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Human Growth and Cognition > HGC Exam 1 > Flashcards

HGC Exam 1 Flashcards

1
Q

A scientific Discipline hat uses psychological constructs and research methods to understand how the various characteristics of students, teachers, learning tasks, and educational settings interact to produce the everyday behaviors we see in school settings

A

Educational Psychology

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2
Q

3 ways Educational Psych makes you a better teacher

A
  1. Provides info about a wide range of knowledge and skills
  2. Offers useful and tested ideas for improving instruction
  3. Helps prepare teachers to be effective
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3
Q

T/F Teachers who have had relevant coursework in education and psych are likely to be more competent that teachers who lack such coursework

A

T

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4
Q

Why does research drive education?

A

We have to know what works and what doesn’t to learn how to best teach students

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5
Q

Characteristics of unsystematic Observation

A
  • Draws conclusions based on personal observations
  • Not necessarily
  • Drawn from rash/quick judgements
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6
Q

Characteristics of systematic Observation

A
  • Research based
  • More accurate
  • Objectivity
  • Replicated by others
  • Published
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7
Q

T/F Retaining students in a grade is an example of a practice from unsystematic observation

A

T

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8
Q

How is teaching an art and a science

A

It is an art because it has to do with beliefs, emotions, values, and flexibility. It is a science because it involves a usable body of research findings.

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9
Q

Characteristics of Reflective Teaching

A
  • introspective
  • Open mind but question attitudes about educational theories and practices
  • Willingness to take responsibility for your decisions and actions
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10
Q

A predictive number of how well you will do in a subject or activity

A

Intelligence

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11
Q

Information you have learned and can answer questions about shows you are ________

A

Smart

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12
Q

Created a test to predict who would qualify for regular classes or sped classes

A

Binet (1904)

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13
Q

What was Binet’s original purpose in creating an intelligence test?

A

To predict what children would succeed in regular classroom settings and which would need special education

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14
Q

Revised Binet’s intelligence test and included a summary score (intelligence quotient)

A

Lewis Terman (1916)

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15
Q

What was the name of Terman’s revised version of Binet’s IQ test?

A

Stanford-Binet Test

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16
Q

2 factors of intelligence according to Spearman

A

General Factor: affects performance on all intellectual tests
Specific Factor: Affects performance only on specific intellectual tests

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17
Q

Limitations of IQ Tests (4)

A
  1. They cannot be directly measured
  2. They test capabilities related to the classroom setting more than basic human functions/capabilities
  3. Scores can be improved with systematic instruction
  4. Anything that enhances classroom performance will also have a positive influence on IQ test performance
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18
Q

View of Intelligence that said individuals have the global capacity to act purposefully, think rationally, and deal effectively with the environment in which they find themselves

A

David Wechsler’s Global Capacity

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19
Q

View of Intelligence that said people have 3 “abilities” that make up their intelligence

A

Sternberg’s Triarchic Theory

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20
Q

3 parts of Sternberg’s Triarchic Theory

A
  1. Practical Ability (Street Smarts): How one adapts, shapes, and selects one’s environment
  2. Creative ability: How one solves unfamiliar problems
  3. Analytical ability: Ability to use prior knowledge and cognitive skills to solve problems and learn new things
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21
Q

View of Intelligence that has 8 components

A

Gardner’s Multiple Intelligences

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22
Q

Gardner’s Multiple Intelligences

A 
Musical
Spatial
Linguistic
Logical-MAthetmatical
Bodily-Kinesthetic
Interpersonal
Interpersonal
Naturalist
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23
Q

Consistent preference over time for dealing with intellectual tasks in a particular way

A

Learning Style

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24
Q

3 types of learning styles

A
  1. Reflectivity and Impulsivity
  2. Field-Dependence and Field Independence
  3. Mental Self-Government Styles
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25
Q

Learning Style wherein a student prefers to spend more time collecting info and analyzing it before offering a response

