chapter 15 & 16 child dev. Flashcards
1
Q
15.1. Define and give an application example of adolescent egocentrism.
A
Define and give an application example of adolescent egocentrism.
- adolescent egocentrism is A characteristic of adolescent thinking that leads young people (ages 10 to 13) to focus on them¬ selves to the exclusion of others. They tend to think themselves special and more socially significant.
2
Q
- What is the difference between personal fable and invincibility fable? Give examples.
A
- What is the difference between personal fable and invincibility fable? Give examples.
- personal fable is the belief that one is unique, destined to have a heroic, fabled, even legendary life.
- Whereas invincibility fable the idea that, unless fate wills it, they will not be hurt by fast driving, un¬ protected sex, or addictive drugs. If they take risks and survive without harm, they feel invincible, not grateful.
3
Q
- Define imaginary audience.
A
- Define imaginary audience.
- imaginary audience The other people who, in an adolescent’s egocentric belief, are watching and taking note of his or her appearance, ideas, and behavior. This belief makes many teenagers very self- conscious.
4
Q
- Describe Formal Operational Thought. Who is the theorist behind this stage? Which stage is this? Know Piaget’s experiment (p.443) and the difference in formal reasoning with a 4, 7, 10, and 14 year old.
A
- Describe Formal Operational Thought. Who is the theorist behind this stage? Which stage is this? Know Piaget’s experiment (p.443) and the difference in formal reasoning with a 4, 7, 10, and 14 year old.
- Jean Piaget described a shift to what he called formal operational thought, including “assumptions that have no necessary relation to reality”.
- In Piaget’s theory, the fourth and final stage of cogni¬ tive development, characterized by more systematic logical thinking and by the ability to understand and systematically manipulate abstract concepts.
- Piaget’s balance- scale test of formal reasoning, as it is at¬ tempted by la) a 4-year-old, (b) a 7-year-old, fc)a 10-year-old, and (d)a 14-year-old. The key to balancing the scale is to make weight times distance from the center equal on both sides of the center; the realization of that principle requires formal operational thought.
5
Q
- Define and give an application example for hypothetical thought.
A
- Define and give an application example for hypothetical thought.
- - hypothetical thought is reasoning that includes propositions and possibilities that may not reflect reality.
6
Q
- Distinguish between deductive reasoning and inductive reasoning. Which one is the bottom-up reasoning, and which is the top-down reasoning? Using the words “duck, quacking, and waddling,” describe how deductive and inductive reasoning would describe their different thought processes.
A
- Distinguish between deductive reasoning and inductive reasoning. Which one is the bottom-up reasoning, and which is the top-down reasoning? Using the words “duck, quacking, and waddling,” describe how deductive and inductive reasoning would describe their different thought processes.
- deductive reasoning is reasoning from a general statement, premise, or prin¬ ciple, through logical steps, to figure out (deduce) specifics. (Also called top-down reasoning.)
- inductive reasoning is reasoning from one or more specific experiences or facts to reach (induce) a general conclusion. (Also called bottom-up reasoning.)
- In essence, a child’s reasoning goes like this: “This creature waddles and quacks. Ducks waddle and quack. Therefore, this must be a duck.” This reasoning is inductive: It progresses from particulars (“waddles” and “quacks”) to a general conclusion (“a duck”). By contrast, deduction progresses from the general to the specific: “If it’s a duck, it will waddle and quack”
7
Q
- Define sunk cost fallacy. How does watching a worthless movie (and still watching it to the very end), demonstrate sunk cost fallacy? Define and apply base rate neglect.
A
- Define sunk cost fallacy. How does watching a worthless movie (and still watching it to the very end), demonstrate sunk cost fallacy? Define and apply base rate neglect.
- Sunk cost fallacy is fallacy that people who have spent money, time, or effort that cannot be recovered (a cost already “sunk”) continue to try to achieve their desired goal because otherwise that previous effort is wasted. Watching and finishing a wortless movie is an example of this because they can’t recover time they have wasted
- base rate neglect is when People ignore information about the frequency of a phenomenon and, influenced perhaps by a vivid experience, ignore the data. For instance, a teen might not wear a bicycle helmet, feeling invin¬ cible despite statistics, until a friend is brain-damaged in a biking accident.
