Child and Ado Flashcards
(167 cards)
1
Q
Who coined Life Span Developmental
A
Paul Baltes
2
Q
It does not end in adulthood. No developmental stage dominates development
A
Development is lifelong
3
Q
Development consists of biological, cognitive and socio emotional dimension. What characteristic of life span development is talking about?
A
Development is multidimensional
4
Q
Development is possible through the life span
A
Development is Plastic
5
Q
Individual are changing being in a changing world. What Life span development is this?
A
Development is contextual
6
Q
Domains development that tackle about the large muscle such as legs, arms, and the chest.
A
Physical development - Gross motor
7
Q
Developmental follows orderly sequence. clue: upper to lower
A
Celphalocaudal pattern
8
Q
Muscular control of trunk and arms comes earlier as compared to the hands and finger. Center to outer
A
Proximodistal Pattern
9
Q
Womb to tomb. Continuous process. Qualitative. Possible without growth.
A
Development
10
Q
Stops in attainment of maturity. Quantitative. One part of development. May or may not bring about development
A
Growth
11
Q
Natural growth from heredity.
A
Maturation or nature
12
Q
In and through which the growing takes place
A
Environmental influences/Nurture
13
Q
Conception to 2 weeks. The creation of Zygote.
A
Germinal period
14
Q
What are the two layer of organism
A
Blastocyst - inner
Trophoblast - outer
15
Q
2 weeks to 8 weeks. Zygote will become embryo.
A
Embryonic period
16
Q
The three layers of cell in embryonic period
A
Endoderm - inner layer. Digestive and respiratory
Ectoderm - outermost. Nervous, sensory receptors and skin part
Mesoderm - middle
17
Q
It is life supports that is called disk shaped group of tissue. Mother and the offspring intertwine but do not join
A
Placenta
18
Q
Absorbs nutrients. Connects the baby to the placenta.
A
Umbilical cord
19
Q
2 months after conception until 9 months. Dramatic course and organ system mature
A
Fetal period/Fetus
20
Q
Birth to 2 weeks. Shortest of all development task.
Extreme helplessness.
A
Infancy
21
Q
Subdivision of infancy that umbilical cord has been cut and tied
A
Partunate
22
Q
The cutting and tying of umbilical to the end of second week of postnatal life.
A
Neonate
23
Q
2 weeks to 2 years.
Decreasing dependency.
Babyhood skills : Hand skills and leg skills. Pre speech is forms of communication.
A
Babyhood stage
24
Q
(3-5 years) Preschooler years. Learning is fun.
Years before formal schooling begins.
Pre-gang, exploratory and questioning age.
A
Early Childhood
25
6-12 years old. Gang and creativity age. Self help skills, school skills and play skills are developed.
Middle and Late childhood.
26
13-18 years. It is a transition age from childhood to adulthood
Thought is more logical, abstract and idealistic.
It also occurs the rapid physical changes.
Adolescence
27
The 3 fundamental skills in Middle and Late childhood
Reading, writing and arithmetic
28
Age of adjustment to new patterns of life and new roles. Establishing personal and economic independence, career development.
Early adulthood
29
Developmental stage where Assisting the next generation in becoming competent and mature individuals
Middle adulthood
30
Time for adjustment to decreasing strength and health or retirement age
Late adulthood
31
What is the theory of Eric Erikson?
Psychosocial theory
32
Explains that we develop through a predetermined personalities in eight stages
Epigenetic Principle
33
He coined scaffolding
Jerome Bruner
34
Positive Disposition
Syntonic
35
Negative Disposition
Dystonic
36
Balance of positive and negative aspect
Virtue or Psychology strength
37
Too much of positive and too little negative
Maladaptation
38
Too little of positive and too much negative
Malignancy
39
Psychological crisis. Infancy(0-2 years)
Trust vs mistrust
40
What is virtue, maladaptation and malignancy of Autonomy vs shame and doubt
Willpower or determination
Impulsiveness
Compulsiveness
41
Initiative vs guilt (3-5 years)
Preschooler years
Courage or ability to take risk
Ruthlessness
Inhibition
42
Industry vs Inferiority
(Late childhood)
Competency
Narrow virtuosity
Inertia
43
Identity vs role confusion
Adolescence
(12-18 puberty)
Fidelity
fanaticism
Repudation
44
Intimacy vs Isolation
Early Adulthood
(19-29 years old)
Love
Promiscuity
Exclusion
45
Generativity vs Stagnation
Middle Adulthood
Caring
Overextension
Rejectivity
46
Integrity vs despair
(Old Age)
Wisdom
Presumption
Disdain
47
Considered to be most well-known psychologist because of his theory about unconscious and about sexual development
Psychoanalytical or psychosexual
Sigmund Freud
48
Erogenous zone (pleasure area) - mouth
Birth to 18 months)
Oral stage
49
Smoking, over eating, drinking alcohol
Oral receptive
50
Toodler and preschooler years
Reality principle.
