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Human Development Test 2 Flashcards

0
Q

Children use and adapt schemas through which two processes?

A

Assimilation and accommodation

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1
Q

Schemes definition

A

Actions or mental representations that organize knowledge.

They change with age.

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2
Q

Assimilation definition and example

A

Incorporating new info into existing knowledge.

Example- Through experience or observation, child picks up hammer and knows what it is used for.

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3
Q

Accommodation definition and examples

A

Adjusting schemes to fit new knowledge and experience.

Child knows that the heavy end of hammer is how you hit the nail

Accommodate the suckling scheme by knowing that the nipple will bring food, but finger will not.

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4
Q

Disequilibrium

A

Shift of one thought to the next occurs as children learn cognitive conflict.

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5
Q

Equilibrium

A

Children resolve conflict through assimilation and accommodation to reach a new balance or equilibrium of thought.

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6
Q

Piaget’s sensorimotor stage

A

First stage. Lasts from birth-2yrs.

Infants construct understanding of world by coordinating sensory experiences with motoric actions.

cognition is qualitatively different in one stage than in another.

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7
Q

What are the passage of Piaget’s stages through?

A

Biological pressures to adapt to the environment and organize structures of thinking

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8
Q

How many and how long are Piaget’s stages?

A

There are 4 stages of thought from birth to adolescents.

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9
Q

Object permanence

A

Understanding that objects and events continue to exist even when they cannot directly be seen or touched.

One of infants most important accomplishments.

Under the sensorimotor stage

Ex. Peek-a-boo

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10
Q

Piaget’s Preoperational stage

A

Second developmental stage. 2-7yrs of age.

Represent the world with words, images, and drawings.

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11
Q

Operations definition

A

Internalized sets of actions that allow children to do mentally what before they had done physically.

Under the preoperational Piaget stage

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12
Q

What are the components of the Symbolic function substage.

A

Under Piaget’s Preoperational stage.

Egocentrism
Animism
Irreversibility
Artificialism

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13
Q

Egocentrism

A

inability to distinguish between one’s own and someone else’s perspective.

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14
Q

Animism

A

Substage of Piaget’s Preoperational stage

Belief that inanimate objects have lifelike qualities and are capable of action.

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15
Q

Irreversibility

A

Inability to work backwards to your starting point.

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16
Q

Artificialism

A

The idea that natural phenomena are created by human beings.

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17
Q

Symbolic function definition

A

First substage of Preoperational thought.

Young child gains ability to represent mentally an object that is not present

2-4 years

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18
Q

The intuitive thought substage

A

Children begin to use primitive reasoning and want to know the answers to all sorts of questions

4-7 years old.

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19
Q

Centration

A

Focusing attention of one characteristic to exclusion of others.

Intuitive thought substage

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20
Q

Conservation

A

Idea that an amount stays the same regardless of changes in its appearance.
Lacking in the Preoperational stage

Intuitive thought substage

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21
Q

Piaget’s concrete operational stage

A

Piaget’s third stage. 7-11 years old.

Children can perform operations.

Logical reasoning replaces intuitive reasoning as long as the reasoning can be applied to specific, concrete examples.

Abstract thinking is not present, so they need to see what you are talking about.

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22
Q

Piaget’s formal operational stage

A

Fourth and final stage. Piaget. 11-15 years old.

Individuals move beyond concrete experiences and think in more abstract and logical ways.

Abstract, idealistic, and logical thinking.

Can do abstract thinking now.

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23
Q

Hypothetical-deductive reasoning

A

adolescents have cognitive abilities to develop hypothesis about ways to solve problems and can systematically deduce the best path to follow in solving the problem.

Under Piaget’s formal operational stage.

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24
Q

Adolescent egocentrism

A

Heightened self consciousness of adolescents.

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25
Q

Imaginary audience

A

Belief that others are as interested in them as they are. Involves attention-getting behavior motivated by desire to be noticed, visible, and “on stage”

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26
Q

Personal fable

A

Adolescents sense of uniqueness and invincibility

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27
Q

Piaget and education

A

Take a constructivist approach

Facilitate, rather than direct, learning

Consider the child’s knowledge and level of thinking.

Use ongoing assessment

Promote the students intellectual health

Turn the classroom into a setting of exploration and discovery

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28
Q

Evaluating Piaget’s theory: contributions

A

New way of looking at children.

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29
Q

Evaluating Piaget’s theory: criticisms

A

Some estimates of timing of children’s abilities are inaccurate

Development not uniformly stagelike

Effects of training

Culture and education influence development.

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30
Q

Social constructivist approach

A

Emphasis on social contexts of learning and construction of knowledge through social interaction

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31
Q

Zone of proximal development

A

Tasks too difficult for children to master alone, but that can be mastered with assistance

32
Q

Scaffolding

A

Changing support over course of teaching session to fit child’s current performance level.

33
Q

Vygotsky’s theory: language and thought

A

Believed young children use language to plan, guide, and monitor behavior.

Language and thought initially develop independently, then merge.

Private speech- self talk, inner talk

34
Q

Teaching strategies based on vygotskys theory

A

Asses and use child’s ZPD

use more skilled peers as teachers

Monitor and encourage private speech

Instruction in meaningful context

Transform classroom

35
Q

Piaget’s view of adult cognition

A

Thinking qualitatively same as adolescents– formal operational

Adults have more knowledge

Research shows- many don’t reach formal operations until adulthood. Many adults don’t use formal operational thinking.

36
Q

Cognitive changes in adulthood

A

Compared to adolescents, thinking of young adults is more:
Realistic
Pragmatic
Reflective and relativistic

37
Q

Realistic definition

A

Idealism decreases in face of real world constraints

38
Q

Pragmatic

A

Switch from acquiring knowledge to applying it

39
Q

Reflective and relativistic definition

A

Move away from absolutist thinking of adolescence

40
Q

Post formal thought

A

Additional stage to Piaget

Reflective, realistic, and contextual

Provisional

Realistic- practical

Open to emotions and subjective- calm state and seeking clarity

41
Q

What is the information processing approach?

A

Focuses on ways people process information about their world.

Manipulate information
Monitor it
Create strategies to deal with it

42
Q

Mechanisms of change- list them

A

Encoding
Automaticity
Strategy construction
Metacognition

43
Q

Encoding def. and example

A

Changes in children’s cognitive skills depend on increased skill at encoding relative information and ignoring irrelevant information.

Example: Four year old trying to write an “s” in cursive, and they would be writing a shape very differently than a printed “s”, but a 10 year old can understand that cursive and print are both the letter “s”.

44
Q

Automaticity def. and ex.

A

Ability to process information with little or no effort

Example: Once the child has learn to read well, they don’t think about each individual letter, they think about the word as a whole.

45
Q

Strategy construction ex. And def.

A

Discovering new procedure for processing information

Example: Children learn to use what they have previously learned to adapt to a new situation. (Building on learning)

46
Q

Metacognition

A

Cognition about cognition, or knowing about knowing.

Example: You know what works best for you on how to study.

47
Q

Changes in processing speed with age

A

Improves dramatically through childhood and adolescence
Begins to decline in early adulthood
Declines continue in middle and late adulthood

48
Q

What is memory?

A

Retention of information over time

49
Q

Encoding

A

Getting information into memory

50
Q

Retrieval

A

Taking information out of storage

51
Q

Schema theory

A

When people reconstruct information, they fill it into information that already exists in their mind.

52
Q

Schemas

A

Mental frameworks that organize concepts and information.

53
Q

False memories def.

A

Fabricated or distorted recalling of an event

54
Q

Implicit memories

A

Memory without conscious recollection.

Memory of skills and routine procedures performed automatically

55
Q

Explicit memory

A

Conscious memory of facts and experiences

Doesn’t appear until after 6 months

56
Q

Infantile amnesia

A

Adults recall little or none of first three years

57
Q

Episodic memory

A

Retention of information about where and when of life’s happenings

58
Q

Semantic memory

A

Persons knowledge about world.

Fields of expertise
General academic knowledge
Everyday knowledge

59
Q

Prospective memory

A

Remembering to do something in the future.

Age related declines depend on the task:
Time based tasks decline more
Event based tasks show less decline

60
Q

Aging and memory

A

Younger adults have better episodic memory than older adults

Older adults remember older events better than more recent events

Implicit memory is less likely to be adversely affected by aging than explicit memory.

61
Q

What are some influences that affect memory in older adults?

A

Physiological factors and health

Beliefs, expectations, and feelings

Education, memory tasks, and assessment

Memory training

62
Q

What is thinking?

A

Manipulating and transforming information in memory

Form concepts
Reason
Think critically
Solve problems

63
Q

Critical thinking

A

Thinking reflectively and productively, and evaluating evidence

64
Q

Teachers should help students develop:

A

Open mindedness
Intellectual curiosity
Planning and strategy
Intellectual carefulness

65
Q

Critical thinking in adolescence

A

If fundamental skills are nit developed during childhood, critical thinking skills are unlikely to mature in adolescence

66
Q

Decision making in adolescence

A

Older adolescents appear to make more competent decisions than younger adolescents

67
Q

Metacognition in adolescence and adulthood

A

Adolescents are more likely than children to manage and monitor thinking.

Middle age adults have accumulated a great deal of metacognitive knowledge

Older adults tend to overestimate memory problems they experience on daily basis.

68
Q

Emotion definition

A

Feelings that involve psychological arousal and expressive behavior.

There is a strong biological foundation

69
Q

Emotional competence

A

Developing skills within a social context

Awareness of self
Empathy
Coping strategies

70
Q

Is te parent relatively consistent or inconsistent across the lifespan?

A

Consistent

71
Q

Protective functions of emotion

A

Communicate needs, intentions, and desires

Looking at fear and surprise: mobilize actions in emergencies

When there is interest and excitement, explore the environment

72
Q

Is it important to modify parenting style when dealing with a difficult child with a different temperament?

A

Yes

73
Q

What is temperament

A

Enduring personal characteristics of an individual.

Feeling, thought, or behavior

74
Q

Easy child

A

Normal routine, good mood, adapts easily

40% of children

75
Q

Difficult child

A

Reacts negatively, cries frequently, irregular routine, slow to adapt.

10%

76
Q

Slow to warm up child

A

Low activity level, somewhat negative

15%

77
Q

Regions In the brain

A

Wernickes area

Brochas area

78
Q

Interactionist view on language influences

A

Emphasizes importance of biology and environment

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