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2 - THE CHILD AND ADOLESCENT LEARNING PRINCIPLE > UNIT 3 - PART 2 > Flashcards

UNIT 3 - PART 2 Flashcards

1
Q
  • Refers to how a person perceives, thinks, and gains understanding of his or her world through the interaction of genetic and learned factors.
A

COGNITIVE DEVELOPMENT

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2
Q
  • Among the areas of cognitive development are:
A

information processing
intelligence
reasoning
language development
memory

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3
Q

1 month

A

Watches person when spoken to.

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4
Q

Watches person when spoken to.

A

1 month

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5
Q

2 months

A

Smiles at familiar person talking. Begins to follow moving person with eyes.

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6
Q

Smiles at familiar person talking. Begins to follow moving person with eyes.

A

2 months

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7
Q

4 months

A

Shows interest in bottle, breast, familiar toy, or new surroundings.

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8
Q

Shows interest in bottle, breast, familiar toy, or new surroundings.

A

4 months

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9
Q

5 months

A

Smiles at own image in mirror. Looks for fallen objects.

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10
Q

Smiles at own image in mirror. Looks for fallen objects.

A

5 months

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11
Q

6 months

A

May stick out tongue in imitation. Laughs at peekaboo game. Vocalizes at mirror image. May act shy around strangers.

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12
Q

May stick out tongue in imitation. Laughs at peekaboo game. Vocalizes at mirror image. May act shy around strangers.

A

6 months

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13
Q

7 months

A

Responds to own name. Tries to establish contact with a person by cough or other noise.

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14
Q

Responds to own name. Tries to establish contact with a person by cough or other noise.

A

7 months

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15
Q

8 months

A

Reaches for toys out of reach. Responds to “no.”

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16
Q

Reaches for toys out of reach. Responds to “no.”

A

8 months

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17
Q

9 months

A

Shows likes and dislikes. May try to prevent face-washing or other activity that is disliked. Shows excitement and interest in foods or toys that are well-liked.

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18
Q

Shows likes and dislikes. May try to prevent face-washing or other activity that is disliked. Shows excitement and interest in foods or toys that are well-liked.

A

9 months

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19
Q

10 months

A

Starts to understand some words. Waves bye-bye. Holds out arm or leg for dressing.

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20
Q

Starts to understand some words. Waves bye-bye. Holds out arm or leg for dressing.

A

10 months

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21
Q

11 months

A

Repeats performance that is laughed at. Likes repetitive play. Shows interest in books.

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22
Q

Repeats performance that is laughed at. Likes repetitive play. Shows interest in books.

A

11 months

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23
Q

12 months

A

May understand some “where is…?” questions. May kiss on request.

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24
Q

May understand some “where is…?” questions. May kiss on request.

A

12 months

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25
Q

15 months

A

Asks for objects by pointing. Starting to feed self. Negativism begins.

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26
Q

Asks for objects by pointing. Starting to feed self. Negativism begins.

A

15 months

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27
Q

18 months

A

Points to familiar objects when asked “where is…?” Mimics familiar adult activities. Know some body parts. Obeys two or three simple orders.

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28
Q

Points to familiar objects when asked “where is…?” Mimics familiar adult activities. Know some body parts. Obeys two or three simple orders.

A

18 months

29
Q

2 years

A

Names a few familiar objects. Draws with crayons. Obeys found simple orders. Participates in parallel play.

30
Q

Names a few familiar objects. Draws with crayons. Obeys found simple orders. Participates in parallel play.

A

2 years

31
Q

2-and-a-half years

A

Names several common objects. Begins to take interest in sex organs. Gives full names. Helps to put things away. Peak of negativism.

32
Q

Names several common objects. Begins to take interest in sex organs. Gives full names. Helps to put things away. Peak of negativism.

A

2-and-a-half years

33
Q

3 years

A

Constantly asks questions. May count to 10. Begins to draw specific objects. Dresses and undresses doll. Participates in cooperative play. Talks about things that have happened.

34
Q

Constantly asks questions. May count to 10. Begins to draw specific objects. Dresses and undresses doll. Participates in cooperative play. Talks about things that have happened.

A

3 years

35
Q

4 years

A

May make up silly words and stories. Beginning to draw pictures that represent familiar things. Pretends to read and write. May recognize a few common words, such as own name.

36
Q

May make up silly words and stories. Beginning to draw pictures that represent familiar things. Pretends to read and write. May recognize a few common words, such as own name.

A

4 years

37
Q

5 years

A

Can recognize and reproduce many shapes, letters, and numbers. Tells long stories. Begins to understand the difference between real events and make-believe ones. Asks meaning of words.

38
Q

Can recognize and reproduce many shapes, letters, and numbers. Tells long stories. Begins to understand the difference between real events and make-believe ones. Asks meaning of words.

