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HOD 1250 > EXAM 1 > Flashcards

EXAM 1 Flashcards

1
Q

Participatory Democracy

A

For Dewey “democracy is more than a form of government, it is primarily a mode of associated living, of conjoint community experience”

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2
Q

Constructivist Approach

A

Holders of constructivist views of learning believe that knowledge is constructed by learners rather than transmitted to learners– to move away from receiving and memorizing toward thinking and doing

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3
Q

Reflective Practitioner

A

To organize concepts into a meaningful structure that is integrated within experience. Thinking about why we are acting the way we are and metacognition (thinking about thinking) are essential to the development of civic responsibility.

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4
Q

Participatory Research

A

In this model, participants define problems, gather information, and develop solutions together.

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5
Q

Social Mobility

A

Opportunities to achieve greater economic changes from one generation to the next

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6
Q

Social Justice

A

Ability of people to reach their full potential with societies in which they reside

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7
Q

Development vs Growth

A

Development: qualitative change ( a child who thinks concretely to abstractly)
Growth: quantitative change (change from being a few inches taller)

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8
Q

Stages of child and adolescent development

A

Prenatal: conception-birth (fertilized egg to a newborn in just nine months)
Infancy and Toddlerhood: Birth-2 (physical changes, cognitive & emotional change)
Early Childhood: 2-6 (mastery of motor skills, rapid language development & development within relationship)
Middle Childhood: 6-12 (exposure to organized sports, growth of logical thought)
Adolescence: 12 to 20-25 (Puberty, change in thinking)

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9
Q

Domains of development

A

Physical: biological change
Cognitive: Thinking, language development
Emotional: relationships, identity

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10
Q

Between-stage development

A

Example: infants who were breastfed for more than six months show greater cognitive outcomes later on

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11
Q

Pyschoanalytic Theories

A

These theories propose that behavior is driven by unconscious emotional needs and early life experiences

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12
Q

Freud

A

PYSCHOSEXUAL
The first three stages cover birth to 6 years of age so
- Oral stage: (first year of life) putting things in the mouth and feeding
- Anal stage: (1-3 years) elimination of waste becomes a central issue
- Phallic stage: (3-6) masturbation
- Latency stage: sexual issues become latent or recede in importance during the school years until puberty
- Genital stage: mature sexuality and lasts through adulthood

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13
Q

Erickson

A

PYSCHOSOCIAL
Erikson’s theory has 8 stages in which we need to overcome a barrier in each stage. Ekrikson’s theory is one of the few to specifically address development beyond childhood and adolescence.
- Erikson believed the conflict of identity vs role confusion characterized adolescence, because it is a period of exploring our uniquely personal and individual self within the realm of other people

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14
Q

Learning: Pavlov’s Theory

A

Classical Conditioning: the process by which two events are paired repeatedly so that eventually, presenting only one event can bring about the same result as presenting the other
(for example classical conditioning can help explain why some students associate school with anxiety)

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15
Q

Learning: Skinner’s Theory

A

Operant Conditioning: the consequences of a behavior can increase or decrease that behavior either reinforcment or punishment
(for example studying for an exam is reinforced later by the consequence of a good grade, studying behavior willincrease in the future)

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16
Q

Learning: Bandura’s Theory

A

Social Learning Theory
- social learning theory proposed the concept of modeling, in which our own behavior is a reflection of what we have observed in others

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17
Q

Cognitive: Piaget Theory

A

Piaget’s theory of cognitive development from infancy through adolescence, the focus is on adaptation, or the process by which our mental structures evolve to better fit experiences
- Assimilation: we incorporate new information into our existing knowledge, or what we already know
- Accommodation: we change what we know in the face of new and different information
(for example the baby shakes the rattle and then your friend brings a toy hammer next week instead of instinctively knowing what to do with it the baby shakes the hammer… the baby assimilated the hammer into his toy scheme, once you demonstrate to the baby that the hammer is something to pound with and he pounds it… accomodation has taken place)

