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FMST 210 > FMST 210 Midterm II > Flashcards

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
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2
Q

Piaget: Sentorimotor stage (birth - 2 yrs)

-Limitations ?

A

“think w/ eyes, ears, hands & sensory equipment”

-does not search for hidden objects

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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
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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

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5
Q

Piaget: Formal Operations (11+ yrs)

-define deductive reasoning

A

Thinking abstractly, hypothetically

- draw conclusions from facts

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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
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7
Q

Principles before ZPD; identify the following:

  1. Development precedes learning
  2. Learning and development cannot be separated
  3. Learning and development ARE separated, but interactive
A
  1. Constructivism
  2. Behaviorism
  3. Gestaltism
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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)
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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)

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10
Q

ZPD

A

Vygotsky - sociocultural p.

-Difference between what child can do ALONE and can do with HELP

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11
Q

ZPD Techniques:

  • Scaffolding
  • Private Speech
A
  • Teaching match w/ required assistance

- talking to self = regulate behavior (inner speech/ thoughts when skilled)

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12
Q

What is reciprocal teaching? (4 steps)

A

Gain better understanding / peer collaboration

1) Q’ing
2) summarize
3) Clarify
4) Predicting

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13
Q

Criticism on Vygotsky (3)

A
  • over emphasize language
  • ignore biological factors
  • vague about cognitive process change over t
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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
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15
Q

Phonemes ( building block of langauge)

A

unique sounds -> identify via: stress patterns, statistics, knowledge of how sounds are used

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16
Q

First step to speech (3)

First words @ age ___

A

Cooing (a,e,i,o,u) -> babbling -> babbling w/ pitch

1 yr

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17
Q

Fast Mapping

A

learn word meaning rapidly (don’t consider all meanings)

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18
Q

Grammar

  • powerful cognitive skill detect in _________
  • _______ context of interaction
  • there is a __________
  • learn ________
A
  • environment
  • communication
  • critical period
  • readily
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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
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20
Q

Broca’s area (Left frontal cortex) is active in ______.

A

combination of words into meaningful sentences

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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

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22
Q

Signed Language

A
  • develop same way as spoken
  • critical period for learning ASL
  • gestures > spoken language
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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
Q

Define social referencing

A

unfamiliar / ambiguous environment = rely on caregivers for cues to interpret situation

26
Q

Time line :)

A

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
Q

Temperament

A

Behavior styles; stable & biologically based on heredity, neural and hormonal factors (respond to environment)

28
Q

Thomas & Chess (3 patterns in Temperament)

  • Easy (~40%)
  • Difficult (~10%)
  • Slow to warm up (15%)
A

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
Q

Hereditary and environment

  • twin studies
  • internment & age
A

-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
Q

Temperament stability (if not stable =?)

A

more stable in preschool

  • (+) temperament = less affected by life stressors
  • if inhibited = respond strongly as adults & likely to be introverted
31
Q

Temperament Development effects (3)

*depend on environment (children who resist control = behavioral problems when caregiver exert control)

A

peer 2 peer interactions
school success
parents & emotions

32
Q

Attachment: Bowlby’s Attachment Theory

A

Early forms of emotional connection w/caregivers create long-lasting emotional effects and determine how intimacy is created with others

33
Q

Limitations to Bowlby’s Attachment Theory (4)

A
  • nature vs nurture
  • based on momment of stress
  • based on mother as promary attachment (may have other figures)
  • attachment remains after puberty
34
Q

Attachment

A

Social-emotional relationship between infant & caregiver

35
Q 
Quality of attachments:
Secure
Avoidant
Resistant
Disorganized
A

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
Q

Internal working model

A

an understanding relationship between child-parent

  • parenting = predictable & responsive
  • builds positive attachment
37
Q

Attachment in Adulthood

  • Secure
  • Anxious-preoccupied
  • Dismissive-avoidant
  • Fearful-avoidant
A
  • 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
Q

Self concept = self awareness

A

cognitive, linguistic, emotional development

39
Q

Developmental Changes in Self Concept: Preschoolers

A

concrete characteristics

ex: physical chara., preferences, possessions, competence

40
Q

Developmental Changes in Self Concept: School Aged

A

Social groups, emotions, comparison w/ peers

41
Q

Developmental Changes in Self Concept: Adolescents

A

attitudes & personality traits, religious / political beliefs

42
Q

Self absorption (adolescents) -(4)

A

egocentrism, imaginary audience, personal fable, illusion of invulnerability

43
Q 
Marcia's Stages of Identity development:
Identity Achievement
Identity Foreclosure
Identity Moratorium 
Identity Diffusion
A

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
Q

ethnic identity

A

feeling a part of one’s ethnic group

45
Q

Ethnic minority group: achieving identity is __________.

Ethnic and mainstream cultures: many are able to maintain ____________.

A

challenging; strong ties

46
Q

Some mainstream culture ________ and create _________ with parents

  • Strong ethnic identity = inc in s.esteem and relationships
  • self worth sources (3)
A

weak ethnic ties; conflict

-family & ethnic groups; when SKILLED IN AREAS THAT MATTER

47
Q

4 developmental changes in self esteem

A

scholastic
physical
social
athletic

48
Q

____ + _____ influence self esteem in diff domains

A

ethnic + culture

  • self worth varies w/ ethnic backgrounds
    ex. Asians: social comparison & emphasize modesty
49
Q

Sources of self esteem (3)

A

1) parents = nurturing & involved, establish rules w/discipline
2) others view them (+)ly
3) Praise Effort&raquo_space; ability

50
Q

Low self esteem = more likely to … (2)

A

1) problems w/ peers, psychological disorders, bullying/ aggressive, poorly in school
2) negatively emotional regulation (long term outcome = depression)

51
Q

Coping with emotions (understanding self)

Reappraisal vs Suppression

A

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
Q

“rose-coloured glasses”

A

bias for seeing (+) traits

–> BUT also (-) bias exist– eg. dark skin, speak funny

53
Q

Bias:

  • based on ___, ___, ___, ___
  • how to develop healthy?
A

gender, race, disability, social class

-must interact fairly & productively w/ diff ppl

54
Q

Define Prejudice

& depend on ?

A

neg views (judgement) of others (membership)
preschooler/K (+) traits to own group,
dec during elementary; inc in HS –> depend on exposure to culture

55
Q

Perspective Taking ??!?!?!?

A

get along better w/ peers; may use to tease/bully peers

56
Q

Selman’s stages of Perspective Taking:

1) Undifferentiated
2) Social Informational
3) Self Reflective
4) 3rd person
5) Societal

A

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
Q

Reduce prejudice

A
  • 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

FMST 210 (2 decks)

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