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Educational Psychology 200 > Quiz 1 > Flashcards

Quiz 1 Flashcards

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1
Q

What are the four types of development

A
  • Physical development
  • Personal development
  • Social development
  • Cognitive development
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2
Q

Physical development

A

Changs in the body and maturation

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3
Q

Personal development

A

Changes in an individual’s personality what they start liking

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4
Q

Social development

A

Changes in the way an individual interacts with others and relates with them

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5
Q

Cognitive development

A

Changes in the way of thinking

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6
Q

Growth

A

Variety of physical aspects of development

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7
Q

Learning

A

Change in behaviour attitudes due to experiences

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8
Q

Maturation

A

Process of normal physical an psychological development, the individual becomes independent due to experiences

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9
Q

Development

A

Growth, maturation, and learning processes happening from birth to maturity

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10
Q

Sensitive periods

A

When children are especially responsive to certain experiences. Like learning a second language after 5 years old there would not be an accent.

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11
Q

Frontal lobe

A

Body movement and coordination

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12
Q

Parietal lobe

A

Body sensation

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13
Q

Temporal lobe

A

Auditory cortex

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14
Q

Occipital lobe

A

Visual cortex

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15
Q

Neurons

A

Communication mechanism in the Brain

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16
Q

Cerebral cortex

A

Responsible of problem solving and language, it’s the lat part of the brain to develop

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17
Q

Lateralization

A

Specialization of the two hemispheres of the brain:
- Left side major in language processing
- right side spatial-visual and emotional regulation

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18
Q

The job of Neurons

A

Each Neuron includes dendrites that bring in messages and an axon sends out messages, this is a single Neuron but each of them is in a network with many others

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19
Q

Plasticity (adaptability)

A

Young children’s brains show more plasticity, their brains are not as lateralized as in older children or adults

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20
Q

Adolescent development and the brain

A
  • Adolescents brain it’s not fully developed
  • Adolescents become more responsive to pleasure seeking and emotional stimulation as their lambic system matures
  • Their less-mature prefrontal lob may not be equipped to sense risk
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21
Q

You only us 10% of your brain (truth or false)

A

False you use 100%

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22
Q

What can interfere in learning

A

Anxiety and stress can interfere with learning while interest and curiosity can support learning

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23
Q

Jean Piaget: Cognitive Development.

A

Piaget argued that children’s cognitive development occurs in stages. Specifically, he posited that as children’s thinking develops from one stage to the next, their behavior also changes, reflecting these cognitive developments.

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24
Q

Cognitive development influences are:

A
  • Maturation
  • Environment (activity)
  • Social Transmission (social experiences)
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25
Q

Maturation

A

Biological changes

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26
Q

Environment (Activity)

A

Act on environment

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27
Q

Social transmission (social Experiences)

A

Learning from others

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28
Q

Basic tendencies in thinking of cognitive development are:

A
  • Organization
  • Adaptation
  • Equilibrium
  • Disequilibrium
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29
Q

Organization

A
  • People are born with the ability of organize thinking into structures that provide our understanding an interacting with the world. - Piaget called these structure schemes, he believed these were building blocks of thinking.
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30
Q

Adaptation

A
  • People have the ability to adapt to their environment.
  • assimilation occurs hen people use existing schemes to make sense of new phenomena.
  • accommodation occurs when people change existing schemes to respond to a new situation
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31
Q

Equilibrium

A
  • Piaget believed in equilibration, the process of searching for a balance between organizing, assimilating, and accommodating.
  • if we apply a scheme to a situation and it works, we have equilibrium.
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32
Q

Disequilibrium

A

If we apply scheme to a situation and it works, we have equilibrium and if it does not work, we experience disequilibrium.

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33
Q

Piaget’s Four stages of cognitive development are:

A
  • Sensorimotor
  • Preoperational
  • Concrete operations
  • Formal operation
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34
Q

Sensorimotor (0-2 years)

A

Starting of imitations, memory, and thoughts. They start recognizing object permanence, and beginning of goal-directed actions.

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35
Q

Preoperational (2-7 years)

A

Language acquisition and use, symbolic thinking, logical reasoning and egocentric.

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36
Q

Concrete operations (7-11 years)

A

Solving logical problems through manipulation, laws of conversation, and understanding reversibility.

