Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Development Psychology > Module 4 > Flashcards

Module 4 Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

Age of Concrete Operational Stage

A

7-12

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

3rd stage of cognitive development in Piaget’s theory

A

Concrete Operational Stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

evident for concrete (actual) objects/concepts

A

Mental operations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

the ability to accurately imagine the consequences of something happening without it actually needing to happen.

A

Mental Operations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Have overcome previous limitations (e.g. reversibility, conservation, decentering)

A

Concrete Operational Stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Operations are

A

actions that are not physical in nature

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

they are manipulations carried out in the mind. They originate from the physical manipulations that begin at the sensorimotor period however.

A

Operation are actions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

5 Interrelated Competencies

A
  • Classification
  • Class Inclusion
  • Seriation
  • Transitive Inference
  • Reversibility

Mnemonic: Cole Can See The River

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

able to divide or sort objects into different sets and subsets, and consider relationships

A

Classification

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

group animals according to habitat (difficult for preoperational)

A

Classification

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

logical operation recognizing that a class or group can be part of a larger group

A

Class Inclusion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Preoperational can’t understand that mommy can’t be part of another larger family. She is only part of their family

A

Class Inclusion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

o Ex. Crabs are part of the crustacean family

A

Class Inclusion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

ability to arrange items in a sequenced order according to particular properties

A

Seriation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What competency is children’s ability to arrange from lightest to darkest

A

Seriation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Requires children to simultaneously recognize two-way relations.

A

Seriation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

logical operation that builds on seriation, being able to compare two sets of relationships to each other and deriving a third relation

A
  • Transitive Inference
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

o Pineapples are bigger than mangoes; mangoes are bigger than grapes… therefore…. pineapples are bigger than grapes

A

Transitive Inference

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

The understanding that relations can be returned to their original state by reversing operations (if nothing has been added or taken away).

A

Reversibility

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

o Related with class inclusion and seriation

A

Reversibility

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

From particular to general

A

Inductive Reasoning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

From general to particular

A

Deductive Reasoning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Experiences that Foster the Development of Concrete Operations

A
  • Asking children to explain their reasoning (important because it practices and hones reasoning)
  • Formal schooling (class inclusion, transitivity, etc.)
  • Exercises: Cars are vehicles. Buses are vehicles. Trucks are vehicles.
  • Hands-on Experience

Mnemonic: Ask For Ester’s Hairpin

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Who posited the multiple intelligence theory?

A

Gardner

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q
  • Intelligence composed of separate components or modules independent of each other
A

Gardner’s Multiple Intelligence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q
  • Biologically-based but can be enhanced by education hence need for early assessment
A

Gardner’s Multiple Intelligence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q
  • Different degrees of importance (culture and history)
A

Gardner’s Multiple Intelligence

28
Q

Triarchic Theory Intelligence is composed of:

A
  • Analytic (ability to judge)
  • Creative (ability to invent or discover)
  • Practical (ability to utilize ideas in the real world)
29
Q
  • Learning is shaped by their social experiences and interactions with and expectations from people (social context) around them
A

Vygotsky Sociocultural Theory of Cognitive Development

30
Q

The assistance, guidance, and direction teachers provide children to help them accomplish a task or learn a skill (within their ZPD) that they could not achieve on their own.

A

Scaffolding

31
Q

This is important in the learning capacity of child

A

Scaffolding

32
Q

They are are very important in terms of cultivating and learning process of individual in vygostsky’s sociocultural theory

A

Role of adults and teachers

33
Q

Children develop skills and perform tasks that their society values

A

Industry

34
Q

The psychosocial stage where children Strive for recognition for their accomplishments

A

Industry

35
Q

When parents and teachers undermine this sense of industry by failing to recognize the child’s accomplishments (either the level or kind).

