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Educational Psychology > Lesson 2: Cognitive Development > Flashcards

Lesson 2: Cognitive Development Flashcards

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1
Q

what are the Three general principle of development?

A
  1. People develop at different rates
  2. Development is relatively order
  3. Development takes place gradually.
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2
Q

Situational Question:
In your classroom, you notice that some students exhibit greater physical coordination and social maturity compared to others. Additionally, some students seem to lag behind in these areas. What general principle of development does this observation reflect?

A

The observation reflects the general principle that “people develop at different rates.”

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3
Q

You’re observing a classroom where students seem to be progressing through various academic and social skills at different paces. Some students excel in mastering basic math concepts before moving on to more complex algebraic equations, while others struggle with foundational skills. What general principle of development is evident in this scenario?

A

The general principle evident in this scenario is that “development is relatively orderly”.

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4
Q

You’re observing a classroom where a student is struggling to manipulate a pencil or answer hypothetical questions. Despite these challenges, you notice gradual improvement over time. What general principle of development is demonstrated in this situation?

A

The general principle demonstrated in this situation is that “development takes place gradually,” implying that changes in skills and abilities typically occur slowly and incrementally rather than suddenly.

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5
Q

What percentage of body weight does the brain account for?

A

2%

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6
Q
A
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6
Q
A
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7
Q

What percentage of the body’s total oxygen and energy intake does the brain use?

A

20%

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8
Q

It is the basis for our ability to perceive, adapt to, and interact with the world around us.

A

nervous system

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9
Q

it is Responsible for higher level mental processes

A

Forebrain

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10
Q

It influences anger and aggression

A

Amygdala

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11
Q

Simulation if this part of the brain commonly results in fear

A

Amygdala

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12
Q

It is involved in anger and fear

A

Septum

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13
Q

It Regulates temperature, eating, and sleeping.

A

Hypothalamus

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14
Q

It is involved in emotion, pleasure, pain and
stress reactions.

A

Hypothalamus

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15
Q

It Controls thinking and sensing functions

A

Cerebral cortex

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16
Q

Involved in receiving and processing
information, thinking and other cognitive
processing and planning.

A

Cerebral Cortex

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17
Q

Controls voluntary motor movements,
procedural learning, eye movements,
cognition and emotion.

A

Basal Ganglia

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18
Q

Relays sensory information to cerebral cortex

A

Thalamus

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19
Q

Primary relay station for sensory
information coming into the brain,
transmits information to the correct regions
of the cerebral cortex.

A

Thalamus

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20
Q

Plays an essential role in memory function.

A

Hippocampus

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21
Q

It is essential for flexible learning and for
seeing the relations among items learned.

A

Hippocampus

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22
Q

What are the seven parts of the forebrain?

A

Amygdala, Septum, Hypothalamus, Cerebral cortex, basal ganglia, thalamus, and hippocampus

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23
Q

It is Involved with basic functions such as
hearing and vision; motor movements,
alertness, sleep/wake cycles, and temperature regulation

A

Midbrain

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24
Q

it is Involved in vision (especially visual reflexes)

A

Super colliculi

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25
Q

it is Involved in hearing

A

Inferior colliculi

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26
Q

it is important in controlling consciousness (sleep arousal), attention, cardiorespiratory function, and movement

A

Reticular activating
system

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27
Q

What are the three parts of Midbrain?

A

Superior colliculi, inferior colliculi, and reticular activating system

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28
Q

The most primitive brain region; designed
for survival, balance and equilibrium, and
basic bodily functions such as heartbeat,
respiration and digestion

A

Hindbrain

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29
Q

Essential to balance, coordination, and muscle tone

A

Cerebellum

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30
Q

it is involved in consciousness, facial nerves, and bridging neural transmissions from one part of the brain to another

A

Pons

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31
Q

Nerves cross here from one side of the body
to opposite side of the brain; involved in
cardiorespiratory function, digestion, and
swallowing

A

Medulla Oblongata

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32
Q

It enables us to think. Because of it, we can plan, coordinate thoughts and actions, perceive visual and sound patterns, and use language.

A

Cerebral cortex

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33
Q

associated with motor
processing and higher thought processes, such as abstract reasoning, problem solving,
planning, and judgment.

