CHILD AND ADOLESCENT Flashcards
(230 cards)
1
Q
Trust vs Mistrust
Autonomy vs shame and doubt
Initiative vs guilt
Industry vs inferiority
Identity vs role confusion
Intimacy vs isolation
Generativity vs stagnation
Integrity vs despair
A
Psychosocial Crisis
T-A-I-I-I-I-G-I
2
Q
Growth vs development
A
Growth - quantitative, measurable, physical changes, observable, particular aspects, stops at maturity
Development - qualitative, cannot be measured, whole, continuous process from womb to tomb
3
Q
Maturation
A
Internal ripening
Completion of growth
4
Q
Maturation/nature
A
Natural growth from heredity
5
Q
Environmental influences/nurture
A
Socioeconomic status
Experience in the environment
6
Q
- Predictable
- Unique
- Change
- More critical
- Product of maturation and learning
- Interrelated development
- Developmental tasks
A
7 Principles of development
7
Q
Cephalocaudal pattern
A
Head to toe
Head to tail
Upper part to lower part
8
Q
Proximodistal pattern
A
Center to extremities
Center to outward
Kindergarteners use big pencil instead of small ones
9
Q
- Physical - muscle, GROSS MOTOR FINE MOTOR
- Social/emotional - changes in personality SELF CONCEPT SELF ESTEEM
- Language - communication RECEPTIVE EXPRESSIVE
- Cognitive/Intellectual - thinking processes HIDDEN
A
4 domains of development
10
Q
Developmental tasks
A
Social expectations
11
Q
Prenatal
Infancy
Babyhood
Early childhood
Middle and late childhood
Adolescence
Early adulthood
Middle adulthood
Late adulthood
A
Stages of human development by Havighurst
12
Q
Week 5
A
Brain starts to develop at what week
13
Q
Week 3
A
In what week does the neural tube develops
14
Q
Prenatal stage
A
Conception to birth
Complete with brain
All body features
15
Q
GEF
Germinal
Embryonic
Fetal
A
GEF
Germinal
Embryonic
Fetal
3 periods of prenatal stage
16
Q
Germinal period
A
Starts two weeks after conception
Zygote -> cell division -> zygote to uterine wall
17
Q
Implantation
A
Attachment of zygote to uterine wall
18
Q
Conception
A
When does development starts?
19
Q
Fertilization
A
Union of egg and sperm cell
20
Q
Blastocyst
A
Inner layer of cells
Becomes the embryo
21
Q
Trophoblast
A
Outer layer of cells
Becomes support system (nutrition)
22
Q
Embryonic period
A
2 to 8 weeks after conception
Zygote become embryo
23
Q
Endoderm
A
Inner layer of cells
Becomes digestive and respiratory system
24
Q
