"How do children develope" Flashcards
(47 cards)
accommodation (akkomodasjon)
the process by which people adapt current knowledge stuctures in response to new experiences.
acculturation (akkulturasjon)
the process of adjusting to a new culture while retaining some aspects of one’s culture of origin.
achievement motivation
refers to whether children are motivated by mastery or by others.
activating influences
potential result of certain fluctuations in sex-linked hormone levels affecting the contemporaneous activation of the nervous system and corresponding behavioral responses.
active learning
learning by engaging with the world, rather than passively observing objects and events.
adrenarche
period prior to the emergence of visible signs of puberty during which the adrenal glands mature, providing major source of sex steroid hormones; correlates with the onset of sexual attraction.
adverse childhood experiences (ACEs)
traumatic childhood experiences, such as abuse, neglect, violent exposure, or deathof a parent, that are linked to mental or physical health problems later in life.
affiliation
tendency to affirm connection with others through being emotionally open, empathetic, or supportive
affordance
the possibilities for action offered, or afforded, by objects and situations.
agender
individuals who do not identify with any gender category.
aggresion
behavior aimed at physically or emotinally harming or injuring otheres.
aggressive-rejected (peer status)
children who are viewed by their peers as especially prone to physical aggression, disruptive behavior, deliinquency, and negative behavior such as hostility and threatening others.
allels
two or more differens forms of a gene.
ambivalent sexism
model of sexism that includes two components; 1) hostile sexism (endorsement of men’s dominance with negative views of women seeking equality), 2) benevolent sexism (the belief that men need to protect women, and that women and men have complementary traits).
amniotic sac
a transparent, fluid-filled membrane that surrounds and protect the fetus.
amygdala
an area of the brain that is involved in emotional reactions.
Piaget’s theory remains the best-known cognitive developmental theory. What accounts for its longevity?
1) Piaget’s observations and descriptions vividly convey the texture of children’s thinking at different ages. 2) the exceptional breadth of the theory. It extends from infancy through adolescence and examines topics as diverse as conceptualization of time, space, distance, and number; language use; memory; understanding of other people’s perspectives; problem solving; and scientific reasoning. 3) it offers an intuitively plausible depiction of the interaction of nature and nurture in cognitive development, as well as of the continuities and discontinuities that characterize intellectual growth.
Piaget’s theory
the theory of Swiss psychologist Jean Piaget, which posits that cognitive development involves a sequence of four stages — the sensorimotor, preoperational, concrete operational, and formal operational stages — that are constructed through the processes of assimilation, accommodation, and equilibration.
According to Piaget, three of the most important of children’s constructive processes are …
generating hypotheses, performing experiments, and drawing conclusions from their observations.
the dominant metaphor and assumption in Piaget’s theory
1) “child as scientist”, 2) children learn many important lessons on their own, rather than depending on instruction from others, 3) children are intrinsically motivated to learn and do not need rewards from other people to do so.
Assimilation (assimilere/tilpasse)
the process by which people incorporate/translate incoming information into a form that fits the concepts they already understand.
Equilibration
the process by which people balance assimilation and accommodation to create stable understanding.
Equilibration includes three phases …
1) equilibrium: people are satisfied with their understanding of a particular phenomenon
2) disequilibrium: new information leads them to
perceive that their understanding is inadequate. This realization puts people in a state of confusion; they recognize shortcomings in their understanding of the phenomenon, but they cannot generate a superior alternative.
3) advanced equilibrium: develop a more sophisticated understanding that eliminates at least some of the shortcomings of t
he old one, creating a more advanced equilibrium within which a broader range of observations can be understood. Through innumerable equilibrations, children learn about the world around them.
the central properties of Piaget’s stage theory
- Qualitative change: for instance, children in the early stages of cognitive development conceive of morality in terms of the consequences of behavior, whereas children in later stages conceive of it in terms of intent. Thus, a 5-year-old would judge someone who accidentally broke a whole jar of cookies as having been naughtier than someone who deliberately stole a single cookie; an 8-year-old would reach the opposite conclusion. This difference represents a qualitative change because the two children are basing their moral judgments on entirely different criteria.
2) Broad applicability: The type of thinking characteristic of each stage influences children’s thinking across diverse topics and contexts.
3) Brief transitions: Before entering a new stage, children pass through a brief transitional period in which they fluctuate between the type of thinking characteristic of the new, more advanced stage and the type of thinking characteristic of the old, less advanced one.
4) Invariant sequence: Everyone progresses through the stages in the same order without skipping any of them.
Piaget hypothesized four stages of cognitive development
In each stage, children exhibit new abilities that enable them to understand the world in qualitatively different ways than they had previously: the sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal operational stage.
