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EDU PSY > Chapter 2 > Flashcards

Chapter 2 Flashcards

1
Q

Metacognition

A

> awareness and understanding of one’s own thought processes

>John Dewey

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2
Q

Development

A

> orderly, adaptive changes that are not temporary

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3
Q

Physical Development

A

> changes in body structure/function occurring over time

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4
Q

Personal Development

A

> changes in an individual’s personalty

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5
Q

Social Development

A

> changes over time in ways of relating to others

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6
Q

Cognitive Development

A

> gradual changes of brain where mental processes become more complex

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7
Q

Maturation

A

> genetic

>naturally occurring changes over time

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8
Q

Part of Brain Deals with Higher Mental Functions

A

> frontal lobe in cerebral cortex

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9
Q

Lateralization

A

> specialization of the two brain hemispheres
controls opposite side of body (not absolute)
left: language, right: nonverbal information, emotions
require parts of brain to work together

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10
Q

Piaget’s Theories of Cognitive Development

A

> descriptions of children’s thinking

>differences between child and adult thinking

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11
Q

Three Influences on Cognitive Development

A

> maturation: genetic/biological changes
activity: acting/learning from environment
social transmission: learning from others

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12
Q

Piaget’s Four Stages of Cognitive Development

A

1) Sensorimotor
2) Pre-operational
3) Concrete Operational
4) Formal Operational

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13
Q

Limitations of Piaget’s Theory

A

> inconsistency in children’ thinking
processes are actually more gradual and continuous
underestimated children’s abilities (problems too difficult)
development can be accelerated with effective instruction
overlooks child’s cultural and social group

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14
Q

Vygotsky and Human Activity

A

> sociocultural perspective
human activities take place in cultural settings
social interactions shape cognitive development

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15
Q

Sociocultural Theory

A

> emphasis on interactions between children and more knowledgeable members of society
knowledge is co-constucted during social interactions

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16
Q

Viewpoints of Social Interaction in Cognitive Development

A

> Piaget: creates disequilibrium, encourages development

>Vygotsky: fosters development

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17
Q

Vygotsky and Cultural Tools

A

> tools that allow people to communicate, think, solve, and create knowledge
real tools: computers, plows, rulers
psychological tools: symbols (ex. numbers)

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18
Q

Zone of Proximal Development

A

> area between child’s current performance and what they could achieve with adult guidance
teachers use verbal prompts and scaffolding
adult support gradually reduces as child takes over

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19
Q

Limitations of Vygotsky’s Theory

A

> humans are born with more cognitive development tools than recognized
young children make sense of aspects before having the chance to be taught
ideas are too general
some ideas were constructed by others (died young)

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20
Q

Assisted Learning

A

> help in initial stages of learning a task

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21
Q

Scaffolding

A

> supports learning with clues/tips
models thought process for students
uses organizers
encourages short term goals

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22
Q

Three Questions Across the Theories

A

1) nature vs. nurture
2) continuity vs. discontinuity
3) critical vs. sensitive periods

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23
Q

Nature vs. Nurture

A

> current views emphasize complex coalitions of both

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24
Q

Continuity vs. Discontinuity

A

> continuous: quantitative change, ramp

>discontinuous: quantitative change, stairs

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25
Q

Critical vs. Sensitive Periods

A

> critical time: when specific abilities must develop

>sensitive periods: readiness for certain experiences

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26
Q

General Principles of Development

A

> people develop at different rates
rarely orderly
takes place gradually

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27
Q

Sensorimotor Stage

A 
>age 0 to 2 years (infancy)
>act on environment
>object permanence
>learn through reflexes, senses, movements
>deliberate/goal directed actions
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28
Q

Pre-Operational

A 
>age 2 to 7
>develop language
>think logically in one direction
>semiotic function (use of symbols)
>egocentric (assume their viewpoint is everyone's)
>difficulty focusing on more than one aspect a once
>difficulty thinking backwards
>difficulty with conservation principle
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29
Q

Concrete Operational

A

> age 7 to 11
organizes into categories/classify
can reverse operations
uses visual aids/hands on/brief presentations/readings
best understands familiar examples to explain complex ideas
logical/analytical thinking problems
open-ended questions

30
Q

Formal Operational

A

> age adolescence to adulthood (high school/college)
think hypothetically,deductively, and abstractly
consider multiple perspectives
coordinate multiple variables
thinking about mental operations
hypothetico-deductive reasoning (formal-operations problem solving)
adolescent egocentrism (focused on own ideas)
ability to imagine ideal worlds/utopias
judge inconsistencies as hypocrisy

31
Q

Cerebellum

Regions of Brain

A

> coordinate balance

>skilled movements

32
Q

Hippocampus

Regions of Brain

A

> recalls new information/recent events

33
Q

Amygdala

Regions of Brain

A

> directs emotions

34
Q

Thalamus

Regions of Brain

A

> verbal information

>ability to learn

35
Q

Functional Magnetic Resonance Imaging (FMRI)

A

> measure of changes in brain during brain activity

36
Q

Event-Related Potential (ERP)

A

> assesses electrical activity of brain

37
Q

Positron Emission Tomography (PET)

