Exam 2 Review Your second exam will cover Chapters 5 & 6 in your textbook and class lecture notes and activities. Below are the areas of your textbook and notes you should focus on when studying for the exam. Chapter 5: Reflexes: • What are they? Why we need reflexes early on in life? Approximately how old is an infant when reflexes begin to disappear? • Be able to identify and differentiate between the different reflexes (see figure 5.1 of text) Gross Motor Development • What are gross motor skills? Example? • What are some nuture (environmental) aspects that could delay or promote gross motor skill development in infancy? • What is the general sequence of gross motor development in infancy? See figure 5.5 of text. • What accounts for the variability in gross motor development? For example, why might one infant walk early why another walk late? Think about nature and nurture factors. Fine Motor Development • What are fine motor skills? Examples. What are some nurture (environmental) aspects that could delay or promote fine motor skill development in infancy? Sensation and Perception • Define and distinguish between sensation and perception. • How do we test infant perception of stimuli? o Be familiar with the visual preference method o Habituation • What are some other ways to test infant perception (besides vision)? • How does infant vision develop? Be familiar about the time at which infants develop visual acuity and color, perceiving patterns, perceptual constancy (size and shape constancy), depth perception, and visual expectations. All of these terms are discuss in your textbook, but I will likely give an example and have you identify which part of infant visual development I am talking about. • What does the vision of a young child look like? What are some signs of vision problems in young children? • Be able to distinguish between normal, age-graded changes in adult vision compared to eye diseases (not ‘normal’ in that the majority of the population does not have this eye disease).• What are some age-related changes that occur in hearing and our other senses (smell, touch, etc.). Know the basic issues that infant, children, and adults face regarding changes in hearing. Chapter 6: Piaget: • What are schemas? Example? • What is the difference between assimilation and accommodation? Examples • What is equilibrium as it relates to assimilation and accommodation? • Be familiar with the main accomplishments of each of Piaget’s 4 stages (sensorimotor, preoperational, concrete operational, formal operational) of cognitive development. Be familiar with the approximate age of the child in each age group. Be familiar with what the child has NOT yet accomplished in each stage. You will likely get several example questions reflecting specific cognitive tasks for each stage. • What is the infant learning in the sensorimotor stage? Can you identify and example of object permanence? • What can the young child do in the preoperational stage? What can the child not do yet in this stage? Discuss symbolism in this stage. • What can the child do in the concrete operational stage? What can a child not do yet in this stage? • Be very familiar with the different concrete operations and types of conservation (number, matter, length). Types of concrete operations would include seriation, transitivity, & classification. • What can an adolescent or adult do in the formal operational stage? • What are some major criticism’s of Piagets stage theory of cognitive development? Vygotsky: • What is the zone of proximal development? Example? • What is scaffolding? Example? • How did Vygotsky view language development? How was it different from Piaget? • According to Vygotsky, what aspects of teaching should be incorporated into the classroom to enhance student learning? • According ot Vygotsky, what role does culture play in the learning process? • What are some criticisms of Vygotsky’s social constructivist approach to cognitive development? Glossary You should be familiar with the following terms that may be ‘new’ to you– you will likely see them in some format on your examMotor and Sensory/Perceptual Development Terms Cognitive Development Terms gross motor skills fine motor skills nature v. nurture The different reflex names (see table in text) cerebellum parkinson’s disease sensation perception normative age-graded vs. disease habituation visual preference method visual acuity depth perception visual expectations binocular vision perceptual constancy size constancy shape constancy farsighted loss of accommodation (visual acuity) dark adaptation presbyopia visual field – increased blind spot senile macular degeneration glaucoma cataracts otitis media hair cells cochlea tinnitus presbycusis intermodal perception Piaget Vygotsky Schemes Assimilation Accommodation Equilibrium Sensorimotor stage Object permanence Preoperational stage Symbolism Conservation Concrete operational stage Concrete operations Horizontal decalage Seriation Transitivity Classification Formal operational stage Logical thinking Hypothetical-deductive reasoning Abstract thought Idealism Zone of proximal development Scaffolding Private speech Social