Human Development

Question 1

Cognitive Development

Answer 1

Transformations is a child’s thought, language, and intelligence.

Question 2

Piaget’s Stages of Cognitive Development

Answer 2

Proposed that cognitive development begins with a child’s innate ability to adapt to the environment, and that development is the result of the child’s interface with the physical world, social experiences, and physical maturation.

Question 3

Conservation

Answer 3

A conceptual tool that allows a child to recognize that when altering the appearance of an object, the basic properties do not change (e.g., recognizing that the same amount of juice in a short cup vs. tall cup doesn’t mean more in the tall cup).

Question 4

Assimilation

Answer 4

The way children incorporate new information with existing schemes in order to form a new cognitive structure (e.g., preschooler calls a dog a cat because they only know one type of four-legged animal).

Question 5

Accommodation

Answer 5

When children take existing schemes and adjust them to fit their experience (e.g., a child plays the keys on a piano, but learns that an electric keyboard must be powered on to hear the keys’ sound.)

Question 6

Four assumptions of Piaget’s Stages of Cognitive Development

Answer 6

1. Children are organically inspired to think, learn, and comprehend.
2. Children see the world differently than adults.
3. Children’s knowledge is ordered into mental structures called schemas.
4. All learning consists of assimilation and accommodation.

Question 7

Piaget’s stages of cognitive development

Answer 7

Stage 1: sensorimotor period (infancy birth-2)

Stage 2: preoperational period (early childhood 2-7)

Stage 3: Concrete operations period (middle childhood (7-11)

Stage 4: formal operations period (12-adult)

Question 8

Stage 1: Sensorimotor Period: Infancy (birth through 2 years)

Answer 8

Behavior is based upon the infant’s physical responses to immediate surroundings. Infants mentally organize and perceive their world by the sensory systems. Infants are at the center of their universe (egocentrism).

Question 9

Stage 2: Preoperational Period: Early Childhood (2-7 years)

Answer 9

The development of symbolic thought and imagination is boundless. Children can reason intuitively and representational thought has emerged. Independent and cooperative play is important. Language increases rapidly.

Question 10

Stage 3: concrete operations period: middle childhood (7-11 years)

Answer 10

Can solve simple problems while thinking about multiple dimensions of information (can think about thinking/meta cognition). Lack of abstract thought, but understand the distinction between appearance and reality with tangible objects. Can form their own values and becomes more subjective in moral judgments.

Question 11

Stage 4; formal Operations Period: Adolescence (12 years-adult)

Answer 11

Ability for abstract reasoning and to solve complex problems. Can integrate past learnings to consider future possibilities.

Question 12

Piaget and moral development

Answer 12

Morality of constraint (justice and rules cannot be changed) and morality of cooperation (people make the rules).

Question 13

Kohl berg and Moral Development

Answer 13

Most widely recognized model. Sequential stages passed through while individuals become mature in their moral reasoning.

Level 1 (4-10 years): obey because adults tell them to. Preconventional.

Level 2 (10-13 years): want to please and help others, mainly concerned with the opinions of peers. Conventional.

Level 3 (13-adult): morality is judged in abstract principals and not by the existing rules that govern a society. Post conventional.

Question 14

The educational implications of intelligence

Answer 14

1. Teachers should appeal to a balanced combination of all intelligences.
2. Teachers can develop programs utilizing multiple domains to encourage social value.
3. Teachers should develop individual learning portfolios including an assessment taking into account the diversity of intelligences.
4. Teachers should offer a variety of assessment types.

Question 15

Ivan Pavlov and John Watson’s classical conditioning.

Answer 15

Watson applied Pavlov’s stimulus-response findings of dogs to children and claimed that children’s behavior can be conditioned.

Question 16

B.F. Skinner’s Operant Conditioning

Answer 16

The theory that conditioning is not automatic, but based on the anticipation of positive or negative consequences.

Question 17

Erikson’s Psychological Stages of Development

Answer 17

Theorizes that personality develops through a series of conflicts influenced by society in age related periods. There are 8, but only 5 occur through adolescence.

Stage 1: trust vs mistrust (1.5 years) dependent on caregiver

Stage 2: autonomy vs shame and doubt (1.5-3.5 years).

Stage 3: initiative vs guilt (3.5-6 years). Pride in initiative or absence of initiative leading to guilt and inadequacy.

Stage 4: industry vs inferiority (6-12 years) industry refers to children working with others and experiencing achievement. If inferiority outweighs industry, low self-esteem will result.

Stage 5: identity vs confusion(12-18 years) teens push to figure out who they are to cement a sense of self. Failing to do so can result in confusion over goals and identity.

Question 18

Vygotsky’s Sociocultural Theory

Answer 18

Theory that at the center of a child’s cognitive development is a shared system of social, cultural, and historical influences. Knowledge is constructed through society.

Question 19

Bandura’s Social Learning Theory

Answer 19

Emphasizes the value of learning through observation. This theory stresses the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others to advance in learning.