Charts Flashcards
categories of memory
- long-term (permanently storing and retrieving information)
1a. implicit (unconscious memory of how to do something)
1b. explicit (conscious memory of facts and events)
1ba. semantic (knowing facts and concepts)
1bb. episodic (personal experiences and events) - working (retaining, organizing, and manipulating information to achieve a goal)
stage 2: preoperational (2-7)
learning through symbols, but with logical limitations.
substage 1: preconceptual and symbolic (2-4)
- starts developing concepts
- rapid development of language
- no logical thinking
substage 2: intuitive (4-7)
- can’t explain why
- shows improvement in classifying, ordering, and numbering
counting
3: children can count up to 3 and can’t count backward
4: children can count up to 10 and can count back from 5
5: children can count up to 20 and can count back from 10
articulation at 3
p, m, h, n, w, b
articulation at 4
k, g, d, f, y
articulation at 5-6
t, ng, r, l
grammar rules that 3 year olds start to use
-ing, -ed, changing irregular verbs to past tense, using is and am, -s, ‘s, using a and the, using prepositions
reading readiness
Reading readiness teaches: phonemic awareness, letter recognition, and phonics
Basic concept: A child should be introduced to these skills between 3 and 5.
emergent literacy
Children learn unconsciously by adults being a model, reading daily, and giving them books.
heterogenous morality
Children are regulated by others, not by personal conviction.
1. Rules are fixed.
2. Consequences determine badness.
3. Punishment is automatic.
4. Trees, rocks, and toys punish.
obedience-punishment orientation
- Children obey rules as taught by authority figures.
- Children determine good and bad by consequence.
- Children fear punishment for wrongdoing.
Individualism and exchange
- People have different viewpoints about right and wrong.
- Children obey rules if they benefit them, but want something in return.
- Justice is eye-for-an-eye.
Imaginary friends
Children most likely to have imaginary friends are outgoing and have many real friends.
Children can describe imaginary friends in the same detail as real friends.
75% of preschoolers know that their imaginary friends are not real.
Often with oldest children, only children, and children who do not watch television.
Autonomous reality
Children are regulated by rules set with mutual consent.
1. Rules are not set in stone.
2. Consequences are determined by intention.
3. Punishment is based on intent.
Interpersonal conformity
- Children do what a social group says is right and wrong.
- Children believe certain behaviors are acceptable because they are good for the social group.
- Children want approval by others.
Maintaining the social order
- Children believe they must live by the rules of the larger society.
- Children feel compelled to do their duty for society.
Domains of Self-Definition
- Physical [Appearance + Motor skills]
- Intelligence [Verbal skills + STEM]
- Social Skills [Adults + Peers]
- Self-Regulation [Labeling emotions + Controlling actions]
Social contract and individual rights
- Teens and adults believe acceptable behaviors are determined by socially agreed-upon standards.
- Teens and adults believe that the code of conduct is based on the greater good.
Universal and ethical principles
- Teens are adults believe that all acceptable behaviors are based on justice, human dignity, and equality.
- Teens and adults believe they should defend personal principles over laws.
