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Prof Ed > Child and Ado > Flashcards

Child and Ado Flashcards

1
Q

Who coined Life Span Developmental

A

Paul Baltes

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2
Q

It does not end in adulthood. No developmental stage dominates development

A

Development is lifelong

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3
Q

Development consists of biological, cognitive and socio emotional dimension. What characteristic of life span development is talking about?

A

Development is multidimensional

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4
Q

Development is possible through the life span

A

Development is Plastic

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5
Q

Individual are changing being in a changing world. What Life span development is this?

A

Development is contextual

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6
Q

Domains development that tackle about the large muscle such as legs, arms, and the chest.

A

Physical development - Gross motor

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7
Q

Developmental follows orderly sequence. clue: upper to lower

A

Celphalocaudal pattern

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8
Q

Muscular control of trunk and arms comes earlier as compared to the hands and finger. Center to outer

A

Proximodistal Pattern

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9
Q

Womb to tomb. Continuous process. Qualitative. Possible without growth.

A

Development

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10
Q

Stops in attainment of maturity. Quantitative. One part of development. May or may not bring about development

A

Growth

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11
Q

Natural growth from heredity.

A

Maturation or nature

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12
Q

In and through which the growing takes place

A

Environmental influences/Nurture

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13
Q

Conception to 2 weeks. The creation of Zygote.

A

Germinal period

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14
Q

What are the two layer of organism

A

Blastocyst - inner
Trophoblast - outer

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15
Q

2 weeks to 8 weeks. Zygote will become embryo.

A

Embryonic period

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16
Q

The three layers of cell in embryonic period

A

Endoderm - inner layer. Digestive and respiratory

Ectoderm - outermost. Nervous, sensory receptors and skin part

Mesoderm - middle

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17
Q

It is life supports that is called disk shaped group of tissue. Mother and the offspring intertwine but do not join

A

Placenta

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18
Q

Absorbs nutrients. Connects the baby to the placenta.

A

Umbilical cord

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19
Q

2 months after conception until 9 months. Dramatic course and organ system mature

A

Fetal period/Fetus

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20
Q

Birth to 2 weeks. Shortest of all development task.
Extreme helplessness.

A

Infancy

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21
Q

Subdivision of infancy that umbilical cord has been cut and tied

A

Partunate

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22
Q

The cutting and tying of umbilical to the end of second week of postnatal life.

A

Neonate

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23
Q

2 weeks to 2 years.
Decreasing dependency.
Babyhood skills : Hand skills and leg skills. Pre speech is forms of communication.

A

Babyhood stage

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24
Q

(3-5 years) Preschooler years. Learning is fun.
Years before formal schooling begins.

Pre-gang, exploratory and questioning age.

A

Early Childhood

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25
Q

6-12 years old. Gang and creativity age. Self help skills, school skills and play skills are developed.

A

Middle and Late childhood.

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26
Q

13-18 years. It is a transition age from childhood to adulthood
Thought is more logical, abstract and idealistic.

It also occurs the rapid physical changes.

A

Adolescence

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27
Q

The 3 fundamental skills in Middle and Late childhood

A

Reading, writing and arithmetic

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28
Q

Age of adjustment to new patterns of life and new roles. Establishing personal and economic independence, career development.

A

Early adulthood

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29
Q

Developmental stage where Assisting the next generation in becoming competent and mature individuals

A

Middle adulthood

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30
Q

Time for adjustment to decreasing strength and health or retirement age

A

Late adulthood

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31
Q

What is the theory of Eric Erikson?