It is practical. The best response to situations.
Ego
51
Pleasure principle
Immediate, gratification, satisfaction of its needs.
Id
52
Moral aspect. It is like to conscience.
Near the end of the preschooler years or the end of Phallic Stage
Superego
53
All that we are not aware of. Not experience and not been made part of our personalities.
Nonconscious
54
Part of us that we can reach if prompted but is not in our active conscious.
Ex.
"What is your name of your first pet?"
Subconscious/Preconscious
55
All that we are aware of
Conscious
56
20th century influential researcher in developmental psychology. Also known as child prodigy who publish a first article at the age of 11
Jean Piaget
57
It is part of basic Cognitive concepts that talk about cognitive structure.
Schema
58
Process of fitting new experience into an existing created schema
Assimilation
59
Process of creating new schema
Accommodation
60
Proper balance of assimilation and accommodation
Equilibrium
61
What do you call where he knows that an object still exists even when out of sight
Object Permanence
62
What stage of Cognitive development where prominence of the senses and muscle movement
Sensorimotor (birth to 2 years)
63
Stage of cognitive development where represent the world symbolically
Pre operational stage (2 to 7 years)
64
Preoperational stage where Ability to represent object and events
Symbolic function
65
Preoperational stage where a tendency of the child to only see his point of view
Egocentrism
66
Preoperational stage where a child only focus on one thing or event
Centration
67
Pre operational stage where Inability to realize same things remain unchanged
Lack of Conversation
68
Preoperational stage where inability to reverse their thinking
Irreversibility
69
Attribute human like traits to inaminate
Animism
70
Stage of Cognitive development where the Ability of a child think logically but only terms of concrete objects
Concrete operational stage
71
Pre operational stage where a child believe that psychological events such as dreams are real
Realism
72
Concrete operational stage where child has ability perceive the different feature of objects and situation
Decentering
73
Concrete operational stage where a child follow that certain operation can be done in reverse
Reversibility
74
Concrete operational stage the child has Ability to know that the certain properties or objects do not change
Conservation
75
Concrete operational stage where arrange things in series
Seriation
76
Stage of Cognitive development that thinking becomes more logical. They can now solve abstract problem
Formal operational stage
77
Formal operational stage where a child has Ability to come up with different hypothesis.
Hypothetical Reasoning
78
Formal operational stage where a child has ability to perceive the relationship in one stances
Analogical Reasoning
79
Ability to think logically by applying general rule to a particular situation
Deductive Reasoning
80
Also called as Inductive reason in formal operational stage
Concrete Reasoning
81
He wrote language, thought, psychology learning and development and educating students with special needs/ learning disabilities.
Lev Vygotsky Socio-Cultural Theory
82
Social Interaction plays a very important role in cognitive development
Socio-Cultural theory
83
Gap or distance, learner can do without help or can achieve with guidance
ZDP - Zone Proximal Development
84
Level that the learner achieves with assistance with teacher or advanced peers
Potential Level
85
Level that the learner can achieve alone
Actual Level
86
Appropriate assistance given by the teacher It is a Judicious assistance
Scaffolding
87
It its previously learned
Constructivism
88
Much of his work based on Jean Piaget and John Dewey.
Lawrence Kohlberg
89
The ambiguous situation that a person to make moral decision
Moral Dilemma
90
Stages of moral development where do not understand conventions/rules of society
Punishment Obedience Orientation
91
What are the two stages in pre conventional
Stage 1 - Punishment Obedience Orientation
Stage 2 - Instrumental Relativist
92
What are the two stages in Conventional in Kohlberg's moral development
Stage 3 - Good boy - Nice girl Orientation
Stage 4 - Law and Order Orientation
93
2 Post-Conventional morality
Stage 5 - Social Contract Orientation
Stage 6 - Universal Ethical Principle
94
Stage of Moral development where the ethics of "What's in it for me?"
Obeying rules and exchanging favors are judged in terms of benefit to an individual
Instrument relativist orientation
95
What do you call the level of Kohlberg's theory is conform the convention or rule of society?