Ectoderm
A
Outermost layer of cell
Becomes nervous system and skin
25
Mesoderm
Middle layer
Becomes circulatory, skeletal, muscular, excretory, reproductive system
26
Placenta
Provide nutriends and oxygen
Disk shaped group of tissues
27
Umbilical cord
Transport nutrients and oxygen to baby
Connects baby to placenta
28
Amnion
Environment of the embryo
Bag or envelope
29
Organogenesis
Process of organ formation
During first two months of prenatal development
30
FETAL PERIOD
LAST 2 MONTHS AFTER CONCEPTION TO 9 MONTHS
EMBRYO BECOMES FETUS
LIFE CAN BE SUSTAINED OUTSIDE THE WOMB
31
INFANCY
BIRTH TO 2 WEEKS OR 1 1/2 YEARS
SHORTEST DEVELOPMENTAL PERIOD
FASTEST PHYSICAL GROWTH
32
PARTUNATE
EMEGRED FROM MOTHER'S BODY TO THE UMBILICAL CORD HAS BEEN CUT AND TIED
33
NEONATE
CUTTING AND TYING THE UMBILICAL CORD TO END OF SECOND WEEK OF POSTNATAL LIFE
34
BABYHOOD
2 WEEKS TO 2 YEARS
TODDLERHOO
DECREASING DEPENDENCY
EMOTIONAL EXPRESSION, EMPATHY
PRE-SPEECH
35
COOING
VOWEL SOUNDS
36
BABBLING
WITH CONSONANT SOUNDS
37
EARLY CHILDHOOD
3 TO 5 YEARS
PRESCHOO YEARS
PRE-GANG, EXPLORATORY, QUESTIONING AGE
FOCUS ON ENVIRONMENT
38
MIDDLE AND LATE CHILDHOOD
6 TO 12 YEARS
ELEMENTARY SCHOOL YEARS
GANG AND CREATIVITY AGE
MASTERY OF FUNDAMENTAL SKILLS
FORMAL EDUCATION
ACHIEVEMENT AS CENTRAL THEME
PERSONAL INDEPENDENCE
39
DAVID HAVIGHURST
PROPONENT OF DEVELOPMENTAL TASKS
40
ADOLESCENCE
13 TO 18 YEARS
HIGH SCHOOL
DEVELOP IDENTITY
TRANSITION AGE FROM CHILDHOOD TO ADULTHOOD
RAPID PHYSICAL CHANGES
EMOTIONAL INDEPENDENCE
41
EARLY ADULTHOOD
19 TO 29 YEARS
AGE OF ADJUSTMENT
LOVE AND WORK
ECONOMIC INDEPENDENCE
42
MIDDLE ADULTHOOD
30 TO 60 YEARS OLD
INITIAL PHYSICAL AND MENTAL DECLINE
ASSISTING THE NEXT GENERATION
MAINTAIN OCCUPATIONAL CAREER
43
LATE ADULTHOOD
61 YEARS AND ABOVE
RETIREMENT AGE
ADJUSTMENT TO DECREASING STRENGTH NAD HEALTH
RAPID PHYSICAL AND MENTAL DECLINE
44
ERIK ERIKSON
PROPONENT OF PSYCHOSOCIAL THEORY
45
EPIGENETIC PRINCIPLE
PREDETERMINED UNFOLDING OF OUR PERSONALITIES IN EIGHT STAGES LIKE A ROSE BUD
46
CONTRARY DISPOSITIONS
TWO OPPOSING EMOTIONAL FORCES
47
SYNTONIC
POSITIVE DISPOSITION IN EACH CRISIS
48
DYSTONIC
NEGATIVE DISPOSITION IN EACH CRISIS
49
MALIGNANCY
TOO MUCH OF THE NEGATIVE ASPECT OF THE TASK
50
MALADAPTATION
TOO MUCH OF THE POSITIVE ASPECT OF THE TASK
51
HOPE
BELIEF THAT EVEN WHEN THINGS ARE NOT GOING WELL THEY WILL WORK OUT WELL IN THE END