A

Psychosocial theory

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32
Q

Explains that we develop through a predetermined personalities in eight stages

A

Epigenetic Principle

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33
Q

He coined scaffolding

A

Jerome Bruner

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34
Q

Positive Disposition

A

Syntonic

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35
Q

Negative Disposition

A

Dystonic

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36
Q

Balance of positive and negative aspect

A

Virtue or Psychology strength

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37
Q

Too much of positive and too little negative

A

Maladaptation

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38
Q

Too little of positive and too much negative

A

Malignancy

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39
Q

Psychological crisis. Infancy(0-2 years)

A

Trust vs mistrust

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40
Q

What is virtue, maladaptation and malignancy of Autonomy vs shame and doubt

A

Willpower or determination

Impulsiveness

Compulsiveness

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41
Q

Initiative vs guilt (3-5 years)
Preschooler years

A

Courage or ability to take risk

Ruthlessness

Inhibition

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42
Q

Industry vs Inferiority
(Late childhood)

A

Competency

Narrow virtuosity

Inertia

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43
Q

Identity vs role confusion

Adolescence
(12-18 puberty)

A

Fidelity

fanaticism

Repudation

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44
Q

Intimacy vs Isolation

Early Adulthood
(19-29 years old)

A

Love

Promiscuity

Exclusion

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45
Q

Generativity vs Stagnation

Middle Adulthood

A

Caring

Overextension

Rejectivity

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46
Q

Integrity vs despair

(Old Age)

A

Wisdom

Presumption

Disdain

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47
Q

Considered to be most well-known psychologist because of his theory about unconscious and about sexual development

Psychoanalytical or psychosexual

A

Sigmund Freud

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48
Q

Erogenous zone (pleasure area) - mouth
Birth to 18 months)

A

Oral stage

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49
Q

Smoking, over eating, drinking alcohol

A

Oral receptive

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50
Q

Toodler and preschooler years

Reality principle.
It is practical. The best response to situations.

A

Ego

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51
Q

Pleasure principle

Immediate, gratification, satisfaction of its needs.

A

Id

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52
Q

Moral aspect. It is like to conscience.

Near the end of the preschooler years or the end of Phallic Stage

A

Superego

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53
Q

All that we are not aware of. Not experience and not been made part of our personalities.

A

Nonconscious

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54
Q

Part of us that we can reach if prompted but is not in our active conscious.
Ex.
“What is your name of your first pet?”

A

Subconscious/Preconscious

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55
Q

All that we are aware of

A

Conscious

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56
Q

20th century influential researcher in developmental psychology. Also known as child prodigy who publish a first article at the age of 11

A

Jean Piaget

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57
Q

It is part of basic Cognitive concepts that talk about cognitive structure.

A

Schema

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58
Q

Process of fitting new experience into an existing created schema

A

Assimilation

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59
Q

Process of creating new schema

A

Accommodation

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60
Q

Proper balance of assimilation and accommodation

A

Equilibrium

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61
Q

What do you call where he knows that an object still exists even when out of sight

A

Object Permanence

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62
Q

What stage of Cognitive development where prominence of the senses and muscle movement

A

Sensorimotor (birth to 2 years)

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63
Q

Stage of cognitive development where represent the world symbolically

A

Pre operational stage (2 to 7 years)

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64
Q

Preoperational stage where Ability to represent object and events

A

Symbolic function

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65
Q

Preoperational stage where a tendency of the child to only see his point of view

A

Egocentrism

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66
Q

Preoperational stage where a child only focus on one thing or event

A

Centration

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67
Q

Pre operational stage where Inability to realize same things remain unchanged

A

Lack of Conversation

68
Q

Preoperational stage where inability to reverse their thinking

A

Irreversibility

69
Q

Attribute human like traits to inaminate

A

Animism

70
Q

Stage of Cognitive development where the Ability of a child think logically but only terms of concrete objects

A

Concrete operational stage

71
Q

Pre operational stage where a child believe that psychological events such as dreams are real

A

Realism

72
Q

Concrete operational stage where child has ability perceive the different feature of objects and situation

A

Decentering

73
Q

Concrete operational stage where a child follow that certain operation can be done in reverse

A

Reversibility

74
Q

Concrete operational stage the child has Ability to know that the certain properties or objects do not change

A

Conservation

75
Q

Concrete operational stage where arrange things in series

A

Seriation

76
Q

Stage of Cognitive development that thinking becomes more logical. They can now solve abstract problem

A

Formal operational stage

77
Q

Formal operational stage where a child has Ability to come up with different hypothesis.

