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PN1001 > devo & educational > Flashcards

devo & educational Flashcards

1
Q

What is B.F. Skinner’s theory of language acquisition?

A

Language is a behavior acquired through conditioning and reinforcement, including:

Classical conditioning: Associating sounds with objects.

Operant conditioning: Selective reinforcement of vocalizations by parents.

Imitation: Reproducing what they hear.

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2
Q

What is a major problem with the behaviorist theory of language acquisition?

A

Parents rarely reinforce grammatical correctness.
They respond to *meaning * or truth value instead of grammar.

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3
Q

What is Noam Chomsky’s nativist theory of language acquisition?

A

Language is an innate ability, and children learn it:

  • Quickly, without effort.
  • Independently of intelligence.
    -From incomplete input.

Chomsky proposed a Language Acquisition Device (LAD) that helps children learn language by selecting rules from a universal grammar.

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4
Q

What is the ‘poverty of the stimulus’ argument?

A

The input children receive is *incomplete * or messy, yet they still learn language quickly, suggesting an innate ability.

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5
Q

What are some criticisms of the nativist theory?

A

parents provide simplified language called **motherese **(child-directed speech).

Parents offer indirect feedback like recasts and clarification requests.

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6
Q

What is the social-pragmatic theory of language acquisition?

A

children learn language through social interactions with adults, who facilitate learning by:

Routines
Scaffolding
Joint attention

Proposed by Jerome Bruner and Michael Tomasello.

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7
Q

What is the Language Acquisition Support System (LASS)?

A

: Bruner’s idea that adults structure interactions to help children learn language (e.g., routines and scaffolding).

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8
Q

What is a problem with the social-pragmatic theory?

A

it may not generalise well to non-Western or non-middle-class societies.

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9
Q

/ What is the problem of reference in language acquisition?

A

How do children figure out what novel words mean? For example, the word “Gavagai” could mean many things

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10
Q

What are the nativist solutions to the problem of reference?

A

Ellen Markman proposed innate constraints, such as:

Whole object bias: Words refer to entire objects, not parts.
**Mutual exclusivity bias: ** Objects have only one label.

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11
Q

What is the social-pragmatic solution to the problem of reference?

A

Children use non-linguistic cues like:

-Joint attention
-Gaze following
-Understanding adult intentions

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12
Q

/ How can parents facilitate language acquisition?

A

-Motherese (child-directed speech - speaking in a simplified way easier to understand).
- Scaffolding interactions.
- Following the child’s focus of attention.
- Talking and reading frequently.

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13
Q

What is the critical period in language acquisition?

A

time when children learn languages easily.

After this period, language learning becomes difficult (e.g., feral children or late-exposed deaf children).

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14
Q

/ What is moral development?

A

he process of understanding what is right and wrong or good and bad.

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15
Q

What are the stages of Piaget’s theory of moral development?

A

Up to 4 years: Premoral (no moral principles).
4-10 years: Morality based on consequences.
10+ years: Morality based on intentions.

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16
Q

What did Piaget’s research on moral development show?

A

younger children judge naughtiness by consequences. e.g. knocks over 10 cups by accident but it was 10 of them

Older children consider intentions. e.g. knocks over one cup but on purpose

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17
Q

What is a problem with Piaget’s theory of moral development?

A

More recent studies show that even 3-year-olds consider intentions in naturalistic contexts.

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18
Q

What is Kohlberg’s theory of moral development?

A

1) Preconventional level: Obey to avoid punishment.

2) Conventional level: Follow rules to please others and obey laws.

3) Postconventional level: Develop universal ethical principles.

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19
Q

What is the Heinz dilemma?

A

A moral scenario used by Kohlberg to determine moral reasoning stages.

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20
Q

What are the criticisms of Kohlberg’s theory?

A

Stages are not clear-cut.
Cross-cultural differences.
Hypothetical vignettes may not reflect real behaviour.

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21
Q

What did research on children sharing stickers show?

A

children say they should share equally, but only 7- to 8-year-olds actually do so.

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22
Q

What did Hamlin, Wynn, & Bloom (2007) discover about infants and morality?

A

6- and 10-month-old infants prefer helpers over hinderers,

suggesting an early sense of morality.

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23
Q

How do 1-year-olds show an understanding of fairness?

A

Research by Geraci & Surian (2011) shows that 1-year-olds expect people to allocate resources fairly and prefer those who do so.

24
Q

How do 2- and 3-year-olds respond to norm violations?

A

they protest when someone violates moral norms (e.g., harm) or conventional norms (e.g., playing a game incorrectly).

25
Q

What does the research involving “daxing” show about children’s understanding of norms?

A

3-year-olds, and to some extent 2-year-olds, protest when a puppet violates a newly learned conventional norm.

26
Q

/ What are natural groups in the context of group preferences?