VIRTUE OF TRUS VS MISTRUST
52
WILLPOWER/DETERMINATION
CAN DO ATTITUDE
VIRTUE OF AUTONOMY VS SHAME AND DOUBT
53
COURAGE
CAPACITY FOR ACTION DESPITE CLEARN UNDERSTANDING OF LIMITATIONS
VIRTUE OF INITIATIVE VS GUILT
54
COMPETENCY
GOOD AT WHAT YOU DO BUT STILL ENJOY LIFE
BIRTUE OF INDUSTRY VS INFERIORITY
55
FIDELITY
LAW-ABIDING CITIZEN
LIVE BY SOCIETY'S STANDARDS
VIRTUE OF IDENTITY VS ROLE CONFUSION
56
LOVE
LOVE IN GOOD MARRIAGE, FRIENDS, NEIGHBORS, CO-WORKERS
VIRTUE OF INTIMACY VS ISOLATION
57
CARING
VIRTUE OF GENERATIVITY VS STAGNATION
58
WISDOM
VIRTUE OF INTEGRITY VS DESPAIR
59
SENSORY MALADJUSTMENT
OVERLY TRUSTING
GULLIBLE
CANNOT BELIEVE THAT ANYONE WOULD MEAN THEM HARM
MALADAPTATION - TRUST VS MISTRUST
60
IMPULSIVENESS
PALADESISYON
SHAMELESS WILLFULNESS LEADS TO JUMPING INTO THINGS WITHOUT PROPER CONSIDERATION
MALADAPTATION - AUTONOMY VS SHAME AND DOUBT
61
RUTHLESSNESS
HEARTLESS
UNFEELING
THEY DO NOT CARE WHO THEY STEP ON
MALADAPTATION - INITIATIVE VS GUILT
62
NARROW VIRTUOSITY
THOSE WHO ARE NOT ALLOWED TO BE CHILDREN
PUSHED INTO ONE AREA OF COMPETENCY
MALADAPTATION - INDUSTRY VS INFERIORITY
63
FANATICISM
HIS WAY IS THE ONLY WAY
GATHER AROUND OTHERS AND PROMOTE THEIR BELIEFS AND LIFESTYLES WITHOUT REGARDS TO OTHERS' RIGHTS TO DISAGREE
MALADAPTATION - IDENTITY VS ROLE CONFUSION
64
PROMISCUITY
BECOME INTIMATE TOO FREELY
MALADAPTATION - INTIMACY VS ISOLATION
65
OVEREXTENSION
NO LONGER ALLOW TIME FOR THEMSELVES
MALADAPTATION - GENERATIVITY VS STAGNATION
66
PRESUMPTION
BELIEVES THAT HE ALONE IS RIGHT
MALADAPTATION - INTEGRITY VS DESPAIR
66
WITHDRAWAL
DEPRESSION, PARANOIA
MALIGNANCY - TRUST VS MISTRUST
67
COMPULSIVENESS
PERFECTIONIST
MISTAKES MUST BE AVOIDED AT ALL TIMES
MALIGNANCY - AUTONOMY VS SHAME AND DOUBT
68
INHIBITION
NOTHING VENTURED, NOTHING LOST
MALIGNANCY - INITIATIVE VS GUILT
68
INERTIA
DO NOT EVER TRY AGAIN
MALIGNANCY - INDUSTRY VS INFERIORITY
69
REPUDIATION
THEY REJECT THEIR NEED FOR AN IDENTITY
DEVIANT OF SOCIETY, CRIMINAL
MALIGNANCY - IDENTITY VS ROLE CONFUSION
69
DISDAIN
HATE LIFE, CONTEMPT OF LIFE
MALIGNANCY - INTEGRITY VS DESPAIR
69
EXCLUSION
REJECT RELATIONSHIPS
ISOLATE ONESELF FROM LOVE, COMMUNITY
MAIGNANCY - INTIMACY VS ISOLATION
70
REJECTIVITY
NO LONGER CONTRIBUTE TO SOCIETY
WA GIDAWAT ANG OPPORTUNITY
MALIGNANCY - GENERATIVITY VS STAGNATION
71
SIGMUND FREUD
PROPONENT OF PSYCHOANALYTIC OR PSYCHOSEXUAL THEORY