A

Hypothetical Reasoning

78
Q

Formal operational stage where a child has ability to perceive the relationship in one stances

A

Analogical Reasoning

79
Q

Ability to think logically by applying general rule to a particular situation

A

Deductive Reasoning

80
Q

Also called as Inductive reason in formal operational stage

A

Concrete Reasoning

81
Q

He wrote language, thought, psychology learning and development and educating students with special needs/ learning disabilities.

A

Lev Vygotsky Socio-Cultural Theory

82
Q

Social Interaction plays a very important role in cognitive development

A

Socio-Cultural theory

83
Q

Gap or distance, learner can do without help or can achieve with guidance

A

ZDP - Zone Proximal Development

84
Q

Level that the learner achieves with assistance with teacher or advanced peers

A

Potential Level

85
Q

Level that the learner can achieve alone

A

Actual Level

86
Q

Appropriate assistance given by the teacher It is a Judicious assistance

A

Scaffolding

87
Q

It its previously learned

A

Constructivism

88
Q

Much of his work based on Jean Piaget and John Dewey.

A

Lawrence Kohlberg

89
Q

The ambiguous situation that a person to make moral decision

A

Moral Dilemma

90
Q

Stages of moral development where do not understand conventions/rules of society

A

Punishment Obedience Orientation

91
Q

What are the two stages in pre conventional

A

Stage 1 - Punishment Obedience Orientation

Stage 2 - Instrumental Relativist

92
Q

What are the two stages in Conventional in Kohlberg’s moral development

A

Stage 3 - Good boy - Nice girl Orientation

Stage 4 - Law and Order Orientation

93
Q

2 Post-Conventional morality

A

Stage 5 - Social Contract Orientation

Stage 6 - Universal Ethical Principle

94
Q

Stage of Moral development where the ethics of “What’s in it for me?”

Obeying rules and exchanging favors are judged in terms of benefit to an individual

A

Instrument relativist orientation

95
Q

What do you call the level of Kohlberg’s theory is conform the convention or rule of society?

A

Level II Conventional

96
Q

Stage of moral development where ethical decision are based on the concern of opinion of others/social approval

A

Good boy - Nice girl orientation

97
Q

Stage of moral development where Right behavior consists of one’s duty, showing respect to authority and social order

A

Law and order orientation

98
Q

What level of Kohlberg’s theory is the moral principles?

A

Level III Post Conventional

99
Q

Stage of moral development where rules can be change when no longer met the society’s needs. The best situational example for this is “rally”.

A

Social Contract Orientation

100
Q

Stage of moral development where conscience is in accord with self chosen ethical principles. Logical comprehensiveness, universality and consistency.

A

Universal Ethical Principle

101
Q

Learning consists of changes in behavior

A

Behavior theorist

102
Q

Learning involves changes in knowledge

A

Cognitive theorist

103
Q

Concept of learning where learning involves change in knowledge or behavior

A

Change

104
Q

Concept of learning that changes brought about by learning are relatively permanent.

Drives, fatigues, disease and injury dissipate rapidly.
Also drugs can also produce change.

A

Behavior

105
Q

Concept of learning where learning involves experience

A

Previous learning

106
Q

Emphasizes conditioning behavior and altering the environment to elicit selected responses from the learners

A

Behaviorism

107
Q

He is the father of behaviorism
(Stimulus-response)

A

John Watson

108
Q

Father of behavior psychology and also father of educational psychology.

Focuses on testing the relationship of a stimulus and a response

Learning as a habit formation. Teaching arranging the classroom

A

Connectionism - Edward Lee Thorndike

109
Q

Thorndike’s Law of learning emphasizes the role of motivation

Developmental appropriate practice (DAP)

A

Law of readiness

110
Q

Thorndike’s law of learning, a connection is strengthened in proportion to it’s frequency and it’s average intensity and duration

A

Law of exercise

111
Q

Thorndike’s law of learning strengthen the connection, responses accompanied by discomfort weaken the connection

A

Law of effect

112
Q

Theory known as respondent conditioning. The repeated association of 2 or more different stimuli

A

Classical conditioning

113
Q

Father of classical conditioning

Famous experiments with dogs

A

Ivan Pavlov

114
Q

Elements of classical conditioning that produces a particular, naturally occuring, automatic response.

