Psychology 2

Question 1

Development

Answer 1

The pattern of biological, cognitive, and socioemotional changes that begins at conception and continues through the life span

Question 2

Developmental processes

Answer 2

Biological and genetic inheritance:
Development of the brain
Gains in height and weight
Changes in motor skills
Puberty’s hormonal changes
Cognitive:
Changes in the child’s thinking
Intelligence
Language acquisition
Socioemotional:
Changes in the child’s relationships with other people
Changes in emotions
Changes in personality

Question 3

Process explained

Answer 3

Processes are intertwined:
Bio - (physical nature of touch and response)
Cognitive - (ability to understand intention)
Socio - (smile reflects positive feeling; connects with others)

Fields that examine connections between processes:
-Developmental cognitive neuroscience
- Developmental social neuroscience

Question 4

Infancy

Answer 4

birth to 18–24 months
* Time of extreme dependence on adults
* Activities include: language development, symbolic thought, sensorimotor coordination, and social learning

Question 5

Early childhood

Answer 5

2 to 5 years (preschool)
* Children become more self-sufficient, develop school
readiness skills, and spend time with peers

Question 6

Middle and Late childhood

Answer 6

6 to 11 years (elementary school)
* Children master fundamental skills (reading, writing, and mathematics)
* Self-control increases as children interact with wider social world

Question 7

Adolescence

Answer 7

begins age 11; ends age 18 to 21
* Rapid physical changes
* height,weight,sexualfunctions
* desire for independence and identity
* development of abstract reasoning skills

Question 8

Splintered development

Answer 8

Student development may be uneven across domains (student strong in math, poor in writing)

Question 9

Piagets cognitive processes: schema

Answer 9

Mental representations that organize knowledge

Question 10

Piagets cognitive processes: Assimilation

Answer 10

Incorporating new information into existing schemas

Question 11

Piagets cognitive processes: Accommodation

Answer 11

Adjusting existing schemas to fit new information and experiences

Question 12

Piagets cognitive processes: Equilibration

Answer 12

A shift, a resolution of conflict to reach a balance; new information balanced with existing knowledge

Question 13

Piagets 4 stages

Answer 13

Sensorimotor: Coordination of sensory experiences with motor actions.
Object permanence involves the realization that objects continue to exist over time
Preoperational (2-4yrs): Ability to mentally represent-an object that is not present: pretend play, scribbles that represent people, houses, cars etc.
The inability to distinguish between one’s own perspective and someone else’s perspective
Operational (4-7yrs): Intuitive Thought rather than logical thinking
Focuses on one characteristic to the
exclusion of others.
idea that some characteristics of an object stay the same even when the object might change in appearance.
Concrete Operational (7-11yrs): Logical reasoning replaces intuitive reasoning, in concrete situations

Question 14

Hierarchical Classification

Answer 14

When shown a family tree of four
generations, the
concrete operational child can classify
the members vertically,
horizontally, and obliquely.

Question 15

Piagets Formal Operational Stage

Answer 15

Abstract reasoning: Think in abstract, idealistic, and logical ways.
Hypothetical-deductive reasoning: Ability to develop hypotheses about ways to solve problems and systematically reach a conclusion.
Adolescent egocentrism: Heightened self- consciousness and a sense of personal uniqueness.

Question 16

Scaffolding

Answer 16

Teachers adjusts the level of support as the performance rises

Question 17

Vygotskys Zone of Proximal Development

Answer 17

Place at which a child can master a task if given appropriate help and support. *Can be learned with guidance
and assistance.

Question 18

Vygotsky - speech (pre-intellectual)

Answer 18

• Crying – from birth
• Cooing - 2-4 months
• Babbling – 4-6 months
• Single words – 12 months
• Two-word phrases - 18 months * Longer phrases – 2 years
• Short sentences - 2-3 years

Question 19

Vygotsky - speech

Answer 19

Naïve: Children begin to put words together in short phrases and sentences (ex. “Me want drink”)
Egocentric: Carry on lively conversations with themselves, whether or not anyone is listening. The greater the task, the greater the amount of egocentric speech.

Question 20

Vygotsky - speech

Answer 20

Internalization:
Transforming INTER-psychological processes to INTRA psychological processes
Inter – between child and environment
Intra - inside the child

Question 21

Language Development: Infancy

Answer 21

Babbling—occurs in the middle of the 1st year
Infants utter first words at 10– 13 months
One → two words
* Infants begin at 18–24 months

Question 22

Language Development: Early childhood

Answer 22

Simple to complex sentences
* Sensitivity to sounds of language
* Increased mastery of syntax
* Rapid increase in vocabulary
* Increasingly able to talk in different ways to different people

Question 23

Language Development: Middle and Late childhood

Answer 23

Increased vocabulary
Alphabetic principle
Increased understanding and use of complex grammar

Question 24

Language Development: Adolescence

Answer 24

• Increased sophistication in use of words
• Greater understanding of metaphors, satire, and complex literary works
• Better and more organized writers
• Dialect includes jargon and slang