72
FREUD'S STAGES OF PSYCHOSEXUAL THEORY
(OA PALAGI)
ORAL - BIRTH TO 18 MONTHS
ANAL - 18 MONTH STO 3 YEARS
PHALLIC - 3 TO 6 YEARS
LATENCY - 6 TO PUBERTY
GENITAL - PUBERTY ONWARDS
73
EROGENOUS ZONE
PLEASURE AREA
74
MOUTH
EROGENOUS ZONE OF ORAL STAGE
75
FIXATION
FAILURE TO SATISFY THE PLEASURE AREA
76
ORAL RECEPTIVE
UNDERFED
TENDENCY TO SMOKE, DRINK ALCOHOL, OVEREAT
77
ORAL AGGRESSIVE
OVERFED
TENDENCY TO NAIL BITE, CURSE WORDS, GOSSIP
77
ANUS
EROGENOUS ZONE OF ANAL STAGE
78
ANAL RETENTIVE
OBESSION WITH CLEANLINESS, PERFECTION, CONTROL
BOSSY LEADER BUT OBEDIENT FOLLOWER IN THE FUTURE
79
ORAL EXPULSIVE
BECOMES MESSY AND DISORGANIZED
STUBBORN IN THE FUTURE
80
GENITALS
EROGENOUS ZONE OF GENITAL STAGE
81
PHALLIC STAGE
STAGE WHERE SEXUAL URGES STARTED TO REPRESS AND REMAINED REPRESSED DURING LATENCY STAGE
81
ELECTRA COMPLEX
GIRLS' UNCONSCIOUS SEXUAL DESIRE FOR THEIR FATHER
81
OEDIPUS COMPLEX
BOYS' UNCONSCIOUS SEXUAL DESIRE FOR THEIR MOTHER
82
LATENCY STAGE
STAGE WHERE SEXUAL URGES REMAIN REPRESSED
FOCUS ON PHYSICAL AND ACADEMIC SKILLS
83
GENITAL STAGE
STAGE WHERE SEXUAL URGES ARE AGAIN AWAKENED/REACTIVATED
SEXUAL URGES TOWARDS OPPOSITE SEX, CENTERED ON THE GENITALS
84
ID
PLEASURE PRINCIPLE
IMMEDIATE GRATIFICATION
I WANT IT NOW. I WANT IT FAST
85
EGO
DECIDING AGENT
REALITY PRINCIPLE
EMERGES DURING TODDLER AND PRESCHOOLER
REASONS AND CONSIDERS THE BEST RESPONSE
86
UNCONSCIOUS
MOST OF WHAT INFLUENCES US
TRAUMA, PHOBIA, SEXUAL DESIRE, ANXIETY
86
SUPEREGO
MORAL COMPASS, MORALITY PRINCIPLE
TOO MUCH OF THIS CAN LEAD TO BEING JUDGMENTAL
DEVELOPS AT THE END OF PRESCHOOL YEARS/PHALLIC STAGE
CONSCIENCE
86
CONSCIOUS
ALL THAT WE ARE AWARE
VERY SMALL PART OF WHO WE ARE
86
SUBCONSCIOUS
WE CAN REACH IT WHEN PROMPTED
HIDDEN UNLESS WE SEARCH FOR IT
87
NONCONSCIOUS
ALL THAT WE ARE NOT AWARE OF
88
JEAN PIAGET
PROPONENT OF COGNITIVE DEVELOPMENT THEORY
88
SCHEMA
COGNITIVE STRUCTURE BY WHICH INDIVIDUALS ADAPT AND ORGANIZE THEIR ENVIRONMENT
89
ASSIMILATION
PROCESS OF FITTING NEW EXPERIENCE INTO EXISTING CREATED SCHEMA
90
ACCOMODATION
PROCESS OF CREATING NEW SCHEMA
91
EQUILIBRIUM
ACHIEVING PROPER BALANCE BETWEEN ASSIMILATION AND ACCOMODATION
92
SENSORIMOTOR
PRE-OPERATIONAL
CONCRETE OPERATIONAL
FORMAL OPERATIONAL
STAGES OF COGNITIVE DEVELOPMENT
S-P-C-F (SMART PEOPLE COOK FOOD)
93
SENSORIMOTOR
BIRTH TO 2 YEARS
COGNITIVE DEVELOPMENT
