Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

ElEd 303 Educational Psychology > First Section > Flashcards

First Section Flashcards

You may prefer our related Brainscape-certified flashcards:
AP® Psychology flashcards Psychology 101 flashcards GRE® Psychology flashcards
1
Q

Development

A

Changes in humans between conception and birth. Doesn’t refer to all changes, but the ones that appear in orderly ways and remain for a reasonably long time
-personal, social, physical ,cognitive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Which of these types of development: physical, personal, cognitive, and social is probably least affected by environmental factors?

A

Physical because maturation and physical changes occur naturally and are genetically programmed, where the other changes are effected by the environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Cognitive Development

A

Gradual, orderly changes by which mental processes become more sophisticated and complex: thinking, reasoning, decision making

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Maturation

A

Genetically programmed naturally occurring changes over time that are relatively unaffected by the environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Three principles of development

A
  1. People develop at different rates
  2. Development is relatively orderly
  3. Development takes place gradually
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Development and functions of the Cerebral Cortex

A

Last part of the brain to develop, so more susceptible to environmental influences. Maturation:

  1. physical motor movement
  2. senses like vision & hearing
  3. frontal lobe that controls higher-order thinking processes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What part of the cortex develops last and what are its functions?

A

Frontal lobe that controls higher-order thinking processes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Discuss lateralization and potential implications for teaching and learning

A

Specialization of two hemispheres of brain cortex. Goes back and forth working together, one side is just more effective at the task
-Young children have more plasicity, and are more adaptable and flexible because they aren’t as specialized yet

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Define and explain functions of neurons and synapses

A

Neurons are nerve cells that store & transfer information. Synapses are the tiny spaces between neurons & messages are sent across these gaps

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is brain-based education and what might be some implications for teaching and learning?

A
  • Neuroscience research on how the brain works
  • Can help with learning disabilities because goes from an understanding on how the brain works to understanding of cognitive practices
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Lateralization

A

The specialization of the two hemispheres of the brain cortex. Work together, one side is just more effective at certain tasks
-left side of brain right side of body

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Myelination

A

Process where neural fibers are coated with a fatty glial covering called myelin that makes message transfer more efficient and faster. (lube)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Synapses

A

Tiny space between neurons, chemical messages are sent across these gaps. Kids have more than adults.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Neurons

A

Nerve cells that store & transfer information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

When do neurons begin to form?

A

4 weeks after conception

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What is cell migration?

A

Cells moving through the gleal “highway” & neurons have an idea of where they’re migrating to

17
Q

What determines brain wiring?

A

Genes, a genetic blueprint

18
Q

What is pruning and why does it occur?

A
  • If connections between neurons are used they are strengthened, if not they are lost. “use it or lose it”
  • Inappropriate connections are pruned
19
Q

Which factors that influence thinking are thought by Piaget to be genetic or inherited tendencies?

A
  1. Organization: combining, arranging, recombining, rearranging behaviors & thoughts into coherent systems and schemes (mental filing cabinets, way of organizing to make sense of environment)
  2. Adaptation: adjusting to environment (learning)
    a. assimilation: fitting new info into existing schemes (kid calls racoon a kitty)
    b. accommodation: alter existing schemes/creating new ones in response to new info
20
Q

Equilibration

A

Search for mental balance between cognitive schemes and information from the environment

  • if we apply a scheme to a situation and it works then equilibration exists
  • status quo, normal
21
Q

Disequilibration

A

Out of balance state that occurs when person realizes their current ways of thinking aren’t working to solve a problem or understand a situation
-motivates us to keep searching for a solution through assimilating and accommodation, so our thinking changes

22
Q

Piaget 4 stages of development

A
  1. Sensorimotor: 0-2 yrs: learns through reflexes, senses, movement
    - object permenence: objects do not cease to exist when they are out of sight
    - goal-directed actions: deliberate actions toward a goal
  2. Preoperational:2-7: ability to use symbols
    - semiotic function: ability to use symbols, language, pictures, signs or gestures to represent actions or objects mentally
    - doesn’t understand past, present, future
    - reversible thinking: thinking backward, from end to beginning (hard for preoperational stage)
    - conservation: principle that some characteristics of an object remain the same despite changes in appearance (paper in pieces)
    - egocentric: assuming that others experience the world the way you do, seen as immature
  3. Concrete Operational: 7-11 years, understands conservation & organizes things into categories & series
    - understands past, present, future
    - can reverse thinking to undo actions
    - “hands-on” thinking
    - compensation: principle that changes in one dimension can be offset by changes in another (glass)
    - classification: grouping objects into categories
    - decentering: focusing on more than one aspect at a time
    - seriation: arranging objects in sequential order according to one aspect, such as size, weight, or volume
  4. Formal Operational: 12-, can see multipe perspectives,
    - hypothetico-deductive reasoning: problem solving
23
Q

Object Permenece

A

Objects do not cease to exist when they are out of sight

24
Q

Sensorimotor Stage

A
  • first stage, 0-2 years
  • learns through reflexes, senses, movemement
  • object permenence: objects do not cease to exist when they are out of sight
  • goal directed acitons: deliberate actions toward a goal
25
Q

Preoperational Stage

A
  • 2nd stage, 2-7 yrs
  • ability to use symbols
  • semiotic function: ability to use symbols, language, pictures, signs or gestures to represent actions or objects mentally
  • doesn’t understand past, present, future
  • reversible thinking: thinking backward, from end to beginning (hard for this stage)
  • conservation: principle that some characteristics of an object remain the same despite changes in appearance (pieces of paper)
  • egocentric: assuming that others experience the world the way you do, seen as immature
26
Q

Concrete Operational Stage

A
  • 3rd stage, 7-11 years
  • understands past, present, & future
  • can reverse thinking and undo actions
  • “hands-on” thinking
  • compensation: principle that changes in one dimension can be offset by changes in another (glass)
  • classification: grouping objects into categories
  • seriation: arranging objects in sequenced order according to one aspect, such as size, weight, or volume
27
Q

Compensation

A

Principle that changes in one dimension can be offset by changes in another (glass)
-Concrete Operational Stage

28
Q

Seriation

A

Arranging objects in sequential order according to one aspect, such as size, weight, or volume
-Concrete operational stage

29
Q

Formal Operational Stage

A

4th stage, 12-

-hypothetico-deductive reasoning: problem solving

30
Q

Decentering

A
  • focusing on more than one aspect at a time

- Concrete operational stage

31
Q

Limitations to Piagets theory

A
  • No environmental factors considered

- defines stages with certainty

32
Q

Vygotkys theory of development

A

Sociocultural Theory: emphasizes role of cooperative dialogues between children and more knowledgeable members of society
-Children learn the culture of their community through these interactions

33
Q

Cultural tools

A

The real tools (laptops, scales) and symbol systems (numbers, language) that allow people in society to communicate, think, solve problems, etc.

34
Q

Collective monologue

A

Form of speech in which children in a group talk but do not really communicate or interact

  • Piaget termed
  • self directed talk egocentric talk
  • indication that kids can’t see the world through the eyes of others
35
Q

Private Speech

A
  • Children’s self-talk, which guides their action and thinking
  • Eventually, these interactions are internalized as silent inner speech, child learns to regulate behavior using language tools: self-regulation
  • Vgotsky saw as positive
36
Q

Zone of Proximal Development

A

Phase at which a child can master a task if given appropriate help and support, area between current level and level they can achieve with help of others
-provide scaffolding and assistance

37
Q

Three themes of Yvgotsky

A
  1. role/importance of culture
    - cognitive deveopment is dependent on social interaction & co-construction of meaning through shared experiences
    - cultures dictate what we have to learn and the sort of skills we need to develop
  2. central role of language
  3. Zone of Proximal Development (ZPD)
38
Q

Role of culture in Vygotsky’s theory of cognitive development

A
  • learn language
  • social interaction & co-construction of meaning through shared expereinces
  • use of cultural tools and symbols
  • what we have to learn and the sort of skills to develop (fishing village vs. nyc)
  • biological & cultural development do not occur in isolation, but rather are interconnected

ElEd 303 Educational Psychology (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions