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Lecture note 11 Flashcards

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1
Q

Field of study that deals with behavior, thoughts, and emotions of individuals as they go through various parts of the lifespan. Also includes child development, adolescent development and adult development.

A

Developmental psychology

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2
Q

Empirical research

A

Scientific studies of measurable and observable events. They are measured and evaluated objectively.

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3
Q

Define commonalities:

A

Aspects of life we can all relate to. Universal event in our culture.

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4
Q

Give an example of commonalities:

A

1st day of school for a child.

It is a universal event in our culture.

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5
Q

Stability:

A

Important parts of ourselves make up a consistent core.

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6
Q

Examples of stability:

A
  1. Love of books
  2. Love of music
  3. Love of sports

For example, does the 3-year-old with a high IQ maintain that high IQ at ages 8,16,18 and 21

We may develop these interests in childhood and carry them into adulthood.

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7
Q

The opposite force of stability is..

A

Change

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8
Q

Change can __________ and make us ______ than our younger or older selves.

A

Happen over time
Different

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9
Q

Examples of change:

A

If you didn’t travel much as a child but now travel around the world as an adult.

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10
Q

We are define by both _______ and _______.

A

Stability and change

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11
Q

Explain Atypical experiences:

A

Experiences that are unique to the individual

  • Example:
  • Teen pregnancy
  • Raising kids then going back to school
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12
Q

Explain Outer changes:

Provide example

A

Changes that are visible and apparent

  • Example: Losing or gaining weight etc.
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13
Q

Explain Inner changes:

A

Those changes not apparent to the casual observer.

  • Example: Growing wisdom
  • Falling in love
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14
Q

Outer change and ______________ are not independent.

For example, Outdoor changes can affect how we feel about ourselves and vice versa.

A

Inner change

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15
Q

What are the sources of change/ what influences change?

A

1.Normative age graded influences
2. Normative history graded influences
3. Non normative life events

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16
Q

Define Normative age graded influences:

Add 3 examples

A

These are linked by experiences by most people of any age of every generation.

1.Puberty or menopause
2.Beginning school
3.Entering retirement.

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17
Q

Three typical types of age-graded influences are:

A
  1. Biology
  2. Shared experiences
  3. The social clock
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18
Q

Common changes that occur at common times (represented by the idea of the biological clock, ex., Growth spurts, Wrinkles, etc.)

A

Biology

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19
Q

We can picture this as a social clock that defines the normal or usual sequence of life experiences.

A

Shared experiences

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20
Q

Middle-aged man living with his parents is an example of ?

A

Social clock

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21
Q

Define Normative history-graded influences:

A

It is experiences that result from historical events or conditions. Also shapes development.

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22
Q

Examples of Normative history-graded influences:

A
  1. 2001-9/11
  2. 2003-NYC Blackouts
  3. 2011-Hurricane Sandy
  4. 2020-Coronavirus pandemic
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23
Q

The large social environments where development occurs are known as____________ , and _________vary in ways that influence life patterns.

A

Cultures and cultures

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24
Q

What life pattern does culture influence ?

8 Life patterns

A
  1. Expected age of marriage
  2. Childbearing
  3. # of children
  4. # Wives
  5. Roles of men and women
  6. Religion
  7. Laws
  8. Class structures
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25
Q

A group of people who share a common historical experience at the same stage of life.

A

Cohort

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26
Q

Generation refers to a 20-year span. ________ refers to a shorter period of time. Generation also refers to a larger geographic area, but the _______ could be 1 country or one region.

A

Cohort

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27
Q

2 cohorts can experience the same historical event differently because of their_____.

Give an example.

A

Ages

Example: The difference between being 5 years old and 10 years old for example. The ten-year-old will be much more aware.

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28
Q

Example of Cohort:

A

Ex. A group of children grew up during the Great Depression of the 1930s. The hardships they faced and resulting issues carried over into adulthood.

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29
Q

Define Non normative life events:

A

Aspects that influence your life that are unique to you are not shared with many others.

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30
Q

Give an example of non-normative life events:

3 examples

A
  1. Spouse dies at a young age
  2. inheriting money to retire at 40
  3. Starting your own business at 65.

The event itself and the timing of the event make it a non-normative life event.

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31
Q

Traits or behaviors that show traces of stability instead of change. Little or no change for significant periods of time.

A

Sources of stability:

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32
Q

Different types of stability:

2 Types

A
  1. Genetics
  2. Interactionist
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33
Q

A large percentage of the genes is identical from one member of the species to the next which causes our developmental patterns to be alike.

Example: Walking around at 12 mos of age, Time of puberty etc.

A

Genetics

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34
Q

But our genetic inheritance is also individual as well.

What are some examples?

7 examples

A
  1. IQ
  2. Physical Characteristics
  3. Body shape
  4. Height
  5. Tendency to be lean
  6. Personality characteristics.
  7. Even a tendency for Alcoholism. Schizophrenia or Depression
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35
Q

This includes the lifelong effect of our upbringing.

A

Environment as it relates to genetics.

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36
Q

What did Psychiatrist George Valliant do ?

A
  1. (2002) Study showed how upbringing had an effect on people’s personality. These persisted throughout the lifespan.
  2. Parents that provided basic trust to their children instill a sense of self worth etc. It had a positive effect on the children’s personality.
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37
Q

Explain Interactionist view:

A

How ones genes interact w/ the
environment.

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38
Q

Examples of interactionist view:

A

Ex. Boy with a genetic make up that promotes avoiding risk will grow up with a certain pattern of interactions with others.

May be viewed as stable and sensible by teachers.
May go into accounting.
May enjoy low risk activities
May marry someone that supports his lifestyle
May work the same job until retirement etc.

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39
Q

4 recent impacting events in U.S. History:

A
  1. 2001-9/11
  2. 2003-NYC Blackouts
  3. 2011-Hurricane Sandy
  4. 2020-Coronavirus pandemic
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40
Q

What is chronological age?

A

It is the number of years that have passed since birth

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41
Q

Define Biological Age:

A

Measure of a person’s physical condition as compared to others.

Ex. She runs like an 18 year old. He has the memory of a 90 year old.

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42
Q

A measure of an individual’s ability to deal effectively with the environment as compared to others.

A

What is Psychological Age?

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43
Q

Examples of psychological age?

A
  1. Person that buys designer jeans or skinny jeans at 85 is said to be acting like a teenager.
  2. Being irresponsible at 40
  3. Her psychological age is below her chronological age
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44
Q

A measure of the number of roles an individual has taken on at specific points in his or her life.

A

What is Social age?

Ex. Woman having her 1st child at 45 is taking on a social role atleast a decade younger.

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45
Q

Measure of how well an individual is functioning in various aspects of adulthood considering biological age, chronological age, psychological age, social age as a package.

A

Define functional age:

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46
Q

Guiding perspective to understanding childhood through adult development. It’s the idea that development is lifelong, multidimensional, and contextual and has multiple causes.

A

Lifespan Development Psychology approach:

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47
Q

Who developed the lifespan development approach ?

A

Paul Baltes and his colleagues in 1980.

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48
Q

Human development is a life long process. No single age is more important than another. At every age various developmental processes are at work (according to Paul Baltes other Psychologists may disagree)

A

Life Span Development beliefs:

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49
Q

What are the 6 parts to the lifespan developmental approach ?

A

1.Multi directionality:We develop in different directions and at different rates.

2.Development as gains and loss:Development combines gains and losses at every age, and we need to anticipate and adapt to both.

3.Plasticity:Many aspects of development can be modified. Not much is set in stone, but there can be limits.

4.Historical embeddedness:Development is influenced by historical and cultural conditions.

5.Contextualism:Development depends on the interaction of normative age-graded, normative history-graded, and nonnormative influences.

6.Mutlidisciplinary:The study of human development across the lifespan does not belong to psychology alone. It is the territory of many other disciplines and benefits from the contributions of all.

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50
Q

We develop in different directions and at different rates. Developmental processes can increase or decrease. At one time in life, we can change in some areas but remain stable in others.

A

Define Multi directionality:

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51
Q

Examples of multi-directionality:

A

Ex. Abilities can increase or decrease because of age
Ex. We can show independence by finishing college but dependence by living at home with our parents.

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52
Q

Development as gains and loss:

A

Development combines gains and losses at every age, and we need to anticipate and adapt to both.

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53
Q

Plasticity:

A

Many aspects of development can be modified. Not much is set in stone, but there can be limits.

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54
Q

Give an example of plasticity.

A

Ex. Former alcoholic teenager becomes a responsible and sober adult.