BIRTH TO 2 YEARS
CHILD IS REFLEXIVE - SENSES AND MUSCLE MOVEMENT
LEARN ABOUT HIMSELF - MEANS-END THINKING
PARENTS AIM TO PROVIDE RICH AND STIMULATING ENVIRONMENT WITH APPROPRIATE OBJECTS TO PLAY
OBJECT PERMANENCE
93
OBJECT PERMANENCE
ABILITY WHERE A CHILD KNOWS THAT AN OBJECT STILL EXISTS EVEN WHEN OUT OF SIGHT
94
PREOPERATIONAL STAGE
2 TO 7 YEARS
COGNITIVE DEVELOPMENT
PRESCHOOLERS REPRESENT THE WORLD SYMBOLICALLY
EGOCENTRISM, CENTRATION, LACK OF CONSERVATION
95
SYMBOLIC FUNCTION
ABILITY TO REPRESENT OBJECTS AND EVENTS
PULIHAN AND BUTANG IF MAWALA TO REPRESENT IT
95
CENTRATION
FOCUS ON ONE THING OF EVENT ADN EXCLUDE OTHER ASPECTS
EX. TWO GLASSES FILLED WITH WATER, GIBALHIN ANG TUBIG SA ONE GLASS TO THE OTHER
EX. FOCUS RA SA HEIGHT SA BASO
95
EGOCENTRISM
A CHILD ONLY SEE IS POINT OF VIEW AND ASSUMES THAT EVERYONE ELSE HAS THE SAME POV OF HIS
FOCUS RA SA IYANG POV, NAGTUO NGA SAME RA SILAG POV
96
LACK OF CONSERVATION
INABILITY TO REALIZE THAT SOME THINGS REMAIN UNCHANGED DESPITE LOOKING DIFFERENT
EX. DI MAREALIZE SA BATA NGA NAAY BUTANG NGA DI MAGBAG-O
97
IRREVERSIBILITY
INABILITY TO REVERSE THEIR THINKING
EX. 2 + 3 = 5 , DI KAHIBAWO ANG BATA NGA 3 + 2 IS 5 GIHAPON
98
ANIMISM
ATTRIBUTE HUMAN LIKE TRAITS TO INANIMATE OBJECTS
EX. DOLL
99
REALISM
BELIEVING THAT PSYCHOLOGICAL EVENTS (DREAMS, ILLUSIONS, HALLUCINATIONS, DELUSIONS) ARE REAL
100
ARTIFICIALISM
BELIEF THAT NATURAL EVENTS ARE MAN-MADE
EX. AYAW UG KANTA KAY MUUWAN
101
CONCRETE OPERATIONAL
7 TO 11 YEARS
COGNITIVE DEVELOPMENT STAGE
ABILITY OF THE CHILD TO THINK LOGICALLY BUT ONLY IN TERMS OF CONCRETE OBJECTS
101
TRANSDUCTIVE REASONING
ERRORS IN CAUSE-EFFECT RELATIONSHIP
ERRORS IN MAKING CONCLUSION DUE TO SERIES OF EVENTS
EX. NAPILDI KAY WA NAGSUOT UG KALO (BEFORE, PIRME KADAOG KAY NAA MAN KALO)
102
DECENTERING
ABILITY TO PERCEIVE DIFFERENT FEATURES OF OBJECTS AND SITUATIONS
103
CONSERVATION
ABILITY TO KNOW THAT CERTAIN PROPERTIES OF OBJECT LIKE NUMBER, MASS, VOLUME, OR AREA DO NOT CHANGE EVEN IF THERE IS CHANGE IN APPERANCE
NAAY BUTANG NGA DI MAGBAG-O
103
REVERSIBILITY
ABILITY TO FOLLOW CERTAIN OPERATIONS CAN BE DONE IN REVERSE
104
SERIATION
ARRANGE THINGS IN A SERIES BASED ON ONE DIMENSION LIKE HEIGHT, WEIGHT, VOLUME, SIZE
BASED ON ORDER/RANK
105
CLASSIFICATION
GROUP OR CLASSIFY THINGS ACCORDING TO ONE DIMENSION/ASPECT
BASED ON SIMILARITY
106
INDUCTIVE REASONING
FROM SPECIFIC TO GENERAL
