FMST 210 Midterm II Flashcards
MIDTERM II
1
Q
Jean Piaget’s Basic Principles
- Assimilation
- Accommodation
- Eq’m
- Diseq’m
- Schemes
- Assumptions
A
Children are scientists
- new experiences into theory
- theories modify based on experience
- assimilate experiences into theories (search) 4 comfort
- more accommodation b/c discomfort –> replace old theories
- created thru eq’m
- move thru 4 stages
2
Q
Piaget: Sentorimotor stage (birth - 2 yrs)
-Limitations ?
A
“think w/ eyes, ears, hands & sensory equipment”
-does not search for hidden objects
3
Q
Piaget: Preoperational stage (2- 6 yrs)
-Limitations: Egocentrism, Centration, Conservation task
A
symbolic representation (pictures, make belief)
- Egocentrism: difficult to see in other’s POV
- Centration: tunnel vision (narrow)
- Conservation task: #’s, length, mass, l, weight, etc
4
Q
Piaget: Concrete Operational Stage (7-11 yrs)
Limitation?
A
use mental operations to solve problems (ie. mom+dad= parents)
- Decentration (change in 1 compensated by another)
- Reversibility
Concrete thinking; NOT abstract
5
Q
Piaget: Formal Operations (11+ yrs)
-define deductive reasoning
A
Thinking abstractly, hypothetically
- draw conclusions from facts
6
Q
Criticism on Piaget (5)
A
- underestimates child’s cognitive competence & overestimates adolescence
- vague about change/mechanism
- simple bias
- doesn’t consider sociocultural environment
- doesn’t account variation of child’s performance
7
Q
Principles before ZPD; identify the following:
- Development precedes learning
- Learning and development cannot be separated
- Learning and development ARE separated, but interactive
A
- Constructivism
- Behaviorism
- Gestaltism
8
Q
Vygotsky - Sociocultural Perspective (2)
*Assisted discovery
A
- Children are products of their culture (interaction between social & cultural cannot be separated)
- Development is an apprenticeship (learn from skilled ppl, language is key)
9
Q
Sociocultural P. Techniques (Peer Collaboration)
- Intersubjectively
- Guided Participation
A
- Mutual/shared understanding (ex. puzzle)
- Cognitive growth involve interactions w/ skilled people (ex. video games)
10
Q
ZPD
A
Vygotsky - sociocultural p.
-Difference between what child can do ALONE and can do with HELP
11
Q
ZPD Techniques:
- Scaffolding
- Private Speech
A
- Teaching match w/ required assistance
- talking to self = regulate behavior (inner speech/ thoughts when skilled)
12
Q
What is reciprocal teaching? (4 steps)
A
Gain better understanding / peer collaboration
1) Q’ing
2) summarize
3) Clarify
4) Predicting
13
Q
Criticism on Vygotsky (3)
A
- over emphasize language
- ignore biological factors
- vague about cognitive process change over t
14
Q
Language Define the following terms: -phonology -morphology -schematics -syntax -pragmatics
A
- phonology: sounds of language
- morphology: rules/meaning
- schematics: study of words/meaning
- syntax: rules that specify combination of words in sentence
- pragmatics: how ppl. use language to communicate effectively
15
Q
Phonemes ( building block of langauge)
A
unique sounds -> identify via: stress patterns, statistics, knowledge of how sounds are used
16
Q
First step to speech (3)
First words @ age ___
A
Cooing (a,e,i,o,u) -> babbling -> babbling w/ pitch
1 yr
17
Q
Fast Mapping
A
learn word meaning rapidly (don’t consider all meanings)
18
Q
Grammar
- powerful cognitive skill detect in _________
- _______ context of interaction
- there is a __________
- learn ________
A
- environment
- communication
- critical period
- readily
19
Q
How to encourage word learning? (5)
A
- speak w/ frequently (not AT them)
- name objects that focus child’s attention
- read books & ask open ended Q’s
- interactive (eg. sesame street) -> watch w/ adults
- bilingual child learn languages rapidly as monolingual (+) in other language skills
20
Q
Broca’s area (Left frontal cortex) is active in ______.
A
combination of words into meaningful sentences
21
Q
Using Languages to communicate (Encourage learning)
- Taking Turns
- Speaking Effectively
- Listening Well
A
- Taking Turns: develop patience, comprehension skills
- Speaking Effectively: adj speech (age, needs, context), understand when listener misunderstands
- Listening Well: preschoolers cannot detect ambiguities, likely to believe confusing statements due2 TRUST, implied context NOT easy to understand
*sarcasm, irony, cynicism slowly develops
22
Q
Signed Language
A
- develop same way as spoken
- critical period for learning ASL
- gestures > spoken language
23
Q
Emotions help adapt to ______:
- ____ = avoid danger
- ____ = strengthen relationship
- ____ = keep away from ill
A
environment
- fear
- happy
- disgust
24
Q
Regulating emotions:
- Begins at ____: look to parents for protection = ______
- Older = regulate own emotion, rely less
- If can’t regulate = problems (2)
A
infancy; = attachment
-problem interacting w/ peers and adjusting to problems
25
Define social referencing
unfamiliar / ambiguous environment = rely on caregivers for cues to interpret situation
26
Time line :)
2-3 months = social
4-6 months = identify facial expressions
9 yrs = relief and regret (various emotions)
Elementary school yrs = understand irony/sarcasm , recognize other's feelings
27
Temperament
Behavior styles; stable & biologically based on heredity, neural and hormonal factors (respond to environment)
28
Thomas & Chess (3 patterns in Temperament)
- Easy (~40%)
- Difficult (~10%)
- Slow to warm up (15%)
Easy:
- adjust ez to new situations
- cheerful & ez to calm
Difficult:
- slow to adjust
- likely to react (-)ly and intensely
Slow 2 warm up:
-~difficult --> ezier over time
29
Hereditary and environment
- twin studies
- internment & age
-identical twins alike in temperament than fraternal twins
Depend on environment & age:
-affected by parent's behaviour
-genetic effects can b (modulated, amplification, minimization) 1st/1st, last/last BFFL
30
Temperament stability (if not stable =?)