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55
Q

Historical embeddedness:

A

Development is influenced by historical and cultural conditions.

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56
Q

Give an example of historical embeddedness:

A

Those who grew up during the great depression have different attitudes about money.

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57
Q

Contextualism:

A

Development depends on the interaction of normative age-graded, normative history-graded, and nonnormative influences.

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58
Q

Each of us is an individual because of the interaction of influences we share with others in general, those we share because of the times we live in, and those that are unique to us.

A

Contextualism

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59
Q

Define Multidisciplinary:

A

The study of human development across the lifespan does not belong to psychology alone. It is the territory of many other disciplines and benefits from the contributions of all.

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60
Q

Example of Multidisciplinary:

A

Psychology, Sociology, Anthropology, economics, public health, nursing, Education, etc. Each brings a valuable viewpoint to the field of development.

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61
Q

Define Ecological systems approach to development:

A

We must consider the developing person in the context of multiple environments

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62
Q

Who introduced the Ecological systems approach to development?

A

Urie Bronfenbrenner in 1979

63
Q

Tell me some facts about the Ecological systems approach:

A
  1. The original 1979 version includes 3 rings, later updated to 5.
64
Q

Microsystem Examples:

A

1.Family
2.Peers
3.Religious Setting
4.Classroom.

65
Q

The direct environment we have in our lives. Your family, friends, classmates, teachers, neighbors, and other people who have direct contact with you are included in your______________.

A

Microsystem

66
Q

Define Mesosytem:

A

The relationships between your microsystems.

67
Q

Give an example of a mesosystem:

A

Relationship between school and family

68
Q

Define Exosystem:

A

The exosystem is the link between 2 settings: one is an immediate setting, and the other is one where the person doesn’t play an active role.

69
Q

Give an example of an exosystem:

A

One way to understand this is for example maybe it’s the relationship between the parents job and the child’s school. They work long hours. Although the child is not directly involved in the parents workplace it will have an affect on whether the parents are able to volunteer in the child’s school.

70
Q

Define Macrosystem:

A

The macrosystem setting involves the culture of the individual.

71
Q

Give an example of a macrosystem:

5 examples

A

1.Nationality
2.Culture
3.Society
4.Economics
5.Political systems.

72
Q

In a country that emphasizes collectivism, such as Japan, cultural values may prioritize group harmony, teamwork, and respect for authority. These values influence how schools operate, the curriculum’s focus, and how students are taught to interact with their peers and teachers.

Conversely, in a country that values individualism, like the United States, the education system may emphasize personal achievement, critical thinking, and self-expression.

Although these influences are not directly experienced by the individual, they shape the environment and expectations within which families, schools, and communities function.

This an example of:

A

Macrosystem

73
Q

Has to do with the role of time. When events occur in a person’s life.

A

Define Chronosystem:

74
Q

Give an example of a chronosystem:

A

Example: becoming a parent at age 16 vs. becoming a parent at age 30

75
Q

Define The Five Environmental Systems belief:

Include what they are

A

A person’s growth is influenced by their immediate surroundings as well as broader societal contexts.

These systems include:
1. Microsystem
2. Mesosystem
3. Exosystem
4. Macrosystem
5. Chronosystem.

76
Q

Facts about the five environmental systems:

4 examples

A
  1. Focuses on the quality and context of the child’s environment.
  2. Believes that interacting within these environments becomes more complex as a child develops physically and cognitively.
  3. It also helps us understand why we may behave differently when we compare our behavior in the presence of our family to our behavior when we are in school or at work.
  4. Sometimes, there could be an overlap between the different layers
77
Q

Ecological systems theory is also called______________ or _____________.

A
  1. Development in context
  2. Human ecology theory
78
Q

Define Primary Aging:

A

Gradual biological changes that occur as people age, which are universal and inevitable.

79
Q

Define Secondary Aging:

A

As people age, they experience sudden physical changes that are often caused by disease, poor health habits, and environmental events.

80
Q

Focuses on damage that occurs to our cells as a response to x-rays, air pollution, sunlight, diet. Our repair functions can decline resulting in primary aging.

A

Oxidative damage

81
Q

Number of Vitamins and minerals have been identified to slow down cell damage. These substances are known as ___________________.

A

Antioxidants (protects against cell damage)

82
Q

What kinds of foods are good antioxidants?