Food(meat powder)

Before conditioning

A

Unconditioned stimulus (UCS)

115
Q

Element of classical conditioning where automatically when the UCS is presented

A reflexive, involuntary response.

Salivation

A

Unconditioned response (UCR)

116
Q

Classical conditioning where repeated association with UCS

Does not normally produce the UCR

After conditioning

A

Conditional stimulus (CS)

117
Q

Classical conditioning where learned response that is produce by the CS

A

Conditioned Response (CR)

118
Q

Key of Classical conditioning where overall process during which organism learns to associate 2 events

A

Acquisition

119
Q

Key of Classical conditioning where gradually decrease. UCS is no longer presented

A

Extinction

120
Q

Key of Classical conditioning where the reappearance of a CR when the CS is presented

A

Spontaneous recovery

121
Q

Key of Classical conditioning known as stimulus generalisation which tendency a response is similar to the cr

A

Spontaneous Generalisation

122
Q

Key of Classical conditioning occurs when a person or animal responds to the CA only but not to any other stimulus that is similar to CS

A

stimulus Discrimination

123
Q

Operant conditioning originated by behaviorist named?

A

B.F. Skinner

124
Q

Reinforcement/reward where adding something positive to increase a response

Example: A mother give here son a praise(positive stimulus) for doing homework (behavior)

A

Positive Reinforcement

125
Q

Reinforcement where think of it as taking/removing something negative away to increase a response.

Example: Bob does the dishes (Behavior) in order to avoid his mothers nagging (negative stimulus)

Increasing a Behavior in order to decrease negative stimulus

Punishment decreasing a behavior

A

Negative reinforcement

126
Q

Punishment where adding a negative consequence after an undesired behavior is emitted to decrease future responses

Example:
A child grabs a toy from another child (behavior) and is sent to a timeout (negative stimulus)

A

Positive punishment

127
Q

Punishment includes taking away/removing a certain item after undesired behavior happens to decrease future responses.

Example:
Siblings get in a fight(behavior) over who gets to play with new toy, a parents takes a toy away. (desired stimulus)

A

Negative punishment

128
Q

Theory that Acquired behavior through observation of other then imitate what they observe

He also believe that TV was a source of behavior modeling

Parents & teacher influencing by observing and imitating

A

Albert Bandura social cognitive/social learning theory

129
Q

Phases of Observational learning where exposure does not ensure acquisition of behavior

A

Attention

130
Q

Model of Observational learning where exemplified by teachers, parents and significant others

A

Real life

131
Q

Observational learning that is presented though oral or written symbols/you just heard

A

Symbolic

132
Q

Presented though audio-visual measures. (Television)

A

Representational

133
Q

Paradigm essentially argues that The “black box” of the mind should be opened. Learner view as an information processor (like computer)

A

Cognitivism

134
Q

Pattern or configuration.

Placed or put together.

Carried by wolfgang kohler and kurt kuffka

Perceptual process

A

Gestalt laws - Max Wertheimer

135
Q

Principle of Gestaltist or Gestalt psychology states smooth continuities rather than abrupt changes

A

Law of continuity

136
Q

Principle of Gestaltist or Gestalt psychology states that incomplete figures tend to seen as complete.

We tend to ignore the gaps or blanks and complete contour lines

Complete and incomplete

A

Law of closure

137
Q

Principle of Gestaltist or Gestalt psychology holds that things close together are group together in perception

A

Law of proximity

138
Q

Principle of Gestaltist or Gestalt psychology refers to perception of similar objects that tend to be related (color, shapes, features, size)

A

Law of similarity

139
Q

Principle of Gestaltist or Gestalt psychology states the best, simplest, and most stable form

A

Law of pragranz

140
Q

Principle of Gestaltist or Gestalt psychology the eye differentiatez an object form its surrounding area, form, silhouette,or shape

A

Figure and ground

141
Q

This theory looks at a child’s development within the context(situation) of the system of relationship of his/her Environment.