A

Groups based on factors like language, race, gender, age, and nationality.

27
Q

How do infants show preferences for language in-group members?

A

6-month-olds prefer looking at native speakers.

10-month-olds prefer taking toys from native speakers.

5-year-olds choose native-accent speakers as friends.

28
Q

When do children show preferences for racial in-group members?

A

3-month-olds look longer at own-race faces.

By 5 years old, children prefer to give toys to own-race individuals.

29
Q

What are minimal groups, and how do children respond to them?

A

Minimal groups are arbitrary assignments (e.g., color groups).

By 5 years old (and sometimes 3 years), children prefer their in-group and show loyalty.

30
Q

/ Why is preventing ostracism important for children?

A

Belonging to a group is crucial for survival and social well-being, so children seek to avoid exclusion.

31
Q

How do children respond to ostracism cues?

A

5-year-olds imitate others more closely after seeing ostracism cues (Over & Carpenter, 2009).

Children draw themselves and friends closer together after ostracism priming.

They also sit closer to others (Marinović et al., 2017).

32
Q

/ When do children start showing group preferences?

A

Around 3 to 5 years for both natural and minimal groups.

33
Q

How do children try to avoid being ostracised?

A

By engaging in behaviors like:

1) Imitating others closely.
2) Drawing themselves and friends closer together.
3) Increasing affiliative behaviours.

34
Q

/ What is cumulative culture, and what does it require?

A

Culture that improves over generations. It requires:

1) Faithful imitation (to maintain stability).
2) Innovation (to improve).

35
Q

What is the cultural intelligence hypothesis?

A

Humans excel in social cognition (e.g., social learning, communication) compared to apes, supporting our ability to learn and share knowledge in cultural groups.

36
Q

What did Herrmann et al. (2007) find when comparing humans and apes?

A

2.5-year-old humans performed better than apes on social cognition tasks, but not on physical cognition tasks.

37
Q

// What is educational psychology?

A

Applying the knowledge of psychology to the field of education.

38
Q

What does educational psychology aim to do?

A

improve teaching methods and materials.

Solve learning problems.

Investigate how children learn at different ages.

39
Q

What are the uses of educational psychology?

A

Educational administration
Curriculum development
Teacher training

40
Q

What does educational psychology help us understand?

A

The learner
The learning process
The learning situation

41
Q

How does Piaget suggest learning should occur?

A

Through exploration and active learning.

42
Q

What are key principles of Piaget’s learning by exploration?

A

Learning must be active.
Problem-solving skills should be discovered, not taught.
Hands-on activities are recommended.
Experimentation is essential.

43
Q

What is learner-centered orientation according to Piaget?

A

instruction that is based on the learner’s individual stage of development, focusing on self-direction and student activity.

44
Q

ow should classrooms be structured in learner-centered teaching?

A

No fixed curriculum or national testing.
Individualised evaluation based on observation.
Use of learning centres.

45
Q

How can themes be used in teaching, according to Piaget?

A

By teaching integrated topics rather than discrete subjects.

Example: Teaching the theme “family.”

46
Q

What does Piaget say about developing schemata?

A

1) focus on helping students develop schemata to understand world phenomena.
2) Instruction should match the developmental stage.

47
Q

how do Piaget’s stages apply to education?

A

Primary school: Conservation tasks.

Late primary/early secondary: Classification, seriation, compensation.

Secondary school: Logical reasoning and critical thinking.

48
Q

How did Vygotsky’s views differ from Piaget’s?

A

Vygotsky emphasized the importance of culture, social interaction, and the role of adults in learning.

49
Q

What is Vygotsky’s perspective on social interaction?

A

Social interaction is essential for meaning-making and cognitive development.

50
Q

What is the “social construction of meaning”?

A

Mediation between experiences and their meanings through social interaction.

51
Q

What role does language play in Vygotsky’s theory?

A

Language helps convey meaning and cultural understanding through social interaction.

52
Q

What is internalisation in Vygotsky’s theory?

A

The process where thought and language, initially separate, become intertwined.

53
Q

What are cultural tools in Vygotsky’s theory?

A

Tools passed from generation to generation that help children understand their world (e.g., language, maps, clocks, books).

54
Q

What is the Zone of Proximal Development (ZPD)?

A

The range of tasks between what a learner can do independently and what they can achieve with assistance.

55
Q

What is scaffolding?

A

Support provided to help learners perform tasks within their ZPD.

56
Q

Can you give examples of scaffolding?

A

Learning to ride a bike with help.
Solving statistical problems with guidance.

57
Q

How does Vygotsky’s approach apply to schools?

A

1) Social learning: Collaborative learning, group work, and presentations.

2) ZPD: Teachers provide the right level of scaffolding.

3) Authentic learning: Learning tied to real-world contexts.

PN1001 (6 decks)

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