A

Fruits and Veggies

83
Q

Define Genetic Limits:

A

Theory that states that every living species has a maximum lifespan.

84
Q

Give an example of Genetic limits:

A

Ex. for humans the maximum lifespan is 110-120 years of age.

85
Q

Our genes are programmed to stop working or stop dividing and enter a state of known as ____________ which is a state where older cells stop dividing .

A

Replicative senescences

86
Q

Define Caloric restriction:

A

Our aging related to ill health and diseases connected to our diet and the calories we consume.

87
Q

Based on studies animals were put on calorie restricted diets but received all of the necessary nutrients. These animals stayed healthier longer, looked more youthful and lived longer as well.

A

Caloric restriction

88
Q

_________ put together the Developmental Systems Approach (aka Developmental Contextual Model)

A

Researcher Richard Lerner

89
Q

Developmental Systems Approach

2 points

A
  1. Development happens because both our biology and experiences work together in a two-way process.

2.We’re born with certain abilities and limits, and these change based on the environment we grow up in.

90
Q

When we refer to children we talk in terms of _______of development.

A

Stages

91
Q

_________________refers to the idea that the relationship between two factors, such as an individual and their environment, is reciprocal. This means that not only does one factor influence the other, but the second factor also influences the first in return.

A

Bidirectional interaction

92
Q

Define Stages:

2 points

A
  1. Periods of time when how we function is different from other times.
  2. Our abilities, behaviors, or experiences change
93
Q

What is an examples of stages ?

A

“terrible twos”

94
Q

Stages entail qualitative differences

What does this mean?

Give an example

A

1.As we go through different stages in life, the way we think, feel, or act changes in a big or in small way.

2.Each stage is different from the one before it.

The older child does not necessarily do more with the toy but the idea is that the entire nature of the play is different.

95
Q

Give an example of qualitive differences in stages:

A

Example: Child playing with a toy (or real) Phone
14 months old: Banging the phone. Seeing how the phone works. How phone responds back.Exploring the toy.

20 months old: Later on the same toy is played with in another way

  • They begin to understand that it represents something in the adult world.
  • They start talking gibberish or simple words into the phone
  • Start playing phone games with others.
  • The difference appears to be qualitative.
96
Q

So you can say that Qualitative vs Quantitive differences are:

A

The degree to which cognitive development reflects changes in type or kind (qualitative) versus amount or rate (quantitative).

97
Q

What can be an example for Quantitative Change?

A

The actual count of words going from saying 1 word to
2 words.

98
Q

To what extent are developmental changes qualitative or
quantitative?

A

It can be both.

99
Q

Some believe The change from one stage to another is relatively abrupt meaning development is __________.

A

Discontinuous.

100
Q

Stage (discontinuity theorists) believe that:

A

Development occurs in distinct stages or steps, with each stage being qualitatively different from the one before it. This means that changes happen suddenly and significantly, rather than gradually and smoothly over time.

101
Q

Nonstage (or continuity theorists):

A

Propose that development proceeds in a continuous fashion with quantitative changes occurring gradually overtime.

Continuity theory in psychology suggests that development is a gradual, ongoing process where changes happen steadily over time, rather than through sudden, distinct stages. According to this view, development builds on previous experiences and abilities, making it more fluid and consistent

102
Q

_____________ refers to traits, behaviors, or patterns of development that remain constant or stable across different ages, stages, or life circumstances. It highlights aspects of development that are not significantly affected by changes in environment, experience, or biological growth

A

Developmental invariance:

103
Q

Example of developmental invariance:

A

Sensory capabilities, such as knowledge of objects’ permanence, are also called object permanence. This means that objects have a permanent existence. Children have developed an internal representation of objects even when they are not present. This representation is fully developed by 18 months of age

104
Q

Object permanance

A

Sensory capabilities, such as knowledge of objects’ permanence, are also called object permanence. This means that objects have a permanent existence. Children have developed an internal representation of objects even when they are not present. This representation is fully developed by 18 months of age

105
Q

Another Idea within developmental invariance is that abilities can actually decline throughout childhood and into adulthood. What are some examples of this ?

A

Infants can discriminate between a wide variety or range of sounds, which seems to decline by the teen years.

106
Q

We also know the speed at which people can process information shows a steady decline beginning in middle age. So some aspects of development decline as we _________________.