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37
Q

Formal operations (11-adult)

A

Abstract thinking, scientific reasoning (logic-mathematical) , social, multilayered, and complex thinking.

38
Q

Limitations of Piaget’s theory?

A
  • children don’t think in ways that are consistent with stages.
  • theory appears to have underestimated children’s cognitive abilities.
  • role of cultural factors in development is overlooked.
39
Q

The last part of the brain to develop fully is the:

A

Cerebral cortex

40
Q

limbic system

A

The limbic system develops earlier than the prefrontal lobe

41
Q

Schemes

A

Piaget said that the basic blocks of thinking and memory that permit us to represent objects and events in the world are schemes.

42
Q

Vygotzky’s sociocultural theory:

A
  • The role of development of cooperative dialogues between children and more knowledgeable embers of society (parents and teachers)
  • Children learn the culture of their community through interactions.
43
Q

Vigotsky’d sociocultural perspective, Cultural tools an cognitive development:

A

Cultural tools
- material (physical)
- psychological (language & symbols)

44
Q

Vygotsky believe?

A

He believed that cultural tools aid in cognitive development

45
Q

Sociocultural perspective - Role of language and private speech:

A

Language language is central to sociocultural theory, because is the primary means of info transmission between teacher and student.

46
Q

Private speech guides development:

A
  • a form of self regulation (eg. playing with others and having conversation with others, or talking to yourself in your head)
47
Q

Vygotsky’s sociocultural perspective - the social sources of individual thinking:

A
  • Human activities take place in social settings and cannot be understood apart from those settings.
  • social interactions create our cognitive structures and thinking processes.
48
Q

Vygotsky’s sociocultural perspective: zone of proximal development.

A

Area where the child cannot solve a problem alone, but can be successful under adult guidance or in collaboration with a more advanced peer. (Eg. teacher to a student)

49
Q

Types of scaffolding

A
  • Use visual aids like in math 2 + 2 = 4 but two strawberries plus two more equals four strawberries.
  • give times in between to discuss or ask questions and review.
50
Q

Limitations of Vygotsky’s theory:

A

He view overemphasized the role of social interaction, because he died young he was not able to develop and elaborate on his theories.

51
Q

Piaget: what can we learn?

A
  • education should understand “form not furnish” students’ minds.
  • teachers should understand the “problem of the match”: students should neither be bored by simple work or left behind by more challenging work.
  • Piaget believed that people construct their own understanding and that learning is a constructive process.
  • Piaget might agree that “play is children’s work.” play provides stimulation at every stage.
52
Q

Vygotsky: what can we learn?

A
  • Vygotsky believed education should help people to develop higher mental functions, not fill students’ minds with facts.
  • through imitative learning, instructed learning, and collaborative learning, learning is developed through cultural tools and passed from one individual to another.
  • Vygotsky believed older peers and adults assist a child discover cognitive attributes. Teachers are agents in guided participation in the learning process through adapting materials or problems to students’ levels.
53
Q

Tools of the Mind

A

Vygotsky promoted the idea of scaffolding learning and assisted learning.

54
Q

What did Vygotsky and Piaget agreed with?

A

Teachers must find the “magic middle” in teaching where students are neither bored or frustrated.

55
Q

Bronfenbrebber: The social context for Development

A

Physical and social contexts in which we develop are ecosystems because they are constantly interacting and influencing each other.

56
Q

What are the four Ecosystems in the social context for development?

A
  1. Microsystem
  2. Mesosystem
  3. Exosystem
  4. Macrosystem
    - These systems not only influence each other, but also work together to influence and be influenced by the individual.
57
Q

Microsystem

A

Immediate relationship and activities (eg. Parents, teachers, peers)

58
Q

Mesosystem

A

Relationships among microsystems (eg. Parents interacting with teachers in a reciprocal way).

59
Q

Exosystem

A

Social settings that affect the child (eg. Communities).

60
Q

Macrosystem

A

The larger society, culture (eg. beliefs, customs, laws).

61
Q

Social context for development: What are the four Parenting styles?

A
  1. Authoritative
  2. Authoritarian
  3. Permissive
  4. Rejecting/Neglecting
62
Q

Authoritative

A

Clear limitations/expectations and clearly enforced rules, but also affectionate.