Renamed as Bioecological System Theory

Interaction between factors
Fuels and steers the development

A

Urie Bronfenbrenner’s Ecological theory

142
Q

Social level/system that closest to the child/has a direct contact.

Family,child, care services, school, local neighborhood,clubs or child care environment

A

Microsystem

143
Q

Social level/system provides the connection between the structures of child microsystem.

Your mother and your teacher is a friend/has connection.

A

Mesosystem

144
Q

This social level has the larger social system which child does not functioning directly.

A

Exosystem

145
Q

The outermost social level/system in child’s environment.

Compromised of cultural, values, customs and laws

A

Macrosystem

146
Q

Dimension of time

Elements within this system can be either external (out of control of the learner) such as parent’s death, or internal. (Puberty)

A

Chronosystem

147
Q

Cognitive learning theorist who focused on learning of school projects and considerable interest on what student already knows.

Learning is an active process

Integrating new knowledge with that which they already learned.

A

David Ausubel’s Meaningful Learning or Subsumption theory

148
Q

Presents an overview/ birds eyeview/ activities proper learning/usually found in the beginning of the chapter

A

Advance Organizer

149
Q

Ausubel proposed four processes when a new material or relationship can be derived from the existing structure

A

Derivative subsumption

150
Q

Ausubel proposed four processes that you have to alter or expand your concept

More “valuable” learning than the derivative subsumption

A

Correlative subsumption

151
Q

Ausubel proposed four processes that you already knew a lot of examples of the concept, but you did not know the concept itself until it was taught to you

A

Superordinate learning

152
Q

Ausubel proposed four processes which the new idea derived from another idea.

Learning analogy

Characteristic is inquiry based process

Borrowing idea from another idea

A

Combinatorial Subsumption

153
Q

Discovery Learning theory/ Inquiry method/ Discovery Learning

He believes that student must be ACTIVE.

Interact with their environment

“instrumental conceptuism”

A

Jerome Bruner

154
Q

Uses specific examples to formulate a general principle

A

Inductive reasoning

155
Q

Integration and cohesion of knowledge

Same lesson at succeeding age or grade levels as well as at different levels of difficulty

A

Spiral curriculum

156
Q

Mode of representation that Focuses on knowing how to do things

Concrete experience

A

Enactive(Action-based)

157
Q

Mode of representation that involves uses of mental images that stand a certain object or events

Sensory capacity(eyes)

A

Iconic(Image based)

158
Q

It is the highest form of representation

Emphasizes intellectual capacities

Example: Paragraph, sentences, math formulas

A

Symbolic (Language-based)

159
Q

Inability to recall

A

Forgetting

160
Q

Cause of forgetting due to inability to recall information(you simply forget)

A

Retrieval failure

161
Q

Information stored in LTM gradually fades when not in used. (Eventually fades away)

A

Decay theory

162
Q

Forgetting LTM is due to the influence of other learning. Blocking the new or old information.

A

Interference theory

163
Q

In his view, effective instruction must reach beyond traditional learning theories (behaviorism, cognitivism, and constructivism) provide and support to transition from simple to complex

Beyond traditional learning

A

Robert Gagne’s Nine events of instruction

164
Q

Hierarchy of needs that body craves food, liquid, sleep, oxygen, sex, and freedom

SIMPLY IT IS BASIC NEEDS

A

Psychological need

165
Q

Hierarchy of needs that safety from physical attack, emotional attack, fatal disease, invasion, extreme losses(job, family, members, home, friends)

A

Safety needs

166
Q

Psychological and security drives are satisfied.

Gratification is a matter

A

Love and belonging needs

167
Q

Who are the three famous actualized person

A

Albert Einstein, Abraham Lincoln, Mahatma Gandhi

Prof Ed (2 decks)

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