Chapter 2 Flashcards

Question

How can using Technology help Promote Cognitive Development

Answer 1

● Virtual learning environments can introduce disequilibrium, promote exploration and visual representations of abstract ideas, and help students construct knowledge ● Technology can act as and provide expert collaborative partners

Answer 2

rules are sacred, consequences determine guilt

Answer 3

Rules are flexible, intent important in determining guilt

Answer 4

avoid punishment, receive benefits in return

Answer 5

impress others, respect authority

Answer 6

mutual agreements, consistent principles

Answer 7

● moral development difficult to accelerate, moral dilemmas not relevant to daily life, relies on macromoral issues, ignores characteristics other than moral reasoning ● Although slight differences do exist, both males and females use both caring and justice orientations to resolve real-life moral dilemmas ● Moral knowledge does not always result in moral behavior

Answer 8

All theories of development describe the internal and external forces that are responsible for the changes that occur in major characteristics of people over time.

Answer 9

Erikson believed that people’s basic nature emerges in stages from infancy through adulthood, and is shaped by both internal (epigenetic principle) and external (psychosocial crises) factors.

Answer 10

Because primary grade, elementary grade, and middle school students are preoccupied with resolving the psychosocial crisis embedded in the industry vs. inferiority stage and middle school and high school students are preoccupied with the resolving the crisis of identity vs. role confusion, teachers play a critical role in how successfully these crises are resolved.

Answer 11

Piaget theorized that people’s ability to think, or reason, progresses through a series of four stages that begin in infancy and end in late adolescence/early adulthood, and is shaped by both internal (organization and adaptation) and external (disequilibrating events) factors. The nature of thinking progresses from being limited and concrete in nature to being unlimited and capable of operating at both concrete and abstract levels

Answer 12

Piaget maintained that children’s cognitive development is likely to benefit more from social interactions with peers than with adults because children are more likely to argue with the views and motives of a peer in order to gain the upper hand, a prospect that is much less likely when interacting with an adul

Answer 13

While Piaget was essentially correct in this assertion, researchers have shown that instruction can moderately facilitate cognitive development provided students have already begun to develop the schemes that underlie the concepts being taught.

Answer 14

Like Piaget, Vygotsky was also interested in understanding how children learn to think. Rather than propose a stage theory, Vygotsky stressed the roles of current social forces and historical cultural forces. Thinking is seen as developing from spontaneous concepts that are relatively simple and concrete because they are acquired as a by-product of interacting with the world in an unsystematic way (also known as empirical learning) to scientific concepts that allow one to manipulate the psychological tools of one’s culture (also known as theoretical learning).

Answer 15

Vygotsky believed that children had more to gain from interacting with individuals who were more intellectually advanced and knowledgeable, regardless of whether they were same-age peers, older peers, or adults.

Answer 16

Vygotsky held that cognitive development occurs most effectively when more intellectually advanced and knowledgeable individuals systematically instruct children in how to use the psychological tools of a culture (concepts, principles, procedures, ways of organizing and communicating knowledge, and the like). For instruction to be most effective, it needed to be scaffolded and occur in the child’s zone of proximal development.

Answer 17

Supporting learning during its early phases through such techniques as demonstration how task should be accomplished, giving hints to the correct solution to a problem or answer to a question, and providing leading questions. As students become more capable of working independently, these supports are withdrawn.

Answer 18

Building on work started by Piaget on how children understand and resolve moral issues, Kohlberg proposed that moral development proceeds through a series of six stages that are roughly based on Piaget’s stages of cognitive development. Critics have argued that Kohlberg’s theory is limited in scope because it was based on studies of males who were raised in a Western culture.

Answer 19

With respect to identity development, Gilligan proposed that adolescent females are more likely than males to try to resolve the identity vs. role confusion and intimacy vs. isolation crises at the same time rather than consecutively. With respect to moral development, Gilligan believed that females favored a caring/helping/cooperation orientation for resolving moral dilemmas over a justice/fairness/individual rights orientation.

Answer 20

Noddings believed that teaching students how to create caring relationships should be major goal of education because of the contribution such an attitude makes to the development of moral behavior.

Answer 21

Since 1930 research has shown that many individuals engage in unethical behaviors (such as cheating) under certain circumstances regardless of moral precepts they learned as children.

Answer 22

An organized pattern of behavior or thought that children formulate as they interact with their environment, parents, teachers, and agemates.

Answer 23

A term coined by Russian psychologist Lev Vygotsky to denote such psychological tools as language, formulas, rules, and symbols that are learned mostly with the aid of formal instruction.

Answer 24

A term coined by Russian psychologist Lev Vygotsky to denote the facts, concepts, and rules that young children acquire as a natural consequence of engaging in everyday activities.

Answer 25

Learning how to use psychological tools across a range of settings and problem types to acquire new knowledge and skills.

Answer 26

The notion that a child’s personality develops as the ego progresses through a series of interrelated stages, much as the human body takes shape during its fetal development.

Answer 27

Difficulty in taking another person’s point of view, a characteristic typical of young children.

Answer 28

Vygotsky’s term for the difference between what a child can do on his or her own and what can be accomplished with some assistance.

Answer 29

The recognition that certain properties stay the same despite a change in appearance or positions.

Answer 30

The ability to think of more than one quality of an object or problem at a time. (See perceptual centration)

Answer 31

The view that meaningful learning is the active creation of knowledge structures rather than a mere transferring of objective knowledge from one person to another.

Answer 32

The use of noticeable characteristics of objects and events to form spontaneous concepts; a form of learning typical of young children.

Answer 33

The tendency to organize schemes to allow better understanding of experiences. (See scheme)

Answer 34

A relatively stable conception of where and how one fits into a society that is strongly influenced by the perception of one’s physical appearance, the goals one established and achieves, and recognition from significant others in the environment.

Answer 35

A style of approach that adolescents adopt to deal with such identity-related issues as career goal, gender-role orientation, and religious beliefs. James Marcia identified four identity statues: identity diffusion, moratorium, foreclosure, and identity achievement.

Answer 36

The inability of a young child to mentally reverse physical or mental processes, such as pouring water from a tall, thin glass back into a short squat one.

Answer 37

The tendency to focus attention on only one characteristic of an object or aspect of a problem or event at a time.

Answer 38

A period of identity development marked by a delay of commitment, ideally a time of adventure and exploration having a positive, or at least neutral, impact on the individual and society.

Answer 39

Uncertainty as to what behaviors will elicit a favorable reaction from others.

Answer 40

psychological tools

Answer 41

spontaneous concepts.

Answer 42

Sensorimotor, preoperational, concrete operational, formal operational

Answer 43

constraint.

Answer 44

The moral realist takes rules literally, whereas the moral relativist interprets rules.

Answer 45

psychosocial moratorium

Answer 46

Intimacy vs. Isolation

Chapter 2 Flashcards

(70 cards)