68 Cards in this Set
| Front | Back |
|---|---|
|
assimilation
|
-under Piaget's cognitive-developmental theory
-using existing schema to interpret what is new
-not always correct: a guinea pig is a cat
-assimilation occurs when they incorporate new objects into the schema
-the process by which people translate incoming information into a form tha…
|
|
accomodation
|
-under piaget's cognitive developmental theory
-changing your schema in respond to new information
accommodation occurs when the new object doesn't fit the existing schema (you cannot bang eggs because they will break)
-the process by which people adapt current knowledge structures in …
|
|
object permanence
|
- the knowledge that objects continue to exist even when they are out of view
-under Piaget's cognitive-developmental theory
-falls under the sensorimotor stage
-develops around 4-8 months of age
-fully developed around 8-9 months of age
|
|
conservation
|
-under Piaget's cognitive-developmental theory
-in between preoperational and concrete operational stage (age 7)
-the idea that merely changing the appearance of objects does not necessarily change other key properties
-conservation of liquid quantity (juice), conservation of solid qu…
|
|
deferred imitation
|
-under Piaget's cognitive-developmental theory
-under sensorimotor stage
-the repetition of other people's behavior a substantial time after it originally occurred
-sign that infants become able to form enduring mental representations
-example: remembering a playmate's actions from a…
|
|
centration
|
-under Piaget's cognitive-developmental theory
-children in the preoperational stage tend to fail at tasks measuring centration
-the tendency to focus on a single, perceptually striking feature of an object or event
-measured using conservation tasks
-example: insist that men with lo…
|
|
egocentrism
|
--under Piaget's cognitive-developmental theory
-under preoperational stage (can't do it in preschool)
-the tendency to perceive the world solely from one's own point of view
-a lack of ability to take the perspective of others
-three mountains task
-egocentric communication (he too…
|
|
working memory
|
-under information processing theory
-memory system that involves actively attending to, gathering, maintaining, storing, and processing information
-limited in capacity (about 7 pieces of info) and in the length of time it can retain information without updating activities.
-both cap…
|
|
long-term memory
|
-under information processing theory
-information retained on an enduring basis/knowledge that people accumulate over their lifetime.
-totality of knowledge
-actual knowledge (knowing the capitals of different countries), conceptual knowledge (the concepts of justice, mercy, and equali…
|
|
rehersal
|
-under information processing theory
-the process of repeating information multiple times to aid memory of it
-Between ages 5 and 8 years, children begin to use a number of broadly useful memory strategies, among them the strategy of rehearsal
|
|
executive functioning
|
-under information processing theory
-higher-level cognitive processes that organize thinking and behavior
-integrates information from working memory and long-term memory to accomplish goals
-elements include attention shifting, self-regulation, and problem solving, inhibiting respons…
|
|
zone of proximal development
|
-under Vtgotsky's sociocultural theory
-certain things a learner can do by themselves without help
-certain things a learner can't do on their own but can do with the help of someone more knowledgable
-certain things that can't do even with help
-zone of proximal development=what the …
|
|
scaffolding
|
--under Vtgotsky's sociocultural theory
-a process in which more competent people provide a temporary framework that supports children's thinking at a higher level than children could manage on their own
|
|
private speech
|
-the second phase of Vygotsky's internalization-of-thought process, in which children develop their self-regulation and problem-solving abilities by telling themselves aloud what to do, much as their parents did in the first stage
-often involves whispers or silent lip movements
-most …
|
|
guided participation
|
-under Vtgotsky's sociocultural theory
-a process in which more knowledgeable individuals organize activities in ways that allow less knowledgeable people to learn
-for example, holds one part of the toy so that Sadie can screw in another part. On her own, Sadie would be unable to screw…
|
|
scaffolding vs. guided participation
|
The goal of social scaffolding—to allow children to learn by doing—is the same as that of guided participation, but scaffolding tends to involve more explicit instruction and explanation, whereas guided participation tends to involve adults' organizing tasks so that children can take incr…
|
|
joint attention
|
-under vtgotsky's sociocultural theory
-a process in which social partners intentionally focus on a common referent in the external environment
-greatly increases children's ability to learn from other people
ex: Around their first birthday, infants increasingly look toward objects tha…
|
|
infant directed speech
|
-the distinctive mode of speech that adults adopt when talking to babies and very young children
-used by both males and females, including parents and nonparents alike. Indeed, even young children adopt it when talking to babies
-exaggerated speech that is slower and higher pitched wit…
|
|
overregularization
|
-speech errors in which children treat irregular forms of words as if they were regular
-taking a rule and applying it where it doesn't apply
-examples: goed, mans, foots, growed,
|
|
bootstrapping
|
-the strategy of using the grammatical structure of whole sentences to figure out meaning
-context of the word within the sentence
|
|
fast mapping
|
- the process of rapidly learning a new word simply from hearing the contrastive use of a familiar and the unfamiliar word
-context of the word with other words
-ex: get the chromium tray, not the red one
|
|
babbling
|
-repetitive consonant-vowel sequences ("bababa...") or hand movements (for learners of signed languages) produced during the early phases of language development
-Sometime between 6 and 10 months of age, but on average at around 7 months
|
|
general intelligence (g)
|
-cognitive processes that influence the ability to think and learn on all intellectual tasks
-intelligence as a single trait
|
|
fluid intelligence
|
-the ability to think on the spot to solve novel problems
-intelligence as multiple abilities
-drawing inferences and understanding relations between concepts that have not been encountered previously
-closely related to adaptation to novel tasks, speed of information processing, worki…
|
|
crystallized intelligence
|
-factual knowledge about the world
-knowledge of word meanings, state capitals, answers to arithmetic problems
-reflects long-term memory for prior experiences
-closely related to verbal ability.
