal-oriented persistence
6. Time management
7. Metacognition- self monitor and self evaluate, no = lack of insight into behaviour, not noticing have to read before
8. Task Initiation
9. Working memory- cant hold info or multitask, no = forgets directions, difficulty with multi-step instructions, forgets items
10. Flexibility
11. Sustained attention- maintain attention despite fatigue, distractions, boredom, no = runs out of steam before homework is done, switches between tasks without finishing

Question 9

How can we promote executive skill development?

Answer 9

Teach rather than expecting them to learn through observation. Can be taught through direct instruction like defining challenging behaviours, goal behaviours, then implementing a plan. Includes close supervision at first, fading, prompts, and supports

Question 10

What certain supports can be used to promote executive skill development?

Answer 10

Environmental (physical or social)
Changing the nature of tasks
Changing the way adults interact (rehearsal and prompts)
Incentives to encourage children to use them.
-Doesnt always have to be formal, can learn many in a card game like organizing, taking turns, strategizing, losing and not getting upset, winning and not bragging

Question 11

What are some benefits of building executive skills?

Answer 11

Early intervention may reduce severity of ADHD, behavioural problems, learning difficulties, depression.
Predicts social skills and relationships
Associated with numerous outcomes later in life (law, money, health).
Social isolation can cause heart disease, stress response and inflammation, impaired immune system

Question 12

What do neo-piagetians believe?

Answer 12

Still constructivism and stages, but believe aspects of information processing change in stages rather than logic. Believe working memory capacity changes with neurodevelopment. Believe experiences and learning interact with biological to shape development

Question 13

What is prosocial behaviour? What do students who exhibit it have?

Answer 13

voluntary acts that are intended to benefit others, key to compassionate society and classrooms.
Includes helping, sharing, volunteering, cooperating, protecting someone, comforting.
Emerge early, motives may change over time

They have empathy, self-confidence, supportive relationships, higher grades, regulate antisocial impulses

Question 14

What are the two theories of how children understand the world?

Answer 14

1. Theory-theory- the need to explain and question everything, generate own theories when not satisfied
2. Theory-of mind- ability to think about other peoples thoughts, false-belief test, give up ego-centrism

Question 15

How is early numeracy connected to development?

Answer 15

quantitative reasoning (comparing magnitudes/conservation errors from Piaget)
Language skills (naming numbers)
Working memory and other executive functions. 
Can inspire by blocks, puzzles, shapes, games, questions

Question 16

What is phonemic and phonological awareness?

Answer 16

Phonological: sounds spoken in words (early- rhyming, alliteration, segmenting into syllables, identify first word sounds)
Phonemic: basic units of sounds in spoken words (basic- blending and segmenting) and (advanced- deletion, substitution, reversing)- helps decode words.
*If cup is full of decoding, no room for comprehension

Question 17

How can we prevent reading difficulties?

Answer 17

use phonemic and phonological awareness, language development aspects (vocab and background knowledge), executive functioning.
Early intervention and prevention is key.

Question 18

How are people with autism often explained?

Answer 18

• less attention to social info, more to patterns and objects
• difficulties with change
• movement
• sensory needs
• idea of savants: highly skilled in some area and highly lacking in others

Question 19

What behaviours do kids with ASD usually exhibit?

Answer 19

Stereotypy- repetitive movements
Compulsive behaviour
Sameness- resistance to change
Restricted behaviour- limit in focus and interest
Self-injury

Question 20

What is the neurodiversity movement?

Answer 20

challenges the notion that disorders such as ASD and ADHD are pathological and instead are similar to gender and other statuses. Genetic variation of ASD may have helped humans survive and is important to our future.