Human Development Flashcards by amber keith

Was devoted to observing behavior patterns in children. His contributions to the cognitive development are central to how educators understand how children think, feel, and respond to the world.

Jean Piaget

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What are the four stages of cognitive development by Piaget?

Sensorimotor
Pre-operational
Concrete Operations
Formal Operations

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The idea of ___ is a conceptual tool that allows a child to recognize that when alternating the appearance of an object, the basic properties do not change.

Conservation

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Refers to the way children incorporate new information with existing schemes in order to form a new cognitive structure. Example: A preschool child calls a lion “doggie” because the child only knows one type of four-legged animal.

Assimilation

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Occurs when children take existing schemes and adjust them to fit their experience. Example: A preschool child plays the keys on a piano. When he tries this with an electric keyboard, he quickly learns that the keyboard must be turned on before it can be played.

Accommodation

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What are the four assumptions of Piaget’s Stages of Cognitive Development?

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

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Birth through 2 years. Infant’s physical response to immediate surroundings

Sensorimotor Period (Infancy)

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2 through 7 years. Egocentric - Focus on symbolic thought and imagination.

Pre-operational Stage (Early Childhood)

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7 through 11 years. Mastery of conservation - Child begins to think logically.

Concrete Operational Period (Middle Period)

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12 years through Adult. Thinking based on abstract principles.

Formal Operations Period (Adolescence)

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Refers to children believing that non-living objects have lifelike qualities. It can demonstrated in imaginary friends. “The sky is pouring water on me.”

Animism

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During preschool children believe that their thoughts can cause actions, whether or not the experiences have a causal relationship.

Causal Reasoning (Causality)

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The tendency for a child to focus on only one piece of information at at time while disregarding all others.

Centration

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Until about age five, young children cannot differentiate between their own perspectives and feelings and someone else’s.

Egocentrism

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Development is motivated by the search for a stable balance toward effective adaptations. Has three phases.

Equilibrium

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Children make errors in their thinking because they cannot understand that an operation moves in more than one direction. They cannot understand that the original state can be recovered. (Ball of clay)

Irreversibility

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A child’s awareness of knowing about one’s own knowledge. This helps children plan their own problem-solving strategies.

Metacognition

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Recognition that objects and events continue to exist even when they are not visible. This ability begins when the child is about 8 months old.

Object Permanence

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Formulating a specific hypothesis from any given general theory. This is the ability to form ideas about “what might be.”

Hypothetical-Deductive Reasoning

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Drawing conclusions from specific from specific examples to make a general conclusion, even when the conclusion is not accurate.

Inductive Reasoning

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Children mentally connect specific experiences whether or not there is a logical causal relationship. A child believes his thoughts will cause something to happen.

Transductive Reasoning

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Are the way children mentally represent and organize the world. Children form mental representations of perceptions, ideas, or actions to help them understand experiences.

Schemes

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This is a child’s ability to arrange objects in logical progression.

Seriation

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The child uses words and images to form mental representations to remember objects without the objects being physically present.

Symbolic Function Substage

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The ability to draw conclusions about a relationship between two objects by knowing the relationship to a third object.

Transitive Inference

___ theory of moral development is perhaps the most widely recognized model for moral decision-making.

Lawrence Kohlburg

What are the the three levels of Kohlburg's Moral Judgement?

1. Pre-conventional 2. Conventional 3. Post-conventional

Children obey because adults tell them to obey. At this level of morality, children judge strictly on the basis of consequence.

Pre-Coventional (4-10)

Children are most concerned about the opinions of their peers. Children at this stage want to please and and help others, while developing their own internal idea of what it means to be a good person.

Conventional (10-13)

Morality is judge in terms of abstract principles and not be existing rules that govern society. Individuals look within themselves for the answer rather than basing moral decisions on external sources of authority.

Post-Conventional (13 - Adulthood)

Theorized that thought development is determined by languages. The initial emergence of language and thought are separate from each other, until about the age of three when a transition takes place from the external to the internal.

Lev Vygotsky

Is a trait that is inferred on the basis of observable behavior. Also, is an individual's general mental abilities: reasoning, problem solving, knowledge, memory, and successful adaptation to the environment.

Intelligence

___ is a score on an intelligence test.

Is one of the most widely used tests to assess a student's intelligence.

Stanford-Binet Intelligence test

Is used to measure verbal and performance abilities, including verbal comprehension, perceptual organization, working memory, and processing speed.

Wechsler Intelligence Scale for children

What are Gardner's 8 Multiple intelligences?

1. Linguistic-Verbal Ability 2. Logical-Mathematical Ability 3. Spatial Ability 4. Bodily-Kinesthetic Ability 5. Musical Ability 6. Interpersonal Ability 7. Intrapersonal Ability 8. Naturalist Ability

The ability to think in words and to use language to express meaning. (Authors)

Linguistic-Verbal Ability

The ability to carry out mathematical operations. (Scientist)

Logical-Mathematical Ability

The ability to think three-dimensionally. (Architects)

Spatial Ability

The ability to solve problems using the body and physical skill. (Surgeons)

Bodily-Kinesthetic Ability

Having a sensitivity to pitch, melody, rhythm, and tone. (Musicians)

Musical Ability

The ability to understand others, a people person who has good conversation skills and knows how to interact with others. (Teachers)

Interpersonal Ability

The ability to understand oneself and effectively direct one's life. (Theologians)

Intrapersonal Ability

The ability to observe patterns in nature and understand natural and human-made systems. (Farmers)

Naturalist Ability

Children with ___ are often children with average to above-average intelligence who exhibit emotional and/or physical maladaptive behavior.

Learning Disabilities (LDs)

Children see letters and numbers in different positions. When they read they may confuse right or left and they may skip or reverse words.

Visual-Perceptual Disability

Children may find it difficult to distinguish between the differences in sounds. Children appear to be lost or confused when called upon in the classroom.

Auditory-Perceptual Disability

Children show symptoms of both inattention and hyperactivity.

Attention Deficit Hyperactive Disorder (ADHD)

Children are inattentive and do not show signs of hyperactivity.

Attention Deficit Disorder (ADD)

Children have difficulty with coordination and may often appear clumsy or disoriented. Sometimes their hands are in constant motion and may get in the way of their activity.

Perceptual-Motor Disability

Children have subnormal cognitive functioning at an IQ level of 70 or below. Show maladaptive behavior in learning, social adjustment, and maturation. Some causes: Mother's abuse of alcohol or drugs during pregnancy, environmental deprivation, or trauma to the fetus during childbirth.

Mental Retardation (Educationally Delayed)

What are five guidelines for teachers to help children with learning disabilities?

1. Demonstrate and model appropriate behavior, giving positive reinforcement. 2. Talk slowly, making eye contact when possible, and keep conversations brief. 3. Demonstrate with hands-on instruction whenever possible. 4. Allow students to take untimed tests, and read tests aloud. 5. Divide classroom assignments into "smaller tasks" to help the students feel a sense of smaller accomplishments.

___ and ___ were pioneers in classical conditioning, stating that behavior is learned based upon repetition, association, and anticipation.

Ivan Pavlov and John Watson

In ___ children respond automatically, since they have formed an association between a stimulus and a response.

Classical Conditioning

In operant conditioning by ___ children learn from operating in the environment.

B.F. Skinner

What are Erikson's Psychosocial Stages? (5)

1. Basic trust versus mistrust 2. Autonomy versus shame and doubt 3. Initiative versus guilt 4. Industry versus inferiority 5. Identity versus tole confusion

Refers to children learning to work with others wile developing skills and feeling a sense of achievement. Children who have successfully completed this stage feel a greater sense of competence in adult life. If inferiority outweighs industry, low self-esteem may result.

Industry versus inferiority

The toddler learns how to explore, experiment, make mistakes, and test limits in order to gain a sense of independence and self-reliance. If autonomy is inhibited or punishment is harshly inflicted, the toddler may feel a sense of shame.

Autonomy versus shame and doubt

Gaining a sense of trust during infancy helps to set the stage for a lifelong expectation of feeling safe and secure in the world. The absence of trust can result in leaving the infant feeling suspicious, guarded, and withdrawn from relationships.

Basic trust versus mistrust

The physical changes in adolescents awaken the search for self-idenity, breaking dependent ties and providing a framework for adult life. The sense of self is interpreted as unique from others and instills an identity that is communicated as an inner confidence and sense of one's place in the world.

Identity versus role confusion

Building upon the successes from the previous stages, children at this age feel free to try out new activities and assume greater responsibility for their bodies and their behavior. The absence of initiative may leave the child feeling a sense of guilt . sometimes about almost anything.

Initiative versus guilt

Is the distance between a child's actual performance and a child's potential performance. Represents the amount of learning possible by a student given the proper instructional conditions.

Zone of Proximal Development

Is the temporary support system from a teacher to support the child until the task can be master alone.

Scaffolding

The infant uses the caregiver as the base to explore the environment. Children are relatively comfortable with others, believe that most others are trustworthy, and don't worry about abandonment.

Secure Attachment

The infant becomes anxious before the caregiver leaves, and is upset during the caregiver's absence. The child may hit, cry, or kick upon the parents return. Children may feel skeptical about trying new things, feel that others can't be trusted, feel angry much of the time, and push away those who try to get close.

Anxious-Resistant Attachment

The infant readily separates from the parent and actively avoids the parent upon reunion. Children tend to have difficulty trusting, avoid playing with other children, and become anxious if someone tries to get too close.

Anxious-Avoidant Attachment

The infant shows insecurity and show signs of being disoriented. Children often feel confused or misunderstood, feel that others are unreliable, and are often fearful about new situations.

Disorganized-Disoriented Attachment

The ___ child tends to cry frequently and is slow to accept change to new situations. This child has irregular daily routines.

The difficult child

The ___ child is generally in a positive mood and adapts easily to new situations.

The easy child

The ___ child shows slow adaptations to new situations, but slowly accepts new situations when repeatedly exposed.

The slow-to-warm-up child

Refers to the match between a child's temperament and environmental demands on the child must deal with.

Goodness - of - fit

___ prevent of modify normal cell division so the potential danger to the embryo is greatest during the embryonic stage.

Teratogens

What are the three common teratogens and what effect do they have?

1. Alcohol: causes mental retardation (FAS), low birth rate, and unusual facial characteristics. 2. Nicotine: miscarriage, low birthweight, and poor respiratory functioning. 3. Drugs: cause birth defects, premature births, low birth weight, neurological disturbances, high startle rate, learning disabilities, and slowed motor development.