63
Q

Authoritarian

A

Controlling; often do not allow children agency; not abusive, but not openly affectionate.

64
Q

Permissive

A

No clear limitations/expectations and no clearly enforced rules, but highly affectionate.

65
Q

Rejecting/Neglecting

A

No clear limitations/expectations, no affection, and little attention.

66
Q

Erik Erikson

A
  • Connects personal development to social development.
  • eight life stages, each with a developmental crisis.
67
Q

Erikson: Eight stages of individual development

A
  • Trust vs. Mistrust (Infants)
  • Autonomy vs. Shame and Doubt (Toddler)
  • Initiative vs. Guilt (preschooler)
  • Industry vs. Inferiority (School-aged child)
  • Identity vs. Role Confusion (Adolescent)
  • Intimacy vs. Isolation (Young Adult)
  • Generativity vs. Stagnation (Middle-age Adult)
    -Integrity vs. Despair (Older Adult)
68
Q

Self-Concept

A

Internal thought (what you think about yourself)

69
Q

Self-Esteem

A

When you feel good about yourself

70
Q

Moral Development

A
  • other people are people too, with their own minds, thoughts, feelings, beliefs, desires, and perceptions.
  • As a children develop a theory of mind, they are able to understand that other people have intentions of their own.
71
Q

Kohlberg’s Three Levels of Theories in Moral development

A
  1. Preconvectional
  2. Conventional
  3. Postconventional
72
Q

Preconventional

A

Judgments are based on self-interest.

73
Q

Conventional

A

Judgments are based on traditional family values and social expectations.

74
Q

Postconventional

A

Judgments are based on more abstract and personal ethical principles.

75
Q

Four stages of Gillian’s ethic of care?

A
  1. Focus on self-interest
  2. Moral reasoning based on commitment.
  3. Specific individuals and relationships
  4. Principles of relationship and care for all people.
76
Q

Larry Nucci

A

Explains moral development in terms of moral judgements, social conventions, and personal choice.

77
Q

Moral vs. convectional Domains

A
  • Early classroom moral experiences might involve issues of distributive justice (dividing and sharing things)
  • Older children learn that there is a mortality of cooperation which means that rules might be change and that there may be specific circumstances when a rule is broken.
78
Q

Three influences on Moral behaviour

A

Modelling, internalization, and self-concept.

79
Q

Person-first language

A

The students first, not on the special challenges they face. (Students with learning disabilities… the right way) (wrong way… a learning-disabled student)

80
Q

Intelligence

A

Ability to acquire and use knowledge for solving problems and adapting to the word.

81
Q

General intelligence

A

A G-Factor (General Factor) in cognitive ability that is related in varying degrees to performance on mental tests (eg. Spearmen)

82
Q

Fluid Intelligence

A

Mental efficiency that culture free and nonverbal and is grounded in brain development.

83
Q

Crystallized intelligence

A

Ability to apply culturally approved problem solving methods.

84
Q

Multiple Intelligences (Gardner) Eight intelligences:

A

Linguistic, musical, spatial, logical-mathematical, bodily-kinaesthetic, interpersonal, interpersonal, and naturalist.

85
Q

Sternberg’s Triarchic Theory of Intelligence:

A

Three
1. Analytic/componential intelligences
2. Creative/experiential intelligence
3. Practical/contextual intelligence

86
Q

Sex differences in intelligences

A

Females — better on verbal tests
Males — better at mental rotation of objects (physical activities)

87
Q

Deep-processing learning

A

A means for Understanding underlying concepts or meanings.

88
Q

Surface-processing learning

A

Focus on memorizing rather than understanding.

89
Q

Response to Interventions

A

Approach to support students with learning problems as early as possible, not waiting for years to assess, identify, and plan a program.

90
Q

Three Tiers form Response to Interventions

A
  • use a strong, well-researched way of teaching all students.
  • if needed, provide extra support and additional small-group instruction.
  • lastly, provide one-on-one intensive help and perhaps a special needs assessment.
91
Q

Universal Designs for Learning

A

Ensures students with exceptional learning needs receive equal accessibility insofar as the classroom environment, the tasks teachers assign, and resources teachers use.

Educational Psychology 200 (3 decks)

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