107
FORMAL OPERATIONAL
11 YEARS AND ABOVE
COGNITIVE DEVELOPMENT STAGE
CHILD CAN NOW SOLVE ABSTRACT PROBLEMS AND CAN HYPOTHESIZE
108
ANALOGICAL REASONING
ABILITY TO PERCEIVE THE RELATIONSHIP IN ONE INSTANCE AND USE THAT RELATIONSHIP TO NARROW DOWN POSSIBLE ANSWERS IN SIMILAR PROBLEMS
108
HYPOTHETICAL REASONING
ABILITY TO COME UP WITH DIFFERENT HYPOTHESES TO MAKE JUDGMENTS
109
DEDUCTIVE REASONING
ABILITY TO THINK LOGICALLY BY APPLYING A GENERAL RULE TO A PARTICULAR SITUATION
110
LEV VYGOTSKY
PROPONENT OF SOCIOCULTURAL THEORY
110
SOCIAL INTERACTION
INTERACTION WITH ENVIRONMENT
KEY THEME OF VYGOTSKY'S THEORY
111
SOCIAL INTERACTION AND CULTURE
TWO CENTRAL FACTORS IN COGNITIVE DEVELOPMENT ACCORDING TO VYGOTSKY
112
LANGUAGE
OPENS THE DOOR FOR LEARNERS TO ACQUIRE KNOWLEDGE
SERVES AS SOCIAL AND INDIVIDUAL FUNCTION
112
PRIVATE SPEECH
SELF-TALK THAT GUIDES THE THINKING AND ACTION
113
ZONE OF PROXIMAL DEVELOPMENT
DIFFERENCE BETWEEN WHAT A CHILD CAN ACCOMPLISH ALONE AND WHAT HE CAN ACCOMPLISH WITH THE GUIDANCE OF ANOTHER
ZONE OF LEARNING OPPORTUNITIES
113
MORE KNOWLEDGEABLE OTHER
COMPETENT ADULT OR MORE ADVANCED PEER
113
SCAFFOLDING
SUPPORT OR ASSISTANCE THAT LETS THE CHILD ACCOMPLISH A TASK THAT HE CANNOT ACCOMPLISH INDEPENDENTLY
114
FADE AWAY TECHNIQUE
REMOVAL OF SCAFFOLDING
115
JUDICIOUS ASSISTANCE
SCAFFOLDING SHOULD INVOLVE ______ ASSISTANCE BY THE ADULTY SO THAT THE CHILD CAN MOVE FROM THE ACTUAL DEVELOPMENT TO ZPD
116
PIAGET'S COGNITIVE DEVELOPMENT
MORE INDIVIDUAL IN FOCUS
BELIEVED THAT THERE ARE UNIVERSAL STAGES OF COGNITIVE DEVELOPMENT
NOT MUCH EMPHASIS ON LANGUAGE
116
I DO, YOU WATCH
I DO, YOU HELP
YOU DO, I HELP
YOU DO, I WATCH
WHEN THE MKO SCAFFOLDS, THE PROCESS MOVES IN FOUR LEVELS
117
VYGOTSKY'S SOCIOCULTURAL
MORE SOCIAL IN FOCUS
EMPHASIS ON CULTURAL FACTORS IN COGNITIVE DEVELOPMENT
STRESSED ON THE ROLE OF LANGUAGE IN COGNITIVE DEVELOPMENT
117
1. PUNISHMENT-OBEDIENCE
2. MUTUAL BENEFITS
3. SOCIAL APPROVAL
4. LAW AND ORDER
5. SOCIAL CONTRACT
6. UNIVERSAL ETHICAL PRINCIPLE
KOHLBERG'S 6 STAGES OF MORAL DEVELOPMENT
117
MORAL REASONING AND DEVELOPMENT
KOHLBERG'S MORAL DEVELOPMENT THEORY IS BASED ON
118
PRECONVENTIONAL
CONVENTIONAL
POSTCONVENTIONAL
KOHLBERG'S 3 LEVELS OF MORAL DEVELOPMENT
119
PRECONVENTIONAL
PEOPLE AT THIS STAGE DO NOT UNDERSTAND CONVENTIONS/RULES OF SOCIETY
119
MUTUAL BENEFITS
WHAT IS IN IT FOR ME?