more stable in preschool
- (+) temperament = less affected by life stressors
- if inhibited = respond strongly as adults & likely to be introverted
31
Temperament Development effects (3)
| *depend on environment (children who resist control = behavioral problems when caregiver exert control)
peer 2 peer interactions
school success
parents & emotions
32
Attachment: Bowlby's Attachment Theory
Early forms of emotional connection w/caregivers create long-lasting emotional effects and determine how intimacy is created with others
33
Limitations to Bowlby's Attachment Theory (4)
- nature vs nurture
- based on momment of stress
- based on mother as promary attachment (may have other figures)
- attachment remains after puberty
34
Attachment
Social-emotional relationship between infant & caregiver
35
```
Quality of attachments:
Secure
Avoidant
Resistant
Disorganized
```
Secure: upset when parent leaves, stops crying upon return
Avoidant: not upset when parent leaves, IGNORES when parent returns
Resistant: UPSET when when parent leaves, ANGRY & upset when return
Disorganized: CONFUSED & confused
36
Internal working model
an understanding relationship between child-parent
- parenting = predictable & responsive
- builds positive attachment
37
Attachment in Adulthood
- Secure
- Anxious-preoccupied
- Dismissive-avoidant
- Fearful-avoidant
- Secure: (+) view of themselves & relationships
- Anxious-preoccupied: seek high lvl of intimacy, overly dependent
- Dismissive-avoidant: avoid attachment; desire independence
- Fearful-avoidant: mixed feelings, desire & comfort w/ emotional closeness
38
Self concept = self awareness
cognitive, linguistic, emotional development
39
Developmental Changes in Self Concept: Preschoolers
concrete characteristics
| ex: physical chara., preferences, possessions, competence
40
Developmental Changes in Self Concept: School Aged
Social groups, emotions, comparison w/ peers
41
Developmental Changes in Self Concept: Adolescents
attitudes & personality traits, religious / political beliefs
42
Self absorption (adolescents) -(4)
egocentrism, imaginary audience, personal fable, illusion of invulnerability
43
```
Marcia's Stages of Identity development:
Identity Achievement
Identity Foreclosure
Identity Moratorium
Identity Diffusion
```
Identity Achievement: adolescent not searching, has developed identity --> figured out who they are
Identity Foreclosure: not searching, has developed identity --> ACCEPTING what others told them
Identity Moratorium: is searching, has NOT developed --> WILL figure out after search
Identity Diffusion: not searching, not developed --> does not care
44
ethnic identity
feeling a part of one's ethnic group
45
Ethnic minority group: achieving identity is __________.
| Ethnic and mainstream cultures: many are able to maintain ____________.
challenging; strong ties
46
Some mainstream culture ________ and create _________ with parents
- Strong ethnic identity = inc in s.esteem and relationships
- self worth sources (3)
weak ethnic ties; conflict
-family & ethnic groups; when SKILLED IN AREAS THAT MATTER
47
4 developmental changes in self esteem
scholastic
physical
social
athletic
48
____ + _____ influence self esteem in diff domains
ethnic + culture
- self worth varies w/ ethnic backgrounds
ex. Asians: social comparison & emphasize modesty
49
Sources of self esteem (3)
1) parents = nurturing & involved, establish rules w/discipline
2) others view them (+)ly
3) Praise Effort >> ability
50
Low self esteem = more likely to ... (2)
1) problems w/ peers, psychological disorders, bullying/ aggressive, poorly in school
2) negatively emotional regulation (long term outcome = depression)
51
Coping with emotions (understanding self)
| Reappraisal vs Suppression
Reappraisal: cognitive strategy --> change meaning; dec neg. emotion, inc lvl of well-being
Suppression: behavioral strategy --> inhibit ongoing emotion; inc physiological responding, inc well being
52
"rose-coloured glasses"
bias for seeing (+) traits
| --> BUT also (-) bias exist-- eg. dark skin, speak funny
53
Bias:
- based on ___, ___, ___, ___
- how to develop healthy?
gender, race, disability, social class
| -must interact fairly & productively w/ diff ppl
54
Define Prejudice
| & depend on ?
neg views (judgement) of others (membership)
preschooler/K (+) traits to own group,
dec during elementary; inc in HS --> depend on exposure to culture
55
Perspective Taking ??!?!?!?
get along better w/ peers; may use to tease/bully peers
56
Selman's stages of Perspective Taking:
1) Undifferentiated
2) Social Informational
3) Self Reflective
4) 3rd person
5) Societal
UNDERSTANDING:
1) confuse thoughts & feelings
2) perspective diff b/c diff info
3) view themselves as others do
4) view in another's POV
5) 3rd p. influence by personal, social, cultural) context
57
Reduce prejudice
- equal STATUS 4 all
- Right to seek SAFE & secure home
- encourage friendly & constructive CONTACT between groups
- engage in ROLE PLAY (learning experiences)
- encourage adults (parents & teach) to reduce prejudice