Level II Conventional
96
Stage of moral development where ethical decision are based on the concern of opinion of others/social approval
Good boy - Nice girl orientation
97
Stage of moral development where Right behavior consists of one's duty, showing respect to authority and social order
Law and order orientation
98
What level of Kohlberg's theory is the moral principles?
Level III Post Conventional
99
Stage of moral development where rules can be change when no longer met the society's needs. The best situational example for this is "rally".
Social Contract Orientation
100
Stage of moral development where conscience is in accord with self chosen ethical principles. Logical comprehensiveness, universality and consistency.
Universal Ethical Principle
101
Learning consists of changes in behavior
Behavior theorist
102
Learning involves changes in knowledge
Cognitive theorist
103
Concept of learning where learning involves change in knowledge or behavior
Change
104
Concept of learning that changes brought about by learning are relatively permanent.
Drives, fatigues, disease and injury dissipate rapidly.
Also drugs can also produce change.
Behavior
105
Concept of learning where learning involves experience
Previous learning
106
Emphasizes conditioning behavior and altering the environment to elicit selected responses from the learners
Behaviorism
107
He is the father of behaviorism
(Stimulus-response)
John Watson
108
Father of behavior psychology and also father of educational psychology.
Focuses on testing the relationship of a stimulus and a response
Learning as a habit formation. Teaching arranging the classroom
Connectionism - Edward Lee Thorndike
109
Thorndike's Law of learning emphasizes the role of motivation
Developmental appropriate practice (DAP)
Law of readiness
110
Thorndike's law of learning, a connection is strengthened in proportion to it's frequency and it's average intensity and duration
Law of exercise
111
Thorndike's law of learning strengthen the connection, responses accompanied by discomfort weaken the connection
Law of effect
112
Theory known as respondent conditioning. The repeated association of 2 or more different stimuli
Classical conditioning
113
Father of classical conditioning
Famous experiments with dogs
Ivan Pavlov
114
Elements of classical conditioning that produces a particular, naturally occuring, automatic response.
Food(meat powder)
Before conditioning
Unconditioned stimulus (UCS)
115
Element of classical conditioning where automatically when the UCS is presented
A reflexive, involuntary response.
Salivation
Unconditioned response (UCR)
116
Classical conditioning where repeated association with UCS
Does not normally produce the UCR
After conditioning
Conditional stimulus (CS)
117
Classical conditioning where learned response that is produce by the CS
Conditioned Response (CR)
118
Key of Classical conditioning where overall process during which organism learns to associate 2 events
Acquisition
119
Key of Classical conditioning where gradually decrease. UCS is no longer presented
Extinction
120
Key of Classical conditioning where the reappearance of a CR when the CS is presented
Spontaneous recovery
121
Key of Classical conditioning known as stimulus generalisation which tendency a response is similar to the cr
Spontaneous Generalisation
122
Key of Classical conditioning occurs when a person or animal responds to the CA only but not to any other stimulus that is similar to CS
stimulus Discrimination
123
Operant conditioning originated by behaviorist named?
B.F. Skinner
124
Reinforcement/reward where adding something positive to increase a response
Example: A mother give here son a praise(positive stimulus) for doing homework (behavior)
Positive Reinforcement
125
Reinforcement where think of it as taking/removing something negative away to increase a response.
Example: Bob does the dishes (Behavior) in order to avoid his mothers nagging (negative stimulus)
Increasing a Behavior in order to decrease negative stimulus
Punishment decreasing a behavior
Negative reinforcement
126
Punishment where adding a negative consequence after an undesired behavior is emitted to decrease future responses
Example:
A child grabs a toy from another child (behavior) and is sent to a timeout (negative stimulus)
Positive punishment
127
Punishment includes taking away/removing a certain item after undesired behavior happens to decrease future responses.
Example:
Siblings get in a fight(behavior) over who gets to play with new toy, a parents takes a toy away. (desired stimulus)
Negative punishment
128
Theory that Acquired behavior through observation of other then imitate what they observe
He also believe that TV was a source of behavior modeling
Parents & teacher influencing by observing and imitating
Albert Bandura social cognitive/social learning theory
129
Phases of Observational learning where exposure does not ensure acquisition of behavior
Attention
130
Model of Observational learning where exemplified by teachers, parents and significant others
Real life
131
Observational learning that is presented though oral or written symbols/you just heard
Symbolic
132
Presented though audio-visual measures. (Television)
Representational
133
Paradigm essentially argues that The "black box" of the mind should be opened. Learner view as an information processor (like computer)
Cognitivism
134
Pattern or configuration.