A

Reflectivity

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26
Q

Learning Style wherein a student responds quickly with little information to a question or problem

A

Impulsivity

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27
Q

Learning Style wherein a persons’ perceptions of and thoughts of a task are strongly influenced by contextual factors or others’ behavior

A

Field-Dependence

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28
Q

Learning Style wherein a person’s perception of a task are influenced by their own knowledge rather than others

A

Field-Independence

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29
Q

Sternberg’s 13 Mental Self-Government Styles

A 
Legislative
Executive
Judicial
Monarchic
Hierarchic
Oligarchic
Anarchic
Global
Local
Internal 
External
Liberal 
Conservative
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30
Q

T/F As a teacher you shouldn’t feel like you have to emphasize all learning styles in your classroom

A

F, you should design lessons to emphasize all major styles so that students all have an opportunity to demonstrate what they learn

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31
Q

T/F Females tend to outscore males on tests measuring visual-spatial ability, math, and college entrance

A

F, males outscore females in this. Females outscore males in tests in memory and language

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32
Q

Possible reasons gender differences exist 4

A
  1. Hormonal Differences
  2. Differences in brain structure
  3. Peer pressure
  4. Differences in self-discipline
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33
Q

Responding differently to a male or female student without having educational reasons for doing so

A

Gender Bias

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34
Q

3 ways gender bias affects students

A
  1. Course selection, particularly in math and science
  2. Career Choices (gender stereotypes and teachers not encouraging students to study a certain field due to gender)
  3. Class participation/teachers treated sexes differently
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35
Q

CH. 4 last 2 slides

A

Practical ways for gender equality in the classroom

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36
Q

Parenting style where parents establish limits and explain reasoning; warm, encouraging, affectionate

A

Authoritative

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37
Q

Parenting style where parents make demands and wild power without reason; fail to consider child’s view and lack warmth

A

Authoritarian

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38
Q

Parenting Style where parents are disorganized and inconsistent; make few demands and let children make their own decisions

A

Permissive

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39
Q

Parenting Style where parents make no demands or responses to a child’s emotional needs

A

Rejecting-Neglecting

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40
Q

4 types of parenting stlyes

A

authoritarian
authoritative
permissive
rejecting-neglecting

41
Q

Physical characteristics of preschool-K

A
  • Active
  • Need frequent rest periods
  • Large muscles more developed than those controlling fingers and hands
  • Eye-hand coordination still developing
  • Flexible and Resilient
  • Gender differences don’t emerge until K
42
Q

Social characteristics of preschool-K

A
  • 1-2 Best friends
  • Friendships rapidly change
  • Play behaviors
  • Play patterns vary due to social class/gender
  • Preferences for gender of play peers and pair vs. group play
  • Awareness of gender roles
43
Q

Emotional characteristics of preschool-K

A
  • Very open

- Jealousy for teachers’ attention

44
Q

Cognitive Characteristics of preschool-K

A
  • Theory of mind
  • Language Skills develop
  • Overestimate competence in particular tasks
  • Competence encouraged at this age by interaction, interest, affection
45
Q

Ability to know, learn, and think about the world around you

A

Theory of Mind

46
Q

Physical Characteristics of Primary School Aged Kids (Grades 1-3)

A
  • Still active
  • Need breaks
  • Large muscle control still better than fine
  • Bone growth not yet complete
  • Problems focusing on small print
  • Tend to be extreme in physical activities
47
Q

Social Characteristics of Primary Grades

A
  • More selective in choosing friends
  • more permanent best friend
  • frequent quarreling
  • Like organized games, but there are often finds over rules/winning
48
Q

Emotional Characteristics of Primary Grades

A
  • Very sensitive to criticism, ridicule
  • Eager to please teacher
  • Become sensitive to other students’ feelings and realize they can hurt them
49
Q

Cognitive Characteristics of Primary Grades

A
  • Children understand there are different ways to know things
  • Children understand that learning and recall can be controlled
  • Don’t learn as efficiently as older students yet
  • Private speech common until 6/7
50
Q