|
|
IQ
|
-quantitative measure, typically with a mean of 100 and a standard deviation of 15, used to indicate a child's intelligence relative to that of other children of the same age
|
|
Flynn Effect
|
-consistent rise in average IQ scores that has occurred over the past 80 years in many countries
|
|
range of reaction
|
- your genetic background sets a certain range that your ultimate IQ is going to fall into
- your environment, home and school, determine where it falls within that range
|
|
giftedness
|
-elements of giftedness: high intellectual ability, talent, creativity
-divergent thinking test: given circles and are asked to create as many pictures as they can
|
|
dyslexia
|
-inability to read and spell well despite having normal intelligence
|
|
comprehension monitoring
|
-process of keeping track of one's understanding of a verbal description or text
-With age and experience, readers increasingly monitor their ongoing understanding and reread passages they do not understand
-differentiates good readers from poor ones at all ages
-nstructional approach…
|
|
phonemic awareness
|
-ability to identify component sounds within words
-both correlated with later reading achievement and a cause of it.
-the strongest predictor of their ability to sound out and spell words in the early grades—stronger even than IQ score or social-class background
-natural exposure can …
|
|
vicarious reinforcement
|
-under social learning theory
-observing someone else receive a reward or punishment
-bobo doll experiment
|
|
self-efficacy
|
-under social learning theory
-an individual's beliefs about how effectively he or she can control his or her own behavior, thoughts, and emotions in order to achieve a desired goal
-if we believe we can do something, we tend to be more successful with it, put in more effort, try harder…
|
|
PIAGET: Lasting impact
|
-best-known cognitive developmental theory
-observations and descriptions vividly convey the texture of children's thinking at different ages.
-exceptional breadth of the theory
-offers an intuitively plausible depiction of the interaction of nature and nurture in cognitive development…
|
|
PIAGET: major tenets
|
-view of children's nature: mentally active as well as physically active from the moment of birth, and that their activity greatly contributes to their own development
-constructivist: depicts children as constructing knowledge for themselves in response to their experiences
-child as a…
|
|
sensorimotor stage
|
-birth to age 2
-understanding the world through senses and physically interacting with objects
-intelligence is expressed through sensory and motor abilities
-development of object permanence, mental representation,
|
|
preoperational stage
|
-age 2 to 7
-children become able to represent their experiences in language, mental imagery, and symbolic thought
-limitations: rigid thinking, centration, egocentrism, don't have conservation
|
|
concrete operational stage
|
-age 7 to 12
-children become able to reason logically about concrete objects and events
-understand reversibility and conservation
limitations: abstract thinking not present yet, not able to think hypothetically
|
|
formal operational stage
|
-age 12 and up
-people become able to think about abstractions and hypothetical situations
-application of logical mental operations to abstract problems and questions (justice)
-scientific reasoning
-argued that getting to this final stage that this had more to do with formal schooli…
|
|
Information-processing theory: Major tenets
|
-a class of theories that focus on the structure of the cognitive system and the mental activities used to deploy attention and memory to solve problems
-focuses on how we learn and attention and memory in those learning processes
-emphasis on thinking as an activity that occurs over ti…
|
|
information-processing theory: imporantce
|
identifies what those mental operations are, the order in which they are executed, and how increasing speed and accuracy of mental operations lead to cognitive growth.
|
|
sociocultural theories: Major tenets
|
-approaches that emphasize that other people and the surrounding culture contribute greatly to children's development
-emphasize that much of cognitive development takes place through direct interactions between children and other people
-children portrayed them as social learners
-vi…
|
|
sociocultural: importance
|
-can help us appreciate the many aspects of culture embodied in even the smallest everyday interactions.
|
|
piaget vs. vtgotsky
|
-piaget empasizes children's own efforts to understand the world, sociocultural theories emphasize the developmental importance of children's interactions with other people.
-little scientists vs social learners
-piaget viewed children intent on mastering physical, mathematical, and log…
|
|
dynamic systems theory: major tenets
|
-a class of theories that focus on how change occurs over time in complex systems
-thinking would be pointless without motor capabilities
-outcome based and looks at the success, efficiency, and novelty of an approach/strategy to affect that change.