Placed or put together.
Carried by wolfgang kohler and kurt kuffka
Perceptual process
Gestalt laws - Max Wertheimer
135
Principle of Gestaltist or Gestalt psychology states smooth continuities rather than abrupt changes
Law of continuity
136
Principle of Gestaltist or Gestalt psychology states that incomplete figures tend to seen as complete.
We tend to ignore the gaps or blanks and complete contour lines
Complete and incomplete
Law of closure
137
Principle of Gestaltist or Gestalt psychology holds that things close together are group together in perception
Law of proximity
138
Principle of Gestaltist or Gestalt psychology refers to perception of similar objects that tend to be related (color, shapes, features, size)
Law of similarity
139
Principle of Gestaltist or Gestalt psychology states the best, simplest, and most stable form
Law of pragranz
140
Principle of Gestaltist or Gestalt psychology the eye differentiatez an object form its surrounding area, form, silhouette,or shape
Figure and ground
141
This theory looks at a child's development within the context(situation) of the system of relationship of his/her Environment.
Renamed as Bioecological System Theory
Interaction between factors
Fuels and steers the development
Urie Bronfenbrenner's Ecological theory
142
Social level/system that closest to the child/has a direct contact.
Family,child, care services, school, local neighborhood,clubs or child care environment
Microsystem
143
Social level/system provides the connection between the structures of child microsystem.
Your mother and your teacher is a friend/has connection.
Mesosystem
144
This social level has the larger social system which child does not functioning directly.
Exosystem
145
The outermost social level/system in child's environment.
Compromised of cultural, values, customs and laws
Macrosystem
146
Dimension of time
Elements within this system can be either external (out of control of the learner) such as parent's death, or internal. (Puberty)
Chronosystem
147
Cognitive learning theorist who focused on learning of school projects and considerable interest on what student already knows.
Learning is an active process
Integrating new knowledge with that which they already learned.
David Ausubel's Meaningful Learning or Subsumption theory
148
Presents an overview/ birds eyeview/ activities proper learning/usually found in the beginning of the chapter
Advance Organizer
149
Ausubel proposed four processes when a new material or relationship can be derived from the existing structure
Derivative subsumption
150
Ausubel proposed four processes that you have to alter or expand your concept
More "valuable" learning than the derivative subsumption
Correlative subsumption
151
Ausubel proposed four processes that you already knew a lot of examples of the concept, but you did not know the concept itself until it was taught to you
Superordinate learning
152
Ausubel proposed four processes which the new idea derived from another idea.
Learning analogy
Characteristic is inquiry based process
Borrowing idea from another idea
Combinatorial Subsumption
153
Discovery Learning theory/ Inquiry method/ Discovery Learning
He believes that student must be ACTIVE.
Interact with their environment
"instrumental conceptuism"
Jerome Bruner
154
Uses specific examples to formulate a general principle
Inductive reasoning
155
Integration and cohesion of knowledge
Same lesson at succeeding age or grade levels as well as at different levels of difficulty
Spiral curriculum
156
Mode of representation that Focuses on knowing how to do things
Concrete experience
Enactive(Action-based)
157
Mode of representation that involves uses of mental images that stand a certain object or events
Sensory capacity(eyes)
Iconic(Image based)
158
It is the highest form of representation
Emphasizes intellectual capacities
Example: Paragraph, sentences, math formulas
Symbolic (Language-based)
159
Inability to recall
Forgetting
160
Cause of forgetting due to inability to recall information(you simply forget)
Retrieval failure
161
Information stored in LTM gradually fades when not in used. (Eventually fades away)
Decay theory
162
Forgetting LTM is due to the influence of other learning. Blocking the new or old information.
Interference theory
163
In his view, effective instruction must reach beyond traditional learning theories (behaviorism, cognitivism, and constructivism) provide and support to transition from simple to complex
Beyond traditional learning
Robert Gagne's Nine events of instruction
164
Hierarchy of needs that body craves food, liquid, sleep, oxygen, sex, and freedom
SIMPLY IT IS BASIC NEEDS
Psychological need
165
Hierarchy of needs that safety from physical attack, emotional attack, fatal disease, invasion, extreme losses(job, family, members, home, friends)
Safety needs
166
Psychological and security drives are satisfied.
Gratification is a matter
Love and belonging needs
167
Who are the three famous actualized person
Albert Einstein, Abraham Lincoln, Mahatma Gandhi
