19. For a child with a difficult temperament:HDFS 2317 1st EditionExam#2 Study Guide Lectures: 8 - 16Chapter # ofquestionson examFocus your studies on:6 10 - Schemes, Assimilation, Accommodation; Egocentrism (pre-operational & adolescent); Operations; Piagetian Stages; Piaget’s view of development7 10 - Attention; Memory; Strategies; Metacognition; Habituation/Dishabituation; Memory schema theory;- Aging and memory8 10 - Use/Misuse of IQ tests; Gardner’s theory of multiple intelligences; Sternberg’s Triarchic theory; Nature/Nurture contributions to intelligence; Testing Bias; Thinking styles (convergent vs. divergent); Fluid vs. Crystallized Intelligence9 10 - Definition of language; Language’s Rule Systems; Early childhood development of language; Biological Influences; Interactionist view of language development; Parental role in language development; Language & the brain10 10 - Development of emotional regulation; Parenting roles; Emotionalcompetence skills; Stranger anxiety/Separation protest; Socioemotional Selectivity Theory; Chess & Thomas; Temperament; Social Referencing; Attachment (Harlow vs. Freud); Sternberg’s Triangle Theory of Love6 - Cognitive DevelopmentI. Jean Piaget (1896-1980)a. From Switzerland, biologist/malocologist who made contributions to psychologist, generally recognized as having formulated one of the most important theories of child development. Inspired a vision of children as busy, motivated explorers whose thinking develops as they act directly on the environment.b. “Children have real understanding only of that which they invent themselves, and each time that we try to teach them something too quickly, we keep them from reinventing themselves.”c. Einstein called Piaget’s discoveries “so simple that only a genius could have thought of it”.d. Piaget’s Theory of Cognitive Developmenti. Processes of development1. Concepts for constructing knowledge2. Piaget identified how children develop 3. Assimilation - incorporating new information or new experience into an existing scheme.a. Toddler has learned to use the word “car” to identify family’s car. The toddler might call all moving vehicles on roads “cars”. The child has assimilated these objects to his or her existing scheme.b. Newborns suck everything that touches their lips; they assimilate objects into their scheme. 4. Accommodation - adjust scheme to accommodate to new experiencesa. The child soon learns that motorcycles and trucks are not cars and fine-tunes the category to exclude them, accommodating the scheme.b. After months of experience, they see that fingers can be sucked but other things like blankets cannot be sucked.5. Organization - grouping isolated behaviors into a higher-order cognitive system. Undergoes continual refinement. Cognitive organization of experiences.6. Equilibration - explanation of cognitive shift (qualitative) from one stage of thought to next7. Disequilibrium - out of balance. A new experience or new information throws you into disequilibrium.8. Equilibrium - in balance. All of okay. The world makes sense.9. We are all self-regulating to explain our world.e. Schemesi. Actions or mental representations that organize knowledge.ii. Behavioral - Physically based, characterize infancy. Baby’s schemes structured by simple actions that can be performed iii. Mental - Cognitive in nature, develop in childhood, older children have schemes that include strategies and plans for solving problems.f. Theoryi. Unifies experiences and biological maturation to explain cognitive development1. Genetic Epistemologyii. Motivation is internal search for equilibriumiii. Four stages of development… progressively advanced and qualitatively different.iv. (1) You have to mature. Heredity provides the time schedule. (2) Direct experience with environment. (3) Social transmission (4) interaction of that maturation and the environmental factors.STAGES OF DEVELOPMENTg. Sensorimotor stagei. Lasts from birth to about 2 years of age - infants construct understanding of the world by coordinating sensory experiences (such as seeing and hearing) with physical actions. ii. 6 substages1. Simple reflexes - 1st month after birth; sensation and action are coordinated primarily through reflexive behaviors, such as rooting and sucking. Soon infant produces behaviors that resemble reflexes in the absence of the usual stimulus for the reflex.a. Ex. newborn will suck a bottle only when it is placed directly in the baby’s mouth, but soon the infant might suck when a bottle is only nearby.2. First habits and primary circular reactions - 1-4 months; infant coordinates sensation and two types of schemes:a. Habit (based on a reflex that has become completely separated from its eliciting stimulusb. Primary circular reaction (based on the attempt to reproduce an event that initially occurred by chance)i. Infant accidentally sucks his fingers when they are placed near his mouth. Later, he searches for his fingers to suck them again, but the fingers do not cooperate because the infant cannot coordinate visual and manual actions.3. Secondary circular reactions - 4-8 months; action repeated because of its consequences; infant becomes more object oriented, moving beyond preoccupation with the self. a. Infant might shake a rattle and will repeat it because of its fascinationb. Infant imitates baby talk or burbling of adults and some physical gestures4. Coordination of secondary circular reactions - 8-12 months;infantmight coordinate vision and touch, hand and eye. Actions become more outwardly directed. Infants readily combine and recombine previously learned schemes in a coordinated way.a. Second achievement is presence of intentionality. Infants might manipulate a stick in order to bring a desired toy within reach, or might knock over one block to reach and play with another one.5. Tertiary circular reactions, novelty, and curiosity - 12-18 months; infants interested in object properties and what can happen to theobjects.a. Tertiary circular reactions - infant purposely explores new possibilities with objects, continually doing new things to them and exploring the results.6. Internalization of schemes - 18-24 months; infant develops ability to use primitive symbols. Infant sees matchbox being opened and closed and mimics event by opening and closing mouth.iii. Object permanence1. Object still exists even though they cannot be seen, heard, or touched2. One of infant’s most important