-depict development as a process in …
|
|
dynamic systems theory: importance
|
unique in their emphasis on how children's actions shape their development, as well as in the range of developmental influences they consider with regard to particular capabilities.
|
|
freud's theory of psychosexual development: major tenets
|
- behavior is motivated by the need to satisfy basic drives. These drives, and the motives that arise from them, are mostly unconscious, and individuals often have only the dimmest understanding of why they do what they do.
-emphasizing that children's early experiences have a major impa…
|
|
freud: lasting and importance
|
-Freud's contributions to developmental psychology were his emphasis on the importance of early experience and emotional relationships and his recognition of the role of subjective experience and unconscious mental activity
-Freud's emphasis on the importance of early experience and clos…
|
|
erikson's theory of psychosocial development: Major tenets
|
-accepted the basic elements of Freud's theory but incorporated social factors into it
-development is driven by a series of developmental crises related to age and biological maturation. To achieve healthy development, the individual must successfully resolve these crises.
-emphasizin…
|
|
erikson: lasting
|
Erikson's emphasis on the quest for identity in adolescence has had a lasting impact, providing the foundation for a wealth of research on this aspect of adolescence.
|
|
learning theories
|
-emphasized the role of external factors in shaping personality and social behavior
-emphasize continuity, proposing that the same principles control learning and behavior throughout life and that therefore there are no qualitatively different stages in development
-focus on the role of…
|
|
learning theories: behaviorism
|
-learning as a behavioral change
-learners as "blank slates" shaped by the environment
-children's development is determined by their social environment and that learning through conditioning is the primary mechanism of development
-psychologists should study only objectively verifiabl…
|
|
behaviorism importance and lastin
|
-laid the foundation for treatment procedures that are based on the opposite process—the deconditioning, or elimination, of fear. still widely used to rid people of fears and phobias of everything from dogs to dentists.
|
|
learning theories: operant conditioning
|
-we tend to repeat behaviors that lead to favorable outcomes and suppress those that result in unfavorable outcomes
-learning (behavioral change) occurs due to the consequences of behavior
-using psychology as a way to modify behavior
|
|
operant condition importance and impact
|
-led to many discoveries, including two that are of particular interest to parents and teachers. One is the fact that attention can by itself serve as a powerful reinforcer: children often do things "just to get attention
-the great difficulty of extinguishing behavior that has been inte…
|
|
learning theories: social learning theory
|
-emphasizes observation and imitation, rather than reinforcement, as the primary mechanisms of development
-argued that most human learning is inherently social in nature and is based on observation of the behavior of other people.
- Children learn rapidly and efficiently simply from w…
|
|
social cognition theories
|
-emphasize the process of self-socialization—children's active shaping of their own development.
-children's knowledge and beliefs about themselves and other people lead them to adopt particular goals and standards to guide their own behavior.
|
|
ecological theories
|
-view children as inheritors of genetically based abilities and predispositions.
-The focus of these theories is largely on aspects of behavior that serve, or once served, an adaptive function.
-stresses the effects of context on development, but it also emphasizes the child's active r…
|
|
egological theories: ethology
|
-look at studying the behavior of animals and using that understanding to generalize our understanding
=ttempts to understand behavior in terms of its adaptive or survival value
=One of the most influential applications of ethology to human development is the extension of the concept of…
|
|
egological theories:evolutionary psychology
|
-focuses on the role human evolution plays on what we currently see in peoples thinking and behavior
-argue that if there is a particular behavior or way of thinking seen across lots and lots of different cultures that suggest that there is something that evolved or was genetically predi…
|
|
bronfenbrenner's ecological model
|
* about the influence of culture and the cultural context on the individual child
* about the idea that we have different levels of influence that impact the child either directly or indirectly
* different levels of influence can sometimes interact with each other
* individual child
…
|
|
social learning theory qualities of teacher, student, educational practices
|
* desirable qualities of teacher
* effective model
* modeling of desirable behaviors, attitudes, and cognitions
* desirable qualities of student
* attention to teachers and other models
* motivation and self-efficacy
* preferred education practices
* teaching modeling of …
|
|
vtgotsky's sociocultural desirable qualities of student, teacher, educational practices
|
* knowledge of cultural tools
* awareness of children's developmental and potential levels
* ability to present instructional activities within the learner's zone of proximal development
* desirable qualities of student
* cultural awareness
* collaboration
* in the classroom
…
|
|
Why do older children perform better on memory tasks than younger children?
|
-older children have more knowledge than younger children, more crystallized intelligence
-older children are aware of memory strategies
|
|
What influences intelligence?
|
-genetics
-home environment: the more cognitively stimulating the environment is, the more books in the home
* true even once you take genetic factors into account
-schooling: people who are exposed to formal schooling do better
- range of reaction
|
|
What are the outcomes associated with higher or lower measured intelligence?
|
-IQ scores predict grades and academic achievement
-children with higher IQs tend to learn new material more quickly than children with lower IQs
-higher IQ scores more likely to go to college and graduate
|
|
What are the cognitive and environmental factors that promote language learning for young children?
|
-exposure to language: in order to learn a language, you need to be exposed to it
-infant directed speech
-earlier it occurs, the easier it is (for 2nd language)
|
PRE 305: Final