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18
Q

Cognitive: Information Processing Theory

A

Receiving input and then processing it

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19
Q

Cognitive: Vygotsky’s Theory

A

Sociocultural theory

  • social interactions with more knowledgeable individuals- be they parents, teachers, or more experienced children- are what promote cognitive development in an individual. Interactions with others are a form of guided participation in whic both the student and the tutor are actively engaged in the learning process.
  • Scaffolding by the more knowledgeable tutor allows the learner to progress from what they are unable to do independently, but can achieve with help.
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20
Q

Ecological Systems: Bronfenbrenner

A

Believes that 5 systems influence our development, ranging from the immediate environment to seemingly distant but still influential forces: the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem.
(for example maria’s microsystem in college included her professors, classmates, coworkers, etc. but when she was a child her microsystem was her family, teachers, and peers… the mesosytem level would be Maria’s internship supervisor who communicated with her professor on a monthly basis… her exosystem would be the president of the university… her macrosystem would be the general values of a culture… her chronosystem would be the current sociohistorical context)

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21
Q

Evolutionary: Lorenz’s Theory

A

best known for imprinting: newborn geese followed the mother goose everywhere soon after they hatched
- imprinting is a process in which innate behavior becomes manifest after exposure to certain stimuli

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22
Q

Evolutionary: Bjorklund’s Theory

A

Epigenesis, how genetic material is turned on or off

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23
Q

Developmental Neuroscience

A

Studies the relationships among the brain and various behaviors

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24
Q

Nature vs Nurture

A

Puberty is a product of interactions among genetics, environment, and nutrition

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25
Q

Monotasking

A

engaging in one cognitive activity at a time

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26
Q

Multitasking

A

multiple activities at a time

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27
Q

2-3 normative physical changes that occur during adolescence

A

growth spurt, fat mass gain, increase in muscle mass

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28
Q

The part of the brain is most related to adolescent risk-taking

A

prefrontal cortex

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29
Q

major health issues relevant and affecting adolescents

A

Food: healthy food choices= decreased risk of depression/eating disorders
Sleep: those w/ fewers than 6 hours are mor elikely to be risk takers
Substance Abuse: playsa main role in unintentional injuries

30
Q

What does Piaget’s theory say about the formal operational stage?

A

formal operations stage in which we possess the ability to reason abstractly, begins at approximately 11 years old

31
Q

Civic Participation

A

three examples:

  • participating in public protests
  • volunteering
  • tutoring
32
Q

Work in adolescence

A

exposure to sexual harassment, mental health problens, physical injuries etc.

33
Q

Not working in adolescence

A

more time for extracurriculars

34
Q

5 features of emerging adulthood according to Arnett

A
  • Identity explorations: is a time of continuing identity exploration, where young people try to answer the question: “who am I?”
  • Feeling in between: a time where we feel in between adolescence and adulthood
  • Instability: instability in work, love, and plac eof residence
  • Self-focus: a time of less responsibility for others, a focus on self develops
  • Possibilities/optimism: many possible future selves are available
35
Q

Criticism of Arnett’s Theory

A

Criticized for the theory being based on the experiences of middle-class, white americans and question if this in-between stage is experienced by individuals in other cultural socioeconomic groups

36
Q

Changes in the brain development of those in emerging adulthood

A
  • connections between the prefrontal cortex and the limbic system improve in emerging adulthood, resulting in an increase in ability to control emotions
  • a balance is developed between reaching a reward and avoiding risks
    Emerging adults are more likely to forego an immedite reward in favor of a longer term outcome
37
Q

Changes in the way emerging adults think and reason

A
  • emerging adults are beter at reasoning about ill-structured problems when we are dealing withan area that we know well
  • metacognition improves: thinking about thinking
38
Q

Cultural and financial aspects of the US college experience that have implications for emerging adulthood in the US

A

Emotional loneliness: when you are surrounded by other people, but those relationships lack intimacy and closeness
Binge Drinking: effects on health/grades

39
Q

Passion

A

Harmonious Passion: develops when a person freely engages in an activity and then receives positive social support from others
Obsessive Passion: develops when a person feels pressured to choose an activity

40
Q

Chickering and Reisser’s Vectors of Development

A

The vectors of development are paths toward developing a unique sense of self and are a metephor of a journey through college

