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Educational Psychology > EDU PSY- Theories of Development: Cognitive > Flashcards

EDU PSY- Theories of Development: Cognitive Flashcards

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1
Q

Erikson (basic)

A

Psychosocial Development

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2
Q

Vygotsky (basic)

A

Cognitive Development

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3
Q

Piaget (basic)

A

Cognitive Development

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4
Q

Erikson’s Basic Principles

A

Epigenetic Principle, Psychosocial Crisis

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5
Q

Epigenetic Principle

A

Erikson:

  • Development can be measured by progress through stages
  • All ego stages exist in some form at birth
  • Each stage has a critical period of developmetn
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6
Q

Psychosocial Crisis

A

Erikson: Progress through stages is determined by the ability to resolve a psychosocial crisis (2 conflicting forces)

  • Development is cumulative (how a later stage is resolved is dependent on an earlier stage)
  • Stress of whether we can progress through a stage- crisis
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7
Q

Psychosocial Stages

A
  1. Trust v. Mistrust (birth-1)- Hope
  2. Autonomy v. Shame and Doubt (2-3)- Will
  3. Initiative v. guilt (4-5)- Purpose
  4. Industry v. Inferiority (6-11)- Competency
  5. Identity v. role confusion (12-18)- Fidelity
  6. Intimacy v. isolation (young adulthood)- Love
  7. Generativity v. Stagnation (middle adulthood)- Care
  8. Integrity v. Despair (older adulthood)- Wisdom
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8
Q

James Marcia (basic)

A

Mature identity depends on two variables- Adolescent identity statuses

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9
Q

Adolescent Identity Statuses

A
  • Identity diffusion: No crisis, no commitment (impulsive, low self-esteem, no direction)
  • Foreclosure: no crisis, committed (close-minded)
  • Moratorium: crisis, no commitment (anxious, dissatisfied)
  • Identity Achievement: Crisis and commitment (high self esteem)
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10
Q

Crisis

A

Marcia: Adolescent Identity Statuses

(exploration) individual is actively involved in choosing among options and beliefs

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11
Q

Commitment

A

Marcia: Adolescent Identity Statuses

degree to which someone is committed to options or beliefs

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12
Q

Descriptive

A

use theory to help explain facts

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13
Q

Normative

A

describes the ideal

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14
Q

Organization

A

Piaget (cog)

  • tendency to coherently systematize and combine processes into general systems
  • Making sense of things
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15
Q

Scheme

A

Piaget (cog)

- organized pattern of behavior or thought

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16
Q

Adaptation

A

Piaget (cog)

- process of creating a good fit between one’s conception of reality and one’s expectations

17
Q

Ways to Adapt Cognitively

A
  • Assimilation- interpreting an experience by FITTING into an EXISTING scheme
  • Accommodation- interpreting an experience by changing an existing SCHEME to incorporate the experience
18
Q

Constructivism

A

the process of constructing knowledge to solve a problem and alleviate disequilibrium

19
Q

Equilibration

A

tendency to organize schemes to allow better understanding of experiences

20
Q

Disequilibrium

A

inability to fit new info. into existing schema

21
Q

Cognitive Stages (Piaget)

A
  1. Sensorimotor - birth to age 2- develops schemas primarily through sense and motor activities (Milestone: object permanence)
  2. Pre-operational- 2-7 - centered on mastery of symbols and visual images (conservation, decentration, egocentrism)
  3. Concrete Operational- 7-11 - General problem solving with concrete examples (generalization)
  4. Formal Operations- 11—- - Able to use symbols to test hypotheses and ponder abstract concepts
22
Q

Piaget: role of social interaction, role of instruction

A

increased influence from peers (for testing of schemas), instruction has no significant impact

23
Q

Vygotsky: role of social interaction, role of instruction

A

increased influence by intellectually advanced peers/teachers (to learn advanced psychological tools), instruction is important for ZPD

24
Q

ZPD (zone of proximal development)

A

the difference between what a child can do alone and what they can do with help

25
Q

Scaffolding

A

supports given to students to encourage learning in phases; as students become more capable of working independently, the supports are removed

Educational Psychology (7 decks)

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