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Ed Psych > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

Temperament

A

Individualized blueprint that each child is born with and that determines how he reacts to the world around them

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2
Q

Ten temperament traits

A 
Intensity
Activity level
Regularity
Quality of mood
Emotional sensitivity
Sensory sensitivity 
Adaptability
Approach/withdrawal
Distractibility
Persistence
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3
Q

Percentage for flexible for infants

A

40%

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4
Q

Percentage for feisty in infants

A

10%

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5
Q

Percentage for cautious in infants

A

15%

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6
Q

Minded types

A

Flexible/feisty
Feisty/flexible
Flexibly/cautious
Cautious/flexible

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7
Q

Activity

A

Feisty - need to move
Cautious - med to low need to move
Flexible - Calm or not calm

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8
Q

Quality of Mood

A

Feisty - Pessimistic
Cautious - Pessimistic
Flexible - Positive / pessimistic

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9
Q

Regularity

A

Feisty - Spontaneity
Cautious - Consistency
Flexible - Medium

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10
Q

Intensity

A

Feisty - Need for expression
Cautious - Little need for expression
Flexible - Med to little need

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11
Q

Approach/Withdrawal

A

Feisty - High approach / high withdrawal
Cautious - Withdrawal
Flexible - Medium approach

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12
Q

Emotional Sensitivity

A

Feisty - Unaware of others/ super aware of others
Cautious - Unaware
Flexible - Both sides of the continuum

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13
Q

Persistence

A

Feisty - Long time
Cautious - Short time
Flexible - Medium

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14
Q

Distractibility

A

Feisty - Focused
Cautious - Stimulated
Flexible - Medium

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15
Q

Adaptability

A

Feisty - Quick to respond
Cautious - Slow to respond
Flexible - Medium to quick

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16
Q

Sensory Sensitivity

A

Feisty - Strong awareness to touch / super unaware
Cautious - Both sides of the continuum
Flexible - Both sides of the continuum

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17
Q

What are the ABCs?

A

A - Antecedent
B - Observable Behavior
C - Consequences

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18
Q

Antecedents

A
  • anything that comes before and triggers the behavior

- all behaviors have multiple antecedents

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19
Q

When figuring out antecedents…

A

First start with observable behavior then go backwards

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20
Q

Direct antecedent

A

An antecedent that comes immediately before the behavior (seconds before)

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21
Q

Indirect antecedent

A

All other antecedents are indirect

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22
Q

Observable behavior

A
  • action that can possibly be seen or heard
  • does not have to actually be seen or heard
  • if it’s what you think and not what the other person thinks then it’s not a behavior, it’s just your thoughts
23
Q

Criteria for observable behavior

A
  • Action: should be the full active verb phrase
  • Not emotions, thoughts, attitudes or anything else that goes on inside one’s head
  • Not your interpretation of actions
  • Specific (not general)
24
Q

Consequence

A
  • Outcome of the behavior
  • Anything that comes after & is caused by the behavior
  • Much more specific than how we use the word ‘consequence’ in everyday life
25
Q

Reinforcer

A
  • something that comes after the behavior and increases (strengthens) or maintains future behavior
  • DON’T worry about negative/positive
  • Negative reinforcement is NOT punishment
26
Q

Punisher

A
  • something (aversive to the person) that comes after a decreases (weakens) future behavior
27
Q

What are common mistakes and misunderstandings about reinforcer and punisher?

A
  • Reinforcement only occurs for positive behavior and punishment only occurs with negative behavior
  • Only “good” things can be R’s and only “bad” things can be P’.
  • Something that is a R for one person is an R for everyone
28
Q

Goodness of fit

A

How well the environment is comparable with the temperament

29
Q

Adversive

A

Goes against something, is negative

30
Q

Mnemonic Device: Order in which to try to change behaviors

A 
“CARE DROP”
CARE
CA: Change Antecedent 
R: Reinforcement 
E: Extinction

DROP
DRO: Differential Reinforcement of Opposite behavior
P: Punishment

31
Q

Centration

A

focusing on one side of the pencil versus whole thing

32
Q

Assimilation

A

existing schema works

33
Q

Accommodation

A

existing schema does not work

34
Q

Equilibrium

A

when a child’s schemas can deal with most new information through simulation

35
Q

Disequilibrium

A

new information cannot be fitted into existing schemas

36
Q

Within the importance of environment goodness of fit is

A

how the environment impacts an individual’s temperament

37
Q

Why is it important to describe temperament neutrally?

A

Temperament should not be described negatively or positively, as they are not good or bad qualities. They should be observations not opinions

38
Q

What is one way you can increase desirable behaviors

A
  • Define the observable behaviors
  • Figure out the current antecedents (can they be changed?)
  • Choose effective possible reinforcers
  • Beware of satiation (overuse) of reinforcers
  • Make the reinforcer contingent and timely
39
Q

What is Piaget’s Theory

A

suggests that children move through four different stages of intellectual
development

40
Q

What are the four stages of Piaget’s theory?

A
  • Sensory motor
  • Preoperational
  • Concrete
  • Formal
41
Q

Reversibility

A

can flip the sequence of event to go back to how they started (concrete)

42
Q

Irreversibility

A

unable to trace events back to the beginning (preoperational)

43
Q

Adaptation in Piaget

A

involves the child changing to meet situational demands

44
Q

Preoperational

A

centration, egocentrism, symbolic representation, animism, artificiality,
irreversibility

45
Q

Concrete Operational

A

Beginning of logical ADULT thought, conservation, classification,
seriation (logical order)

46
Q

What is Social and Emotional learning?

A

Promotes resiliency that can help a child cope with adverse childhood experiences (ACEs)

47
Q

The 5 competencies of SEL are?

A
  • Competency A: Self-Awareness
  • Competency B: Self-Management
  • Competency C: Social Awareness
  • Competency D: Relationship Skills
  • Competency E: Responsible Decision-Making
48
Q

Self-Management

A
  • The ability to navigate one’s emotions, thoughts and behaviors in different situations while managing stress, controlling impulses and motivating oneself.
  • Self-management includes the ability to set and work toward personal and academic goals.
49
Q

Social Awareness

A
  • The ability to consider the diverse perspectives of and empathize with others, including those from different backgrounds and cultures.
  • Social awareness also reflects the ability to understand social and ethical norms for behavior across settings and to be able to identify and use family, school and community resources and support.
50
Q

Relationship Skills

A
  • The ability to establish and maintain healthy relationships with diverse individuals and groups.
  • Developing relationship skills promotes the ability to communicate clearly, listen well, cooperate with others, resist social and peer pressure, negotiate conflict and seek help or offer it to others.
51
Q

Responsible Decision Making

A
  • The ability to make constructive choices about personal behavior and social interactions in the context of ethical standards, safety concerns and social norms.
  • Responsible decision-making involves making realistic evaluations of the consequences of one’s actions and considering the well-being of one’s self and others.
52
Q

Self-Awareness

A
  • The ability to accurately recognize one’s own emotions and thoughts, including how they relate to one’s identity and culture and how they influence behavior.
  • Self-awareness is the ability to accurately assess one’s strengths and limitations with a sense of integrity, confidence and optimism.
53
Q

Acronym for the ten temperament traits

A

3 A, DRIPS, QE
Activity level, Adaptation, Approach/withdrawal, Distractibility, Regulation, Intensity, Persistence, Sensory Sensitivity, Quality of mood, and Emotional sensitivity

Ed Psych (2 decks)

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