A

Frontal lobe

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34
Q

cortex, is involved in complex motor control and tasks that require integration of
information over time. It is responsible for executive functioning.

A

prefrontal cortex

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35
Q

brain, is associated
with somatosensory processing. The primary somatosensory cortex receives information
from the senses about pressure, texture, temperature, and pain.

A

Parietal lobe

36
Q

lobe, directly under
your temples. It is associated with auditory processing and comprehending language.

A

Temporal lobe

37
Q

lobe is associated with visual processing. contains numerous visual areas, each specialized to analyze specific aspects of a
scene, including color, motion, location, and form.

A

Occipital lobe

38
Q
  • refers to the fact that different parts of the brain are responsible
    for different functions.
A

Localization of Function

39
Q

a disorder where a person has difficulty producing speech.

A

Broca’s Aphasia

40
Q

a disorder where the person can speak, but his or her speech is meaningless. The person produces what is known as a “word salad,” where the speech is fluent but
incomprehensible.

A

Wernicke’s Aphasia

41
Q

it is the basic unit in the nervous system.

A

neurons

42
Q

the part of the brain associated with complex cognition. It is also the part of the cerebral cortex that evolved most recently.

A

neocortex

43
Q

system. It is a specialized
conductor cell that receives and transmits electrochemical nerve impulses.

A

Neurons

44
Q

It is responsible for the life of the neuron and connects the dendrites to the axon.

A

Soma/Cell body of the neuron

45
Q

It is a branchlike structure that carry a nerve impulse into the cell body

A

Dendrites

46
Q

a long, thin tube that carries impulses away from the cell body to
another neuron or tissue.

A

Axon

47
Q

These are white
segmented covering around axons and dendrites of many peripheral neurons.

A

Myelin Sheath

48
Q

are small gaps in the myelin coating along the
axon, which increase conduction speed even more by helping to create electrical signals,
also called action potentials, which are then conducted down the axon.

A

Nodes of Ranvier

49
Q

Chemicals called ____ are first brought into the cell by the dendrites at the top end of the neuron.

A

neurotransmitters

50
Q

He founded the cognitive development theory

A

Jean Piaget

51
Q

this theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence.

A

Cognitive development theory

52
Q

Piaget’s term for organized patterns of thought and behavior used in particular
situations.

A

Schema

53
Q

Piaget’s term for adjustment to new information about the environment,
achieved through processes of assimilation and accommodation.

A

Adaptation

54
Q

Piaget’s term for incorporation of new information into an existing cognitive
structure.

A

Assimilation

55
Q

Piaget’s term for changes in a cognitive structure to include new
information.

A

Accommodation

56
Q

Piaget’s term for the tendency to seek a stable balance among cognitive
elements

A

Equilibration

57
Q

The stage when a child is initially reflexive in grasping, sucking, and reaching becomes
more organized in his movement and activity.

A

Sensorimotor stage (birth to infancy)

58
Q

When working with infants, which developmental stage should adults focus on providing a rich and stimulating environment with appropriate objects to play with?

A

Sensorimotor stage

59
Q

Infants exercise their inborn reflexes and gain some
control over them. They do not coordinate information from their senses.

A

Use of reflexes

60
Q
  • Infants repeat pleasurable behaviors that
    first occur by chance (such as thumb-sucking). Activities focus on the infant’s body rather than
    the effects of the behavior on the environment. Infants develop first acquired adaptations. They
    begin to coordinate sensory information and grasp objects.
A

Primary Circular Reactions (1-4 months)

61
Q

Infants become more interested in the
environment; they repeat actions that bring interesting results and prolong interesting
experiences. Actions are intentional but not initially goal-directed.

A

Secondary Circular Reactions ( 4-8 months)

62
Q

Behavior is more deliberate and purposeful
as infants coordinate previously learned schemes and use previously learned behaviors to attain
their goals. They can anticipate events.

A

Coordination of Reactions (8-12 months)

63
Q

Toddlers show curiosity and experimentation; they purposefully vary their actions to see results. They actively explore their world to determine what is novel about an object, event, or situation. They try new activities and
use trial and error in solving problems.

A

Tertiary Circular Reactions (12-18 months)

64
Q

Because toddlers can mentally represent
events, they can think about events and anticipate their consequences without always resorting to action. Toddlers begin to demonstrate insight. They can use symbols, such as gestures and
words, and can pretend.

A

Mental combinations (18-24 months)

65
Q

Piaget’s term for the capacity to store mental images or symbols
of objects and events. They no longer have to go through laborious trial and error to solve problems—they can try solutions in
their mind.

A

Representational ability

66
Q

Intelligence at this stage is intuitive in nature. At this stage, the child can now make mental
representations and is able to pretend, the child is now ever closer to the use of symbols.

A

The Preoperational Stage (ages 2-7)

67
Q

identify and explain the six highlighted function under the preoperational stage (2-7)

A
  1. Symbolic function - This is the ability to represent objects and events.
  2. Egocentrism – This is the tendency of the child to only see his point of view and to assume
    that everyone also has the same point of view. The child cannot take the perspective of others.
  3. Centration – This refers to the tendency of the child to only focus on one aspect of a thing
    or event and exclude other aspects.
  4. Irreversibility – Pre-operational children still have the inability to reverse their thinking.
    3+2=5 but not 5-3=2.
  5. Animism – This is the tendency of children to attribute human-like traits or characteristics
    to inanimate objects; and
  6. Transductive reasoning - This is the pre-operational child’s type of reasoning that is
    neither inductive nor deductive. They view one situation as the basis for another situation even
    when there is no logical causal relationship. They see cause where none exists, i.e., tend to think
    that their bad behavior caused their own or another person’s illness.
68
Q

This stage is characterized by the ability of the child to think logically but only in terms of
concrete objects.

A

The Concrete Operational Stage (ages 8-11)

69
Q

The Concrete Operational Stage (ages 8-11) is marked by:

A

decentering, reversibility, conservation, and seration

70
Q
A
71
Q

In this stage, thinking becomes more logical. Children can now solve abstract problems and can hypothesize. This stage is characterized by the following:

A

The Formal Operational Stage (ages 12-15)

72
Q

What are the four reasoning characteristics that characterize the Formal Operational Stage (ages 12-15)?

A

Hypothetical, analogical, inductive, and deductive.

73
Q

what the child may perform alone at a certain level of competency.

A

Zone of actual development

74
Q

competent adult or a more advanced peer.

A

MKO – more knowledgeable other

75
Q

Vygotsky’s term for the difference between what a child can do alone
and what the child can do with help.

A

zpd

76
Q

support/assistance that lets the child accomplish a task he cannot
accomplish independently.

A

Scaffolding

77
Q

as learners become more proficient, able
to complete tasks on their own that they could not initially do without assistance,
the guidance can be withdrawn.

A

Scaffold and fade-away technique

78
Q

Scaffold and fade-away technique

A
  1. I do, you watch,
  2. I do, you help.
  3. You do, I help.
  4. You do, I watch
79
Q

a communication system based on words and grammar.

A

Language

80
Q

the forerunner of linguistic speech; utterance of sounds that are not words. Includes crying, cooing, babbling, and imitating language sounds.

A

Prelinguistic speech

81
Q

a newborn’s first means of communication. Adults find crying aversive for a reason
– it motivates them to find the source of the problem and fix it.

A

Crying

82
Q

typically a vowel sound, like ahhh, but can also sound like gurgling noises or squealing. It signifies that baby is starting to work on language development.

A

cooing

83
Q

repeating consonant-vowel strings, such as ―ma-ma-ma-ma‖ – occurs between
ages 6 and 10 months and is often mistaken for a baby’s first word. It is initially nonsensical and
becomes more word-like over time.

A

babbling

84
Q

Before babies speak, they point. Pointing is important to language acquisition and serves several functions.

A

Gestures

85
Q

What aspect of cognitive development did Vygotsky attribute significant importance to, emphasizing the role of the social environment and community participation?

A

Social Interaction

86
Q

What factor did Vygotsky emphasize as crucial in the cognitive development of children, pointing to the diverse experiences provided by culture?

A

cultural factor

87
Q
A

Educational Psychology (1 decks)

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