A

Get older

107
Q

Stage theorists also believe:

A

1.Children’s thinking within a stage is relatively even
(homogeneous) and similar cognitive functioning across various tasks.

  1. Stage-related functions are well integrated
    (children solving one problem may be similar to how they solve other problems at a given age.)

3.Cognition is relatively uniform (homogeneous) at a certain age

108
Q

But keep in mind that Development is not always ___________. For example, some children may do better at reading but have problems with basic math at their age level.

What is another example ?

A

Even

A child may be exceptional in one area far ahead of their peers but not so exceptional in other areas or even maybe behind their peers

109
Q

Plasticity:

3 definitions

A

The extent to which behavior can be changed.

The extent to which children can be influenced by experience.

The extent to which individuals can be shaped by the environment.

110
Q
  • The popular view is that intelligence is relatively stable overtime and that experiences later in life cannot greatly affect patterns of intelligence established earlier
  • Role of early experience shaped intelligence
  • Experiences during the early years were most important
This is called the critical period.
A

Plasticity

111
Q

The ___________period is also known as the sensitive period.
* It is a time in development usually early in life when a certain skill or ability is most easily acquired.

A

Critical

112
Q

What is an example of the critical period ?

A
  • Example is language is easier to learn in the critical period in childhood. Adults can still learn a language in the critical period but it is with greater difficulty.
113
Q

Explain the tape recorder model of development.

Include who developed it.

A

1.Every experience is recorded forever without being able to rewrite or erase something once it has happened (recorded)

2.Jerome Kagen 1976

114
Q

Example of Tape recorder model:

A

Examples: Children raised in environments that lacked proper stimulation or infants that received little social or physical stimulation showed signs of retardation

  • The effects incread the longer these children were in non-stimulating environments
  • Problems continued for the children once they left such environment
  • We see long term consequences of early experiences
115
Q

goal directed and deliberately implemented mental operations used to facilitate task performance.

Deliberate goal directed mental operations aimed at solving a problem

A

Strategy

116
Q

Give an example of strategy:

A

An 18 months old toddler stacking boxes one on the other so they can reach a shelf in the kitchen that may have cookies
 on it.

117
Q

a term in developmental psychology that refers to the degree to which a person maintains the same rank order over time compared to their peers for a particular characteristic.

A

Stability

118
Q

Strategies change with _________

Include example

A

Development

  • The older children grow the more successful the strategies. This kind of behavior can be seen in some form with children throughout the world and across cultures. Especially evident in children in technologically advanced societies with access to formal schooling.
119
Q

Selectionist theories=

A

Selectionist theory says that development happens through a process of trying different options, keeping the ones that work best, and getting rid of the ones that don’t.

120
Q

Nonselected behaviors/cognitive operations decline in frequency or die.

Give an example of this:

A
  • Example children try out different behaviors or cognitive operations and they keep those that work (that the environment selects) and they drop those that do not work (That the environment does not select)
121
Q

________ was a stage theorist

He believed cognition developed in a series of__________

Thinking at any particular stage being ____________ different from what preceded it or which will follow it

He divided cognitive development into ______major stages (or periods)

A

1.Jean Piaget (1896-1980)
2. Stages
3. Qualitatively
4. 4

122
Q

Explain the Sensorimotor stage

3 points

First stage

A
  1. Last from birth to 2 years of age
  2. Infants construct an understanding of the world by coordinating sensory experiences (such as seeing and hearing) with physical, motor actions
  3. At the end of this stage infants realize they have an existence independent from the external world
123
Q

the sensorimotor stage has ______substages:

A

6

124
Q

Substage 3

A

In the Secondary Circular Reactions phase (4-8 months), babies start paying more attention to the world around them. They discover that their actions can make things happen with objects, not just their own body.

  1. Focus on Objects: Babies are less focused on themselves and more interested in things they can see, touch, or grab.
  2. Repeating Fun Actions: If they do something that causes an interesting effect, like shaking a rattle to make noise or turning on a light by flipping a switch, they keep doing it.

3.Intentional Grabbing: Babies now reach for objects on purpose, not just by accident. For example, they might reach for a toy they want.

125
Q

Substage 4

4 points

A
  1. In the Coordination of Secondary Circular Reactions stage (8-12 months), This stage is about babies starting to think ahead and use their hands and eyes together to reach a goal.
  2. Hand-Eye Coordination: Babies start to use their eyes and hands together more. For example, they can look at a toy and then reach for it with their hand.

