Special Content Areas Flashcards
Piaget’s Cognitive Development Stage Theory
Sensorimotor (0-2 years): primarily involves motor actions & senses. Children eventually come to realize that objects exist separately from them & they can manipulate objects.
Preoperational (2-7 years): symbolic function emerges. Children develop the ability to make something stand for something else.
Concrete Operational (7-11 years): children begin to think about more than just one dimension of a problem or situation. They gain understanding of conversation. Also gain the ability to think deeper & logically.
Formal Operational (11+ years): Complex abstract thought emerges & hypothetical & deductive reasoning develops. Children performing mental operations on ideas or imagined situations.
Erik Erikson’s Stages of Development
Trust vs Mistrust (0-18 months): attachment to a caregiver is important at this stage. A child must develop sufficient trust with the caregiver in order to explore the world. Mothers & fathers need to be warm, loving, & attentive to basic needs.
Autonomy vs Shame & Doubt (18 months to 3 years): Children start to develop a sense of confidence in their abilities to explore & to do things for themselves. Children began to understand that they can control their behavior.
Initiative vs Guilt (3-5 years): Children move from simple self-control, as in the previous stage, to taking initiative in play & in various tasks. Imaginary play & choosing activities are illustrated at this stage.
Industry vs Inferiority (6-12 years): this stage covers the elementary school years. Success or failure in school has lasting effects on self-efficiency & sense of adequacy. Children learn a sense of industry if they are recognized for various activities (painting, reading).
Identity vs Role Confusion (13-18 years): this stage covers the middle school & high school students. People develop a sense of identity, sense of self, & strong ego during this time period peers, role models, & social pressures are factors associated with this stage.
Intimacy vs Isolation, Generativity vs Stagnation (Selfishness), & Integrity vs Despair): the last few stages covered are important to review period however the age ranges covered by these stages typically fall beyond target population of school psychologists.
Bandura’s Social Learning Theory
This theory is based on children’s ability to observe and learn vicariously. Children learn by their social interactions, which is why this theory is sometimes known as social cognitive theory.
Maslow’s Hierarchy of Needs
Psychological: breathing, food, water, sleep.
Safety: security of body, employment, health.
Love/Belonging: friendship, family.
Esteem: self-esteem, confidence, achievement.
Self-actualization: morality, creativity, problem solving.
Sigmund Freud’s Psychodynamic Stages of Development
Psychodynamic Theory: a child’s developing personality consists of three interrelated parts that are sometimes in conflict with each other:
Id: operates on the “pleasure principle.” Maximizes pleasure & satisfied needs immediately.
Ego: is the rational, controlling part of the personality that emerges & attempts to gratify needs through appropriate, socially constructive behavior.
Superego: Emerges when the child internalizes (accepts & absorbs) parental or societal morals, values, & roles & develops a conscience.
Kohlberg’s Stages of Moral Development
Preconventional: behavior is based on the desire to avoid punishment & gain rewards.
Conventional: behavior is designed to acquire the approval of others & to maintain social relations. People accept societal regulations & conform to the rules. Children will conform two what parent says is right or wrong solely based on conforming to the rules. At this level, children generally do not consider higher order ethical standards.
Postconventional: judgments about right & wrong are logical & behavior is controlled by an internalize ethical code that is relatively independent of the approval or disapproval of others.
Basic (Simplistic) Information Processing Model
Information (Input)
Central Processing
Expressive (Output)
Complex Model
Selective Attention (person pays attention to a stimulus)
Encoding (information into short-term memory)
Input Storage (information is “coded” & stored into long-term memory)
Output (information is retrieved or “decoded” from memory)
Functional Areas (Lobes)
Frontal Lobe
This lobe is largely responsible for executive functions. This area does not necessarily process information as much as it controls aspects of the brain (it is the brain manager). This lobe helps in planning future actions & regulating behavior. It is also responsible for cognitive flexibility & helps people shift to different aspects of problem solving or topics.
Parietal Lobe
Located roughly on the top portion of the brain, this area helps to assimilate body sensations (somatosensory). Sensory disorders are typically associated with the parietal lobe. As a secondary role, this lobe also helps with developing symbolic associations & math skills & with integrating information.
Temporal Lobe
Located at the right & left sides of the brain, this low primarily processes auditory information & language. The temporal lobe is implicated in reading problems & phonological processing difficulties. Memory storage is associated with this lobe.
Occipital Lobe
Located at the back of the head, this area is responsible for processing visual information.
Hemisphere Operations
Right hemisphere of the brain is associated with creativity, holistic thinking, novelle information processing, & visual spatial processes.
Left hemisphere of the brain is concerned with language, verbal information, sequences, & factual (learned or familiar) information.
Student learning develops as target skills progress through phases
Acquisition
Proficiency
Generalization
Adaptation (APGA)