A

5 years

39
Q
  • During this stage, young children’s play becomes increasingly imaginary and filled with fantasies.
A

EARLY CHILDHOOD

40
Q
  • As children develop cognitively, their play will move from ______ to _______
A

simple make-believe

plots involving more characters and scenarios, games with sophisticated rules, etc.

41
Q
  • According to Jean Piaget, playing isn’t just fun; it is an________ of brain development.
A

important part

42
Q
  • Children in _________ become capable of considering more than one aspect of an object or situation at a time. Their thinking becomes more complex.
A

middle childhood

43
Q

MIDDLE CHILDHOOD

Children’s understanding is based on their ______ experiences.

  • Acquisition of concepts about conservation and seriation.
A

concrete

44
Q
  • More advanced reasoning skills.
  • Develop the ability to think abstractly.
  • _______ may also experience a personal fable as a result of being able to think more abstractly.
A

ADOLESCENCE

45
Q

______ is the corollary to the imaginary audience. Thinking of himself or herself as the center of attention, the adolescent comes to believe that it is because he or she is special and unique.

A

Personal fable

46
Q

 For decades, adolescent _____ was thought to contribute to the personal fable of invincibility and risk-taking behavior.

A

egocentrism

47
Q
  • Plays a very important role in the thinking process. * Contain billions of interconnected neurons.
A

THE BRAIN

48
Q

basic building block of the nervous system.
o Specialized to transmit information throughout the body.

A
  • Neuron
49
Q
  • The theory was developed by Roger Sperry and Robert Ornstein.
A

LATERALIZATION OF THE BRAIN

50
Q
  • The idea that the left and the right side of the cerebral cortex execute different functions which affect the behaviour, personality, creativity and the ability to think in a given task.
A

LATERALIZATION OF THE BRAIN

51
Q

Left Hemisphere (Logical)

A
  • Uses logic
  • Detail oriented
  • Facts rule
  • Words and language
  • Present and past
  • Math and science
  • Can comprehend
  • Knowing
  • Acknowledges
  • Order/pattern perception
  • Knows object name
  • Reality based forms strategies
  • Practical
  • Safe
52
Q

Right Hemisphere (Creativity)

A
  • Uses feelings
  • “Big picture” oriented
  • Imagination rules
  • Symbols and images
  • Present and future
  • Philosophy and religion
  • Can “get” meaning
  • Believes
  • Appreciates
  • Spatial perception
  • Knows object function
  • Fantasy based
  • Impetuous
  • Risk taking
53
Q
  • One’s preferred way to learn something.
A

LEARNING STYLE

54
Q

TYPES OF LEARNING STYLE

A
  1. Visual Learners
  2. Auditory Learners
  3. Tactile-Kinesthetic Learners
55
Q

The most common method of assessing individual differences in cognitive development are ___________.

A

standardized tests for intelligence and academic achievement

56
Q
  • He claimed that a person’s intelligence ability could be inferred from his performance on a series of cognitive tasks.
A

ALFRED BINET

57
Q

ALFRED BINET’s test

A
  • Stanford-Binet Intelligence Test
58
Q

3 Parts of Stanford-Binet Intelligence Test

A

Mental Age
Chronological Age
Intelligence Quotient

59
Q

represents the number of test items a child gets correct which is compared with the average number of items children at the same age get correct.

A

 Mental Age

60
Q

represents a score obtained by dividing a child’s MA by their CA and multiplying by 100.

A

 Intelligence Quotient

61
Q

MULTIPLE INTELLIGENCE THEORY

A
  • Howard Gardner
62
Q

LIST DOWN THE MULTIPLE INTELLIGENCE THEORY

A

Musical Intelligence
Bodily-Kinesthetic Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Naturalist Intelligence
Existential Intelligence
Verbal/Linguistic Intelligence
Logical-Mathematical Intelligence
Spatial Intelligence

63
Q

ability to produce and appreciate rhythm, pitch, and timber.

A

 Musical Intelligence –

64
Q

ability to control one’s body movements and to handle objects skillfully.

A

 Bodily-Kinesthetic Intelligence –

65
Q

capacity to detect and respond appropriately to the moods, motivations, and desires of others.

A

 Interpersonal Intelligence –

66
Q

capacity to be self-aware and in tune with inner feelings, values, beliefs.

A

 Intrapersonal Intelligence –

67
Q

ability to recognize and categorize plants, animals, and other objects in nature.

A

 Naturalist Intelligence –

68
Q

sensitivity and capacity to tackle deep questions about human existence.

A

 Existential Intelligence –

2 - THE CHILD AND ADOLESCENT LEARNING PRINCIPLE (8 decks)

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