3.Development of Logic: Babies begin to use more logical thinking. They start to understand that things can happen in a certain order, and they begin to think about how to make things happen.

  1. Goal-Oriented Behavior: Babies now plan out what they want to do. They’ll think ahead and take steps to reach their goal. For example, they might move one toy out of the way to get to another toy they want.
126
Q

Substage 2

A
  1. First habits: babies start doing things on purpose with their own bodies, usually by accident at first. If they like how something feels or sounds, they do it again and again. This helps them learn about themselves and what they can control.
  2. Habits (Reflex):Babies do things automatically, like sucking their thumb, without thinking about it. Primary Circular Reactions:Babies accidentally do something, like sucking their thumb, and if they like how it feels, they do it again on purpose.

3.Main focus is still on the infant’s body.” As an example of this type of reaction, an infant might repeat the motion of passing their hand before their face

127
Q

Substage 1

A
  1. Cognition is limited
  2. Inherited reflex patterns -
    A.Sucking of objects in the mouth
    B. Following moving or interesting objects with the eyes
    C. Closing of the hand when an object makes contact with the palm (palmar reflex).
  3. Over the first six weeks of life,these reflexes begin to become voluntary actions; for example, the palmar reflex becomes intentional grasping.
128
Q

Stage 5

A

Substage 5

Tertiary circular reactions, novelty, and curiosity 12-18 months

1.Babies are really curious about objects and want to figure out all the different ways they can use them. They try new things, like dropping toys in different ways or making sounds with different objects.

  1. Experimenting Piaget calls babies at this stage “young scientists” because they love experimenting. They try out different actions to see what happens, like testing how hard they can throw a ball or how a toy can spin.

3.Learning Through Play: Babies are discovering novelty, or new things, all the time. They are figuring out cause and effect through play and curiosity.

129
Q

Stage 6

A

Substage 6

  1. In the Mental Combinations stage (18-24 months), toddlers start to use their imagination and think in their minds rather than just through actions.
  2. Using Symbols and Mental Images:Toddlers begin to think about things that aren’t right in front of them. For example, they might pretend a stick is a sword or imagine a toy car is really driving.

3.Creative Thinking:This stage marks the start of true creativity. Toddlers can now come up with new ideas in their minds and solve problems using their imagination.

4.Beginning of Insight: They start to understand things better, like realizing that someone can be in another room, even if they can’t see them.

130
Q

What is object permanence?

A
  • The knowledge of permanence of objects
  • Objects have a permanent existence.
131
Q

Preoperational stage (2-7 years old)

3 Points

A

1.The child learns to use images, words, and drawings to represent things.

  1. They start forming ideas and understanding concepts

3.Their thinking is still a bit egocentric, meaning they find it hard to see things from someone else’s perspective.

132
Q

Concrete operational stage (7-11 years)

A
  1. Kids start using logic more appropriately.
  2. They can now sort objects by size, shape, or other features.
  3. their thinking becomes less egocentric (they start to understand that other people think differently).
133
Q

A child may draw a picture of a dog and understand that it represents a real dog, but they might also believe their stuffed animal can talk to them. They also might think everyone sees the world the same way they do.

Whats is this an example of ?

A

Preoperational stage 2-7

134
Q

Formal operational stage (11-16 years)

A

The fourth and final stage of cognitive development is when kids become adolescents and start thinking in more advanced ways.

1.Hypotheses and Testing: Teens can come up with ideas or guesses and test them to see if they’re right, like a scientist does.

  1. Abstract Thinking: They can think about things that aren’t immediately in front of them, like ideas about love, fairness, or values.
  2. Logical Reasoning: They can use logic to solve problems, think about possible situations, and draw conclusions based on the information they have.
  3. Understanding Complex Ideas: They can understand complex concepts, like things that aren’t just “right” or “wrong” but have shades of gray like understanding that people can have different opinions about what is fair or loving.
135
Q

A child knows that if you take a ball of clay and flatten it, the amount of clay doesn’t change, even though it looks different.

What is this an example of ?

A

Concrete operational stage (7-11 years)

136
Q

A child might think about a problem, come up with a plan to solve it, and test it out to see if it works. They also might understand that love is complicated, and it’s not just about simple feelings but about actions, trust, and understanding.