A

> localizing

>measures brain activity

38
Q

Neurons

A

> grey matter
store/transmit information
neurogenesis: production of neurons (continues into adulthood)

39
Q

Synaptic Plasticity

A

> brain’s dynamic tendency to remain adaptable/flexible

40
Q

Messages to the Brain

A

> dendrites: bring messages to neuron
axons: send messages to other cells
unused neurons are pruned

41
Q

Two Kinds of Synapse Overproduction and Pruning Processes

A

1) experience-expectant: await stimulation

2) experience-dependent: form in response

42
Q

Glial Cells

A

> white matter
fill cells between neurons
protect neurons

43
Q

Myelination

A

> insulating sheath
makes message transmission faster
quicker in earlier years
child’s brain doubles in volume first year and again at puberty

44
Q

Cerebral Cortex

A

> ouster 1/8 inch thick covering
many folds
last part to develop (influenced by environment)

45
Q

Regions of Brain Develop at Different Rates

A

1) physical motor movement
2) complex senses
3) frontal lobe (higher-order thinking)
4) temoral lobes (emotions/judgement)

46
Q

Adolescent Development

A

> increase ability to control behavior
abilities not fully developed until early 20’s
take risks and have impulsive behavior

47
Q

Limbic System

A

> develops early

>emotions, risk taking, pleasure seeking

48
Q

Prefrontal Lobe

A

> takes time to develop

>judgement and decision making

49
Q

How the Brain Works

A

> all experiences sculpt

>plasticity- always changing

50
Q

Educational Applications

A

> misapplications of neuroscience to education
increased understanding of learning and development
advances understanding about learning disabilities
explains why some teaching strategies are efficient

51
Q

Truths Debunk Common Myths

A

> use all of brain
playing musical instrument increases cognitive achievement
use both sides of brain
children can learn two languages at once
brains are always changing
most can recover from minor brain injuries
physical exercise prevents decline
human brain is not biggest
heavy drinking damages nerve ends
critical difference between adolescent and adult brains

52
Q

Instruction and Brain Development

A

> teaching can change organization and brain structure
brain research can explain why teaching strategies are effective
anxiety interfere with learning
disinterest affects learning
learning improves when students can emotionally self-regulate

53
Q

Lessons for Teachers

A

> multiple ways to learn
have preferred modes of processing
active environments are good
some learning disorders are neurological
brain changes over time
life experiences construct
new info should be linked to prior knowledge
revisit info to form strong connections
general concepts should be emphasized
stories should be used
students must take responsibility for learning

54
Q

Basic Tendencies in Thinking

A

> organization and schemes

>adaptation (assimilation and accommodation)

55
Q

Assimilation

A

> new into existing

56
Q

Accommodation

A

> alter existing in response to new

57
Q

Equilibration

A

> searching for mental balance between cognitive schemes and info from environment
disequilibrium: “out of balance” state

58
Q

Helping Families Care for Pre-operational Children

A 
>encourage families to use visual aids
>make instructions short
>model processes
>help children see world for another perspective
>provide hands-on practice
>range of experiences
59
Q

Middle School Years

Concrete Operational

A

> mental tasks tied to concrete objects/situations
reasoning skills required to solve problems
identity, compensation, reversibility, classification, seriation

60
Q

Information Processing Skills

A

> attention, memory capacity, learning strategies

61
Q

Executive Functioning Skills

A

> focusing attention, inhibiting impulsive responses, planning, manipulating information

62
Q

Neo-Piagetian Theories

A

> information processing and Piaget
integrates findings about attention, memory, and strategy with Piaget’s insights about construction of knowledge
cognitive developments are domain specific
(using schemes leads to automaticity)
learning new skill goes through three tiers
(actions to representations to abstractions)

63
Q

Private Speech

A

> talk to self
children talking in group without interacting (until about age 9)
Vygotsky saw as guiding children’s thinking
moving in stages to self-regulation
becomes inner speech to gain self-control

64
Q

Piaget Summary

A

> development is active construction of knowledge
learning is passive form of assimilations, must wait for readiness
learning is subordinated to development

65
Q

Vygotsky Summary

A

> learning is an active process and tool in development
do not have to wait for readiness
sets into motion/raises development to higher levels
other people play significant role

66
Q

Learning from Piaget

A

> teach how to learn (children construct own knowledge)
listen/observe child’s thinking to match methods to abilities
keep disequilibrium to encourage growth
actively engage students in concrete experiences

67
Q

Learning from Vyotsky

A

> use imitation, instruction, and collaboration
scaffold learning
assisted learning
teach in zone of proximal development

68
Q

Guidelines to Applying Vygotsky’s Ideas

A

> tailor scaffolding to students’ needs
give access to tools that support thinking
build on cultural funds of knowledge
capitalize on group learning and peer tutoring

69
Q

Productive Struggle

A

> engaged (usually collaborative) to find solutions/dive deeper into content
encourage productive work without frustration

70
Q

Lesson for Teachers

A

> cognitive development requires physical and social stimulation
challenge with support to keep students engaged but not fearful
productive struggle

EDU PSY (2 decks)

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