Physical Characteristics of EL school (Grades 4-5)

A
  • Boys and girls stronger and leaner
  • Obesity
  • Gender differences in motor skills*
  • Relative calm for physical changes
51
Q

Social Characteristics of EL

A
  • Peer group powerful and begins replacing adults for behavior standard rules
  • Friendships selective and gender based
  • Most students have a best friend
52
Q

Emotional Characteristics of EL

A
  • Global, more complex self-image
  • Self-image becomes an issue
  • Disruptive relationships, social rejection, school failure begin causing delinquent behavior
53
Q

Components of Self-Image

A

Self-Description
SElf-Esteem
Self-Concept

54
Q

Cognitive Characteristics of EL

A
  • Think logically, but thinking is often constrained, inconsistent,
  • Good with simple memory tasks, games
  • Limited performance on complex memory tasks
55
Q

Physical Characteristics of Middle School

A
  • Growth rapid, uneven
  • puberty in all girls, most boys
  • concern and curiosity about sex
56
Q

Social Characteristics of Middle School

A
  • Interpersonal reasoning –> greater understanding of others
  • Desire to conform
  • HUGE deal for this age
57
Q

Emotional Characteristics of Middle School

A
  • Time of “Storm and Stress”
  • Emotional highs and lows
  • Self-conscious and self-centered
  • Age where children go through “I hate my parents” phase
58
Q

Cognitive Characteristics of Middle Schoolers

A
  • Need open, supportive, intellectually stimulating classroom environment
  • Self-efficacy important
59
Q

Believing in your ability to accomplish a task

A

SElf-efficacy

60
Q

Physical characteristics of HS

A
  • physically mature
  • sexually active
  • high STD rates
61
Q

Social characteristics of HS

A

-Parents/Adults influence long-term plans but peers influence immediate plans

62
Q

Emotional characteristics HS

A
  • Psychiatric Disorders prominent

- high rates of depression and anxiety

63
Q

Most common psychiatric disorder among HS students

A

Depression

64
Q

Cognitive Characteristics HS

A
  • Capable of engaging in formal thought

- Political thinking becomes more abstract; liberal thinking 12-16

65
Q

Stage of Interpersonal Reasoning (Kohlberg) where everyone thinks the same, do not think on others’ thoughts, can label feelings but can’t interpret Cause/Effect

A

Stage 0 (Egocentric) Ages 4-6

66
Q

Stage of Interpersonal Reasoning (Kohlberg) where people are somewhat able to interpret between social interactions and others’

A

Stage 1 (Social Information Role Taking) Ages 6-8

67
Q

Stage of Interpersonal Reasoning (Kohlberg) where one can understand the expectations of roles of others in certain situations

A

Stage 2 (Self-Reflective Role Taking) Ages 8-10

68
Q

Stage of Interpersonal Reasoning (Kohlberg) where students take on a third-person view and understand expectations of self and others

A

Stage 3 (Multiple Role Taking) ages 10-12

69
Q

Stage of Interpersonal Reasoning (Kohlberg) where students understand subtleties of relationships and societal perspectives

A

Stage 4 (Social and Conventional System taking) 12+

70
Q

5 Stages of Interpersonal Reasoning (Kohlberg)

A

0: Egocentric
1: Social Information Role Taking
2: Self-Reflective role Taking
3: Multiple Role Taking
4: Social and Conventional System Taking

71
Q

One of Erikson’s principles that is the idea that development progresses through a series of interrelated stages that each have a critical stage of development

A

Epigenetic Principle

72
Q

One of Erikson’s principles that are “Turning Points” that include conflict between opposing psychological qualities

A

Psychological Crises

73
Q

Erik son mainly studied ________

A

Psychosocial Development

74
Q

Erikson’s 8 stages of psychosocial development

A
  1. Trust v. Mistrust
  2. Autonomy v. Shame and Doubt
  3. Initiative vs. Guilt
  4. Industry vs. Inferiority
  5. Identity vs. Role Confusion
  6. Intimacy vs. Isolation
  7. Generatively vs. Stagnation
  8. Integrity vs. Despair
75
Q

James Marcia’s 4 stages of adolescent identity statuses

A
  • Identity Diffusion
  • Foreclosure
  • Moratorium
  • Identity Achievement
76
Q

Marcia’s stage of adolescent ID that involves no crisis, no commitment, little self-direction; impulsive and low self-esteem

A

Identity Diffusion

77
Q

Marcia’s stage of adolescent ID that involves no crisis, commitment made; close-minded and accepts/endorses parental choices and values

A

Foreclosure

Historically the norm

78
Q

Marcia’s stage of adolescent ID that involves a crisis being experienced, no commitment, anxiety; changes major often, often dissatisfied

A

Moratorium

Popular in 60s-70s due to Vietnam

79
Q

Marcia’s stage of adolescent ID that involves a crisis experienced, commitment made, introspection; playful, logical and high self-esteem

A

Identity Achievement

80
Q

T/F Erikson’s theory has been criticized for reflecting the personality development of males more than females

A

T

81
Q

Piaget mainly focused on ____-

A

Cognitive Development

82
Q

Piaget’s Principle that is an organized pattern or behavior of thought

A

Scheme

83
Q

Piaget’s Principle that is a tendency to coherently systematize and combine processes into general systems

A

Organization

84
Q

Piaget’s Principle of a process of creating a good fit between one’s conception of reality and one’s experiences

A

Adaptation

85
Q

Difference in assimilation and accommodation (Piaget)

A

Ass: Interpreting experience by fitting it into an existing scheme
Acc: Interpreting experience by changing an exist scheme to incorporate an experience (Chinese airport)

86
Q

Piaget’s Stages of Development

A 
Sensorimotor (birth-2)
Pre operational (2-7)
Concrete Operational (7-11)
Formal Operational (11+)
87
Q

Piaget’s stage of development wherein a child develops schemes through sense and motor activities

A

Sensorimotor

88
Q

Piaget’s stage of development wherein child gradually acquires ability to conserve and decenter; not yet capable of operations

A

Preoperational

89
Q

Piaget’s stage of development wherein child is capable of operations but solves problems by generalizing from concrete experiences

A

Concrete Operational

90
Q

Piaget’s stage of development wherein a child can deal with abstract thought and solve problems systematically

A

Formal Operational

91
Q

T/F Piaget believes that social interaction with peers causes egocentrism and halts development of new schemes

A

F, opposite

92
Q

T/F Piaget believes instruction may hasten development of new schemes

A

T

93
Q

2 of Vygotsky’s main arguments

A
  1. Culture affects cognitive development

2. Social interaction is vital for cognitive development

94
Q

How does instruction affect cognitive development according to Vy

A

Formal instruction replaces spontaneous concepts with scientific concepts

95
Q

Difference in what a child can do on his own vs. what can be done with some assistance

A

Zone of Proximal Development (ZPD)

96
Q

T/F Well-designed instruction should be slightly aimed ahead of what a child knows and can do

A

T

97
Q

2 parts of PIaget’s analysis of moral judgment

A
  1. Moral Realism (Morality of Constraint): Rules sacred; consequences determine guilt
  2. Moral Relativism (Morality of Cooperation): Rules flexible; intent important in determining guilt
98
Q

Kohlberg’s 6 stages of Moral Reasoning

A
  1. Punishment-obedience orientation
  2. Instrumental relativist orientation
  3. Good boy-nice girl orientation
  4. Law and order orientation
  5. Social contact orientation
  6. Universal ethical principle orientation

Level 1: Stages 1-2; Preconventional Morality
Level 2: Stages 3-4; Conventional Morality
Level 3: Stages 5-6; Postconventional Morality

Human Growth and Cognition (4 decks)

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