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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
Adolescent egocentrism
Heightened self consciousness of adolescents.
25
Imaginary audience
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"
26
Personal fable
Adolescents sense of uniqueness and invincibility
27
Piaget and education
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
28
Evaluating Piaget's theory: contributions
New way of looking at children.
29
Evaluating Piaget's theory: criticisms
Some estimates of timing of children's abilities are inaccurate Development not uniformly stagelike Effects of training Culture and education influence development.
30
Social constructivist approach
Emphasis on social contexts of learning and construction of knowledge through social interaction
31
Zone of proximal development
Tasks too difficult for children to master alone, but that can be mastered with assistance
32
Scaffolding
Changing support over course of teaching session to fit child's current performance level.
33
Vygotsky's theory: language and thought
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
Teaching strategies based on vygotskys theory
Asses and use child's ZPD use more skilled peers as teachers Monitor and encourage private speech Instruction in meaningful context Transform classroom
35
Piaget's view of adult cognition
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
Cognitive changes in adulthood
Compared to adolescents, thinking of young adults is more: Realistic Pragmatic Reflective and relativistic
37
Realistic definition
Idealism decreases in face of real world constraints
38
Pragmatic
Switch from acquiring knowledge to applying it
39
Reflective and relativistic definition
Move away from absolutist thinking of adolescence
40
Post formal thought
Additional stage to Piaget Reflective, realistic, and contextual Provisional Realistic- practical Open to emotions and subjective- calm state and seeking clarity
41
What is the information processing approach?
Focuses on ways people process information about their world. Manipulate information Monitor it Create strategies to deal with it
42
Mechanisms of change- list them
Encoding Automaticity Strategy construction Metacognition
43
Encoding def. and example
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
Automaticity def. and ex.
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
Strategy construction ex. And def.
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
Metacognition
Cognition about cognition, or knowing about knowing. Example: You know what works best for you on how to study.
47
Changes in processing speed with age
Improves dramatically through childhood and adolescence Begins to decline in early adulthood Declines continue in middle and late adulthood
48
What is memory?
Retention of information over time
49
Encoding
Getting information into memory
50
Retrieval
Taking information out of storage
51
Schema theory
When people reconstruct information, they fill it into information that already exists in their mind.
52
Schemas
Mental frameworks that organize concepts and information.
53
False memories def.
Fabricated or distorted recalling of an event
54
Implicit memories
Memory without conscious recollection. Memory of skills and routine procedures performed automatically
55
Explicit memory
Conscious memory of facts and experiences Doesn't appear until after 6 months
56
Infantile amnesia
Adults recall little or none of first three years
57
Episodic memory
Retention of information about where and when of life's happenings
58
Semantic memory
Persons knowledge about world. Fields of expertise General academic knowledge Everyday knowledge
59
Prospective memory
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
Aging and memory
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
What are some influences that affect memory in older adults?
Physiological factors and health Beliefs, expectations, and feelings Education, memory tasks, and assessment Memory training
62
What is thinking?
Manipulating and transforming information in memory Form concepts Reason Think critically Solve problems
63
Critical thinking
Thinking reflectively and productively, and evaluating evidence
64
Teachers should help students develop:
Open mindedness Intellectual curiosity Planning and strategy Intellectual carefulness
65
Critical thinking in adolescence
If fundamental skills are nit developed during childhood, critical thinking skills are unlikely to mature in adolescence
66
Decision making in adolescence
Older adolescents appear to make more competent decisions than younger adolescents
67
Metacognition in adolescence and adulthood
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
Emotion definition
Feelings that involve psychological arousal and expressive behavior. There is a strong biological foundation
69
Emotional competence
Developing skills within a social context Awareness of self Empathy Coping strategies
70
Is te parent relatively consistent or inconsistent across the lifespan?
Consistent
71
Protective functions of emotion
Communicate needs, intentions, and desires Looking at fear and surprise: mobilize actions in emergencies When there is interest and excitement, explore the environment
72
Is it important to modify parenting style when dealing with a difficult child with a different temperament?
Yes
73
What is temperament
Enduring personal characteristics of an individual. Feeling, thought, or behavior
74
Easy child
Normal routine, good mood, adapts easily 40% of children
75
Difficult child
Reacts negatively, cries frequently, irregular routine, slow to adapt. 10%
76
Slow to warm up child
Low activity level, somewhat negative 15%
77
Regions In the brain
Wernickes area | Brochas area
78
Interactionist view on language influences
Emphasizes importance of biology and environment

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