41
Q

Processes through which we form identity

A

exploration and commitment

42
Q

What are the processes through which we explore identities we already have

A

exploring a commitment that has already been made in depth

43
Q

Identity styles

A

Informational: proactive, flexible, open-minded
Normative: following rules and conventions
Diffuse-avoidant: avoiding the search for identity

44
Q

Purpose of identity-related concepts

A

these concepts tell us that we al have different upbringings and push/pull factors that might affect our foundation of identity

45
Q

Factors that make transitioning into the world easier

A

College

experiences in engaging work

46
Q

Factors that make transitioning into the world harder

A

feeling locked out of the world and feeling locked in as well

47
Q

quarter life crisis

A

young people have a feeling of being locked out of the world and in our early twenties we yearn to be part of that adult world or we can have a feeling of being locked in which tends to happen around 30

48
Q

self authorship

A

self authorship explores how emerging adults understand and make sense of themselves, their relationship with others, and the world around them

49
Q

Cognitive function in middle adulthood

A

Gains: vocabulary, semantic memory
Losses: speed of processing, reaction time, working memory

50
Q

Senescence

A

the process of biological aging which begins once body structures reach their maximum capacity and efficiency

51
Q

Postformal Thought: is it a stage?

A

To be a stage it would require some qualitative change in the type of thinking involved. Some believe postformal thought is just a combination of existing skills.

52
Q

Patterns that characterize postformal thought

A

The adult takes control and accepts responsibility for decision making, goes beyond the formal operations stage

  • automatic processing
  • planned problem solving
  • reliable intuition
  • flexibility
  • deep thinking
53
Q

crystallized skills

A

crystallized skills are knowledge, experience, and skill

54
Q

fluid skills

A

the ability to solve novel reasoning problems

55
Q

Hollands 6 personality TYPES

A

Holland’s theory focuses on the personality-work environment match

Realistic
Investigative
Artistic
Social 
Enterprising
Conventional
56
Q

The Big Five

A 
Conscientiousness
Agreeableness
Neuroticism
Openness
Extraversion
57
Q

personality stability in adulthood

A

personallity becomes more stable in young adults and particularly stable between the ages of 50 and 70

58
Q

Moratorium Achievement cycle (MAMA cycle)

A

Erikson’s generativity vs stagnation stage: middle adults are said to feel more generative and achieve goals &/or middle adults experience the stagnation- higher depressions and regretting lost oppportunities. Marcia of the MAMA cycle suggests that we spend longer in periods of achievement and less in periods of moratorium.

59
Q

McAdams and Erikson’s Theory

A

McAdam’s suggested that generativity becomes part of the way in which people think about themselves and becomes part of their life narrative or story about themselves.

60
Q

Functional age vs. chronological age

A

functional: how abilities and competencies change with age
chronological: marker of aging

61
Q

Older adults are

A

better at sustained attention but worse at divided and selective attention

62
Q

Working memory

A

tends to decline in late adulthood

63
Q

Source memory and episodic memory

A

decline

64
Q

Implicit memory, procedural memory, and semantic memory

A

do not decline

65
Q

Possible explanations for cognitive decline

A
  • slowing down of information processing

- changes in brain volume

66
Q

Wisdom

A

generally involves good practical problem solving and strong intuition

67
Q

Integrity vs Despair

A

integrity involves coming to terms with one’s life and despair is felt when older adults feel that their lives have not turned out as they wish

68
Q

The Big Five in Late Adulthood

A

remains generally stable

  • agreeableness increases slightly
  • extraversion and openness decline a bit
69
Q

Continuity theory

A

suggests that older adults attain life satisfaction by maintaining an identity and personality and roles and activities

70
Q

Disengagement Theory

A

Suggests that older adults naturally disengage from the social world

71
Q

Major theories explaininig why older people lose some cognitive functionality

A

autoimmune theory
chemical byproduct theory
free-radical theory
disposable soma theory

72
Q

Selective optimization with compensation

A

adults select activities in which they are more likely to have success, in that way they are optimizing the skills that they have and try to compensate for skills they may lack

HOD 1250 (4 decks)

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