Psychology and human Development

Question 1

Sensorimotor Stage - Age? Overall?

Answer 1

Brith to 2
Object permanence
Using senses, reflexes, learning body movements

Question 2

Preoperational Stage - Age? Overall?

Answer 2

Ages 2-7
Play and pretend
Symbolic thinking
Language develops
Egocentric
Can only concentrate on one thing at a time
Do not understand how the physical world operates

Question 3

Concrete Operational - Age? Overall?

Answer 3

Ages 7-11
Can logically think about how the world operates
Understanding concepts like size, distance, and cause/effect
Need concrete, hands-on experience
Mental reversal (balloon inflates and deflates)
Classifying, sorting, conservation
Factual and logical

Question 4

Formal Operation - Ages? Overall?

Answer 4

Age 12+
Abstract and critical thinking
Hypothesize, predict
Systematic problem solving
Reasoning, what ifs

Question 5

Scaffolding

Answer 5

Giving assistance when you think they need it but sitting back when you don’t think they need it

Question 6

Zone of proximal development

Answer 6

Things a learner can do with support

Question 7

Vygotsky’s speech theory

Answer 7

private speech - talk to myself
silent inner speech - think inside my head
social speech - talk to others

Question 8

Vygotsky’s theory of learning

Answer 8

Learn from social interaction
Learn in the zone of proximal development
Learn from those with my knowledge than you have
Language and culture is important to learning

Question 9

Eriksons stages; Trust vs. Mistrust

Answer 9

Birth to 12 months
Learn that adults can be trusted
Occurs when Childs basic needs are met
Safe and predictable

Question 10

Eriksons Autonomy vs. shame and doubt

Answer 10

1-3 years
Learn to control their actions
clear preferences for environment, food, toys
Want independence - if decided might doubt themselves

Question 11

Erikson’s : imitative vs. guilt

Answer 11

Ages 3-6
Initiate activities and assert control over their world with social interactions and play
Gain a sense of ambition and responsibility
Explore limits
Develop confidence
Asking a lot of questions

Question 12

Eriksons: industry vs. inferiority

Answer 12

Ages 6-12
Compare themselves with peers to determine how they measure up
Develop a sense of pride and accomplishment with school, sports, activities, family
Need positive reinforcement and praise
Avoid competition and criticism

Question 13

Erikson: identity vs. role confusion

Answer 13

12-19
Developing a sense of self
Determine what they want in life and who they are
Explore various roles, goals, ideas
Determine values and beliefs
Influences by others
Peers are VERY important more than family

Question 14

Erikson - intimacy vs. isolation

Answer 14

20-40
Determine if they want to share their lives with others
Building relationships with best friends and soulmates

Question 15

Kholberg moral stages of development

Answer 15

1. Preconventional
2. Conventional
3. Postconventional

Question 16

Kohlberg - preconventional

Answer 16

ALL ABOUT ME - Childs morality is externally controlled. Accept and believe the rules of authority figures

Obedience and punishment - avoiding punishment, getting rewards, no concept of rules just follows

Instrumental orientation - what’s in it for me? personal gain, self-serving purpose, limited interest in the needs of others

Question 17

Kohlberg - conventional

Answer 17

ALL ABOUT THE RULES - morality is tied to personal and societal relationships, child accept rules from authority figures because they believe it is necessary to ensure positive relationships and societal order, rigid rule followers

Good boy, nice girl - wants approval from others, being a good student/citizen

Law and Order - respects authority and policy, maintains social conventions, social order, rules are set and unchangeable,

Question 18

Kohlberg - postconventional stage

Answer 18

ALL ABOUT OTHERS - principles and values, laws can be unjust and need changed, individuals are separate from society and they can disobey rules that don’t align with their principles

Social contract- golden rules, for the greater good, based on dignity, equality and respect

Universal-ethical-principle - rules and laws are flexible depending on context and situation, live by own ethical principles, protect rights, liberty and justice

Question 19

Gilligans (care perspective) Moral Development

Answer 19

Preconventional - selfish, my needs come first

Conventional - responsibility to others, needs of others come first, I love you more than myself

Postconventional - goodness and understanding that I am also a person, I can take care of myself and others

Question 20

Gilligans thoughts on gender affecting moral development

Answer 20

Females will follow more of the care perspective. Such as if I do this, how does this affect others

Males- if I do this how does this affect me

Question 21

B.F. Skinner thoughts on language

Answer 21

Believed in using reinforcement/rewards for using language in a functional manner

Question 22

B.F. Skinner three key processes to learn language

Answer 22

Imitating others

Prompting others (ex: “do you want an apple”)

Shaping from others (parents may refine a kids response such as yes that’s fruit, its an apple, did you want it?)

Question 23

Chomsky language development

Answer 23

children are born with the ability to speak

Question 24

Babbling

Answer 24

0-11 months
single syllables that they repeat over and over

Question 25

Holophrasic

Answer 25

11-18 months
Know a number of words but only produce one word at a time

Question 26

Two word stage

Answer 26

18-30 months
two word phrases

Question 27

Telegraphic stage

Answer 27

2.5+ years old
Three or more words
Progresses quickly
10-12 new words per day

Question 28

Behaviorism and two basic models

Answer 28

Focuses on changes in individuals observable behavior - changes in what people do or say

Classical and operant conditioning

Question 29

Classical conditioning

Answer 29

We learn to associate stimuli to anticipate events
Involuntary response to a particular sight, sounds or other sensation (getting a shot –> pain)

Question 30

Operant conditioning

Answer 30

effects of consequences on behaviors

Good comments –> doing that behavior more

Joke –> laughing –> more jokes

Question 31

Blooms taxonomy

Answer 31

Remember, understand, apply, analyze, evaluate, create

Question 32

Summative assessment

Answer 32

administered after instruction is completed to see if a student is ready to move on to the next material

focuses on the outcome of learning

Question 33

Selected response

Answer 33

Select response are objective because the results are not influenced by the grader

Question 34

Constructed response

Answer 34

Essays, projects, presentations - required students to use their own words

Subjective but used a rubric to maintain fairness

Question 35

Portfolio

Answer 35

a collection of a student work that shows growth

Question 36

Formative assessment

Answer 36

Checking in and checking for understanding
Provides feedback

Question 37

Behavioral learning theory

Answer 37

Focused on students being taught skills directly, usually though direct instruction.

Students producing the required response to receive reinforcement

Question 38

Humanistic learning theory

Answer 38

Maslow
Physical needs must be met prior to their academic needs

Question 39

Multiple choice tests - pros/cons

Answer 39

Efficient
Only one right answer so objective

Does not show full understanding
Hard and lengthy
Cant tell if someone guessed or actually knew

Question 40

Essay tests - for and cons

Answer 40

Level of information and cognitive effort that exceeds multiple choice
Cleary can see what the student knows - can’t guess

Subjective
More time to grade
Some students may not write well