A

Inferiority

36
Q

Who posited the Moral Development: Understanding of right and wrong

A

Kholberg

37
Q
  • (NO INTERNALIZATION: motivated by external pressures avoidance of punishment, attainment of rewards, self-interest)
A

LEVEL 1 PRECONVENTIONAL LEVEL

38
Q
  • obey because told, consequences, avoid punishment
A
  • Stage 1 Punishment and Obedience Orientation
39
Q
  • basis of moral decisions: fear of punishment
A
  • Stage 1 Punishment and Obedience Orientation
40
Q
  • conform to obtain reward
A
  • Stage 2 Reward Orientation
41
Q
  • individuals pursue own interest, satisfy needs & int.
A

Stage 2 Reward Orientation

42
Q
  • reciprocity but in terms of benefit for self
A

Stage 2 Reward Orientation

43
Q
  • basis: right = equal exchange
A

Stage 2 Reward Orientation

44
Q
  • e.g. sharing of toys, coming to class, cheating
A

LEVEL 1 PRECONVENTIONAL LEVEL

45
Q
  • (INTERMEDIATE INTERNALIZATION: goes beyond self, considers society’s approval and standards, conform to norms of majority and maintain social order)
A

LEVEL 2 CONVENTIONAL LEVEL

46
Q
  • conforms to avoid disapproval or dislike by others
A
  • Stage 3 Good Boy / Good Girl Orientation
47
Q
  • approval-seeking orientation
A
  • Stage 3 Good Boy / Good Girl Orientation
48
Q
  • focus on meeting interpersonal expectations
A
  • Stage 3 Good Boy / Good Girl Orientation
49
Q
  • basis: trust, care and loyalty to others
A
  • Stage 3 Good Boy / Good Girl Orientation
50
Q
  • motivated by anticipation of dishonor/blame for failure of duty
A
  • Stage 4 Social System Orientation
51
Q
  • orientation to authority, fixed rules, maintenance of order
A
  • Stage 4 Social System Orientation
52
Q
  • sense of responsibility to contribute to society
A
  • Stage 4 Social System Orientation
53
Q
  • basis: law, social order, duty & legitimate authority
A
  • Stage 4 Social System Orientation
54
Q
  • (FULL INTERNALIZATION: universal principles of justice, equality and human dignity; relative and arbitrary nature of rules and laws)
A

LEVEL 3 POST CONVENTIONAL LEVEL

55
Q
  • responsibility to community not just in conformity to law & order
A
  • Stage 5 Morality and Social Contract and Democracy
56
Q
  • laws / rules are merely social contracts to be modified
A
  • Stage 5 Morality and Social Contract and Democracy
57
Q
  • individual rights, equality, human dignity etc.
A
  • Stage 5 Morality and Social Contract and Democracy
58
Q
  • basis: values, rights and principles transcend the law
A
  • Stage 5 Morality and Social Contract and Democracy
59
Q
  • motivated by a sense of universality, principles apply to all regardless of cost and what society thinks
A
  • Stage 6 Morality of Individual Principles of Conscience
60
Q
  • break social rules and law and accept the consequences if against highest principles of human life
A
  • Stage 6 Morality of Individual Principles of Conscience
61
Q
  • basis: universal human rights
A
  • Stage 6 Morality of Individual Principles of Conscience
62
Q

What are the levels and stages of Kholberg’s Moral Development?

A

LEVEL 1 PRECONVENTIONAL LEVEL
- Stage 1: Punishment and Obedience Orientation
- Stage 2: Reward Orientation

LEVEL 2 CONVENTIONAL LEVEL
- Stage 3: Good Boy / Good Girl Orientation
- Stage 4: Social System Orientation

LEVEL 3 POST CONVENTIONAL LEVEL
- Stage 5: Morality and Social Contract and Democracy
- Stage 6: Morality of Individual Principles of Conscience

63
Q

Analytical

A
  • Analyze
  • Critique
  • Judge
  • Compare/Contrast
  • Evaluate
  • Assess

Mnemonic: A Camel Just Can Eat Anything

64
Q

Creative

A
  • Create
  • Invent
  • Discover
  • Imagine if…
  • Suppose that…
  • Predict

Mnemonic: Can I Do this Image? Said Pablo

65
Q

Practical

A
  • Apply
  • Use
  • Put into practice
  • Implement
  • Employ
  • Render Practical

Mnemonic: A Umbrella Puts Isabela Enter Room

Development Psychology (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions