Unit 6 Development Flashcards
IQ
a measure of a person’s cognitive and reasoning ability.
EQ
the ability to manage both your own emotions and understand the emotions of people around you
5 components of EQ
self awareness: understanding my moods and emotions
self regulation: ability to relax, manage stress, control mood motivation: commitment, initiative, optimism
empathy: recognizing emotions in others, caring attitude
social skills: relationships w/ others
MI (multiple intelligences):
a theory describing the different ways students learn and acquire information
bodily-kinesthetic
musical
intrapersonal
spatial
natualistic
lingustic
existential
logical-mathematica
interpersonal
Rooting
When you gently stroke the corner of your baby’s mouth with your nipple, they should instinctively turn their head toward it to nurse.
sucking reflex
happens when the roof of a baby’s mouth is touched. The baby will begin to suck when this area is stimulated, which helps with nursing or bottle feeding.
Grasping reflex:
When an object is placed in an infant’s palm, the infant’s fingers reflexively grasp the object
Stepping reflex
a baby appears to take steps or dance when held upright with his or her feet with certain stimuli
Moro reflex
When an infant is startled or feels like they are falling, they spread their arms out and cry
Teratogen
chemicals or viruses that can enter the placenta and harm the fetus
Habituation
when a child starts giving less attention or paying no attention after repeated exposure to a stimulus
FAS (fetal alcohol syndrome
mom drinks while pregnant, creating physical and cognitive abnormalities in children
ature vs Nurture
how environment vs genetics shapes development
intelligence
the ability to learn from experience, sole problems, and use our knoweldge to adopt to new situations
savant syndrome
a rare condition in which someone with developmental/congative disorders demosntrates a cetain ability far in excess of average
fixed mindset vs growth mindset
fixed: views intelligence as unchangeable
growth: sees it as malleable
achievement vs aptitude test
achievement: tests focus on what has already been learned.
aptitude: focus on the potential someone has to learn new things
eugenics testing bias
looks at tests validity on whether it predicts future behavior for only some groups of test takers
logitudinal study
following the same group of people over a period of time
cross sectional study
collect data from a group of people over a single point in time
ctitical period
a time during development when influences have a major effect
1-12 weeks (1st rimester)
erikson’s stage 1
: trust vs mistrust
children develop a sense of trust when caregivers provide reliable care and affection; lack will lead to mistrust
hope
brith- 1.5 yrs
erikson’s stage 2
autonomy vs shame and doubt (can i do things myself or am i dependent on others)
establish a sense of control over themselves and confidence in their ability to
will
1.5 yrs - 3 yrs
erikson’s stage 3
nitiative vs guilt (am I good or bad)
children assert their power and control over the world through directing play and social interactions
purpose
3-5
erikson stage 4
: industry vs inferiority (how can i be good)
kids get support and tools to work through new experiences and develop feelings of usefulness self worth
competence
6-11
erikson stage 5
identity vs role confusion
explore independence and develop a sense of self
fidelity
12 to 18
erikson stage 6
ntimacy vs isolation
able to have fulfilling, enduring relationships
love
18-40
erikson stage 7
generativity vs stagnation
stay a contributing member to society and doing things to promote future generations
care
40-65
erikson stage 8
integrity vs despair
look back on life with a positive reflection
wisdom
65- death
secure attachment
where children are comfortable by the presence of a caregiver
can count on caregiver to return
healthiest
ambivalent attachment
openly display attachment to parents when they return by are distressed when they leave
clingy and dependent
people pleasers distraught when relationships end, worry their partners don’t love them
adults to cling to their children as a source of severity
avoidant attachment
a child develops this when their caretaker doesnt show care or responsiveness pst providing essentials
child becomes dependent and their caretaker doesnt matter to them
signa: fear of intimacy, independence, trust issues, close off, push others away, unlikely to seek help in stressful situations
disorganized attachment
child loves and cares about caregiver but is scared of them
extreme fear of rejection and intense need for closeness in relationships while also pushing people away
stems from abuse
phonemes
smallest unit of sound that can be understood as part of a language
ie “b” in boy
morphemes
smallest unit of sound that conveys meaning in a language
ie boy
generativity language
: ability to combine words in new ways
ie amirite
syntax
rules to string words together into proper sentences
ie adjectives before nouns
early childhood development
starts with schema
assimilation
and then accomodation and new schema
schema
concept of framkework to organize info
assimilation
adjusting a new experienec to fit a prior concept (sees cat and says dog)
accommidation
modlifying understanding of a schema (cat is not a dog)
sensorimotor stage
stage during which infants know the world mostly in terms of their sensory impressions and motor activities
lack object permanence
lack a sense of slef
birth - 2
object permanence
awareness objects exist even when not seen
preoperational stage
2-7
child learns to use language but doesnt yet comprehend the mental operations of concrete logic
symbolic thinking
too young to perform mental operations
ecogenturism
animism
dont understand conservation
concrete operational
children gain the menatl operation that enables them to think logically abut events
theory of mind
understand conservation
can think critically and transform math into functions
classify objects by categories
begin to think rationally
begin to question rules
7-11
symbolic thinking
use objects as symbols
egocentirism
difficulty of understnafing that other people have different thoughts, experiences, and POV
animism
the belief that inamimate objects have feelings and intentions
conservation
quantity and amount stay the same despirte the shape of container
theory of mind
the ability to understnad that other people have feelings and thoughts
formal operational stage
people begin to think logicalling about abstract concepts
solve hypotheical propistions
use deductive reasoing
moral reasoning
argue and plan
question everything
ethics, politics
12- adulthood
mko (more knowlegeable other)
a person who as a greater knowledge/ skill then the learner
vygotskys theory
all congative ;eaning is the relationship between mentor and mentee
people develop as a result of interactions
no stages
language was the best tool for learning
scaffolding
breaking up leaning into chunks or steps and then provifing a tool or structure with each chunk
zone of proximal development
range of abilities an individual can perform w/ the guidance of an MKO but cant yet perfom on their own
three levels of language
social speech
private speech
inner speech
social speech
external communication used to talk to others
private speech
information speech
inner speech
inner monologue; discusss with own conscious
attatchment
an emotional relationship that involves exchange of comfort, care, and pleasure
proximity maitenece, safe haven, seccure base, separation disturess
harlow monkey experiment
baby monkeys would choose comfort over food
semantics language
aspects of meaning assigned to language
language
shared system of arbitrary symbols used to communicate