What is this an example of ?

A

Formal operational stage (11-16 years)

137
Q

In what kinds of situations would a child need special attention?

A
  1. Behavior problems
  2. Attention deficit
  3. Intellectual disabilities
  4. Autism
138
Q

What are some difficulties that people with a disabilities face?

A
  1. Discrimination
  2. Exclusion
  3. Marginalization
139
Q

Handicapism=

A

The unequal and differential treatment experienced by those with a disability

140
Q

An inability or incapacity to perform a task or activity in a normative fashion

Give an example

A

Disability

Example: Paralysis of leg muscles , no arm, loss of sight or vision

141
Q

Disability can also be an impairment in:

Limitations interfere with a person’s attainment of his/her

A

an impairment in
1.Sensory
2.Physical
3.Cognitive
4.or other areas of functioning

Limitations interfere with a person’s attainment of his/her: 1. educational
2. Social
3. Vocational potential

142
Q

Impact or consequence of a disability, not the condition itself
Problems or difficulties that a person with a disability encounters interacting with the environment
Difficulties imposed by the environment on a person with a disability

A

Handicap

143
Q

Disability may or may not be a handicap depending on the circumstances

Give an example:

A

Example: A student’s inability to walk is not a problem in a student’s math class. But architectural barriers are and in those situations that student would be handicapped

144
Q

What is a developmental delay?

A

Defined by the individual states but refers to children ages 3 to 9 who perform significantly below developmental norms.

145
Q
  • It is specially designed instruction to meet the unique needs of an individual recognized as exceptional
A

What is Special Education?

Give examples:
* Example: Vision impaired may need larger print books
* Teachers, speech therapists, psychologists, social workers, occupational therapists and those that provide related services should work as a team to address the needs of the individual with a disability

146
Q

What is a category?

A

Label assigned to an individual who share common characteristics and feature

147
Q

There are 13 categories of disability

A
  1. Autism
  2. deaf-blindness
  3. developmental delay
  4. emotional disturbance
  5. hearing impairments including deafness
  6. intellectual disability
  7. multiple disabilities
  8. orthopedic impairments
  9. other health impairments
  10. specific learning disabilities
  11. speech or language impairments
  12. Traumatic Brain Injury
  13. Visual impairments including blindness
148
Q

What are some advantages of labeling individuals with special needs?

A

Advantages:
Funding for education programs
Eligibility for services are established
Proper services are provided on the basis of label
Labels heighten visibility of the unique needs of persons with disabilities
Counting and tracking individuals for delivery of needed services Helps special interest groups in locating and assisting particular groups

149
Q

What are some disadvantages of labeling individuals with special needs?

A

Disadvantages:
Stigmatizing and stereotyping
Potential for focusing attention on limitations
Excuse for delivering ineffective instruction
Labels can create or contribute to low self esteem or concept, lower expectations and poor self esteem
Labels may not always accurately reflect the needs of the individual student
Reduced opportunities for normalized experiences in school and life

150
Q
  • One of the earliest documented attempts at special education was by French physician
A

Jean-Marc Gaspard Itard (1774-1838) In 1779 he attempted to educate a young boy named victor…

151
Q

Explain victor

A
  • Victor according to folklore did not have language skills, ran and did not walk and exhibited animal like behavior
  • Itard was a teacher for youngsters with hearing impairments
    The boy mastered a few self help skills as a result of working with Itard. Victor mastered a few social skills as well.
    But Victor never really fully developed language
152
Q

What did Edouard Seguin (1812-1880)
 do ?

A

Developed instructional programs for youngsters with learning disabilities

  • He realized the value of early education and early intervention

    He wrote the book “Idiocy and its treatment by the physiological method”
  • Edouard Seguin supported:
  • Individualized instruction
Positive reinforcement techniques
A belief in the capacity for all children to learn
  • Edouard Séguin as a psychiatrist pioneered modern educational methods for teaching the severely intellectually disabled
  • In 1839 Séguin opened the world’s first school for the severely intellectually disabled, where he developed a method of treatment, later widely accepted, based on the then-revolutionary premise that the intellectually disabled had neither diseased nor abnormal brains but simply suffered arrested mental development before, during, or after birth. Treatment, therefore, consisted of sensory training designed to permit the patient to function as well as possible in societv.
153
Q
A

Child Psychology (5 decks)

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