8
Q
- Describe dual-process model. Tell the difference between intuitive thought and analytic thought. Give examples of all three.
A
- Describe dual-process model. Tell the difference between intuitive thought and analytic thought. Give examples of all three.
- dual-process model is the notion that two networks exist within the human brain, one for emotional and one for analytical processing of stimuli.
- Intuitive thought begins with a belief, assumption, or general rule (called a heuristic) rather than logic. Intuition is quick and powerful; it feels “right.”
- Analytic thought is the formal, logical, hypothetical-deductive thinking described by Piaget. It involves rational analysis of many factors whose inter¬ actions must be calculated, as in the scale-balancing problem.
9
Q
- Explain adolescents’ thinking about religion. Why does research show many teens feel close to God? Is it because they did not believe in heaven and hell, they were in religious cults, or they affirmed the same religion as their parents?
A
- Explain adolescents’ thinking about religion. Why does research show many teens feel close to God? Is it because they did not believe in heaven and hell, they were in religious cults, or they affirmed the same religion as their parents?
- (71 percent) felt close to God; believed in heaven, hell, and angels; and affirmed the same religion as their parents (78 percent Christian, 3 percent Jew¬ ish or Muslim, almost none Buddhist or Hindu). Some were agnostic (2 percent), and 16 percent said they were not religious—although many of those attended church and prayed. Less than 1 percent were “unconventional” (e.g., Wiccan). This was.quite contrary to the impressionistic accounts the researchers had read.
- They also noted that few adolescents (less than 1 percent) used theology to guide them in the actual issues of daily life, such as seeking justice or loving one’s neighbor. For most, religious beliefs were intuitive, not analytic.
10
Q
- Do analytic thinking and intuitive thinking nearly always come up with the same conclusion?
A
not always sometimes they can though
11
Q
- Define middle schools. From the facts presented in the text and my power point, why is middle school often a downward turn in an adolescent’s educational experience?
A
- Define middle schools. From the facts presented in the text and my power point, why is middle school often a downward turn in an adolescent’s educational experience?
– middle school A school for children in the grades between elementary and high school. Middle school usually begins with grade 6 and ends with grade 8. Going into middle school can be downward because of peer pressure, learning slows from puberty,
12
Q
- In middle school, why do behavioral problems increase and grades drop? Is it because parents avoid school functions or many teachers mark more harshly?
A
- In middle school, why do behavioral problems increase and grades drop? Is it because parents avoid school functions or many teachers mark more harshly?
13
Q
- Discuss the high school experience. Discuss college-bound students. Define and discuss a high-stakes test. Discuss your knowledge of those who do not go to college (p.462) and choosing vocations (p.463).
- Discuss the high school experience. Discuss college-bound students. Define and discuss a high-stakes test. Discuss your knowledge of those who do not go to college (p.462) and choosing vocations (p.463).
A
- The curriculum and teaching style in high school often require the former mode. Students who need more individualized, personal attention may be left out.
- High School can help prepare college bound students because provide AP or advanced classes and also because requirements to get a diploma
- high-stakes test An evaluation that is critical in determining success or failure. If a single test determines whether a student will graduate or be promoted, it is a high- stakes test.
- Not going to college is not really that bad, they are more likely to make more money and also more likely to be married.
14
Q
- How many students (on an average) do U.S. high school guidance counselors have on their caseloads? 55, 110, 210, or 270?
A
- High school guidance counselors in the United States have an average caseload of 270 students a year, which includes many who want to apply to a dozen colleges as well as some who need time-consuming emotional support to prevent violence, suicide, or drug addiction.
15
Q
- Are the name of U.S. small institutions that prepare students for specific jobs called apprentice academies, dream academies, or career academies?
A
- 2,500 career academies (small institutions of about 300 students each) prepare students for specific jobs. Seven years after gradua¬ tion, students who were in career academies earn about $100 more a month than do other students who applied but could not enroll because there was no room