OBEYING RULES AND EXCHANGING FAVORS ARE JUDGED IN TERMS OF BENEFIT TO INDIVIDUALS
YOU SCRATCH MY BACK, I SCRATCH YOURS
119
PUNISHMENT OBEDIENCE
CONSEQUENCES OF ACTS DETERMINE WHETHER THEY ARE GOOD OR BAD
120
CONVENTIONAL
PEOPLE CONFORM TO THE CONVENTIONS/RULES OF SOCIETY
120
SOCIAL APPROVAL
ETHICAL DECISIONS ARE BASED ON OPINION OF OTHERS
PRAISE
121
LAW AND ORDER
RIGHT BEHAVIOR CONSISTS OF DOING ONE'S DUTY AND SHOWING RESPECT FOR AUTHORITY
NAAY TAWO OR WALA, BUHATON ANG SAKTO KAY MAOY NAA SA BALAOD
122
POST CONVENTIONAL
MORAL PRINCIPLES THAT UNDERLIE THE CONVENTIONS OF SOCIETY ARE UNDERSTOOD
PRINCIPLES BEYOND LAW
123
SOCIAL CONTRACT
RULES CAN BE CHANGED WHEN THEY NO LONGER MEET SOCIETY'S NEEDS
EX. PROTEST/ACTIVISM
124
UNIVERSAL ETHICAL PRINCIPLE
RIGHT IS DEFINED BY THE DECISION OF CONSCIENCE IN ACCORD WITH SELF-CHOSEN ETHICAL PRINCIPLES
THIS IS THE RIGHT THING TO DO
125
JOHN FLAVELL
PROPONENT OF METACOGNITION
126
METACOGNITION
THINKING ABOUT THINKING
LEARNING HOW TO LEARN
127
PERSON VARIABLES
TASK VARIABLES
STRATEGY VARIABLES
3 CATEGORIES OF METACOGNITIVE KNOWLEDGE
127
PERSON VARIABLE
KNOWLEDGE ABOUT HOW HUMAN BEINGS LEARN AND PROCCESS INFORMATION
SELF-AWARENESS
128
TASK VARIABLE
KNOWLEDGE ABOUT THE NATURE OF TASK AND TYPE OF PROCESSIN DEMANDS FOR INDIVIDUAL
NEEDED TIME AND EFFORT FOR THE TASK
129
STRATEGY VARIABLE
AWARENESS OF STRATEGY TO LEARN A TOPIC AND EVALUATE THE EFFECTIVENESS OF STRATEGY
EX. PRODUCTIVE WAYS: MNEMONICS, SONGS
130
META-ATTENTION
AWARENESS OF SPECIFIC STRATEGIES TO KEEP ATTENTION FOCUSED
FOCUS ON TASK
131
META-MEMORY
AWARENESS OF MEMORY STRATEGIES THAT WORK BEST
RETAIN INFORMATION
131
BEHAVIORISM
EMPHASIS ON CONDITIONING BEHAVIOR AND ALTERING THE ENVIRONMENT TO ELICIT RESPONSES FROM LEARNERS
131
LEARNING IS A CHANGE IN BEHAVIOR
LEARNING AS DEFINED BY BEHAVIORISM
LEARNING IS OBSERVABLE, EXTERNAL, AND OVERT
132
JOHN WATSON
FATHER OF BEHAVIORISM
133
EXPERIMENT ON ALBERT
ALBERT, WHITE RAT, LOUD NOISE
WATSON'S EXPERIMENT IN BEHAVIORISM
134
EDWARD LEE THORNDIKE
PROPONENT OF CONNECTIONISM
135
BEHAVIORISM
TEACHING AS ARRANGING THE CLASSROOM TO ENHANCE DESIRABLE CONNECTIONS AND ASSOCIATIONS
136
CONNECTIONISM
FOCUSED ON TESTING THE RELATIONSHIP BETWEEN STIMULUS AND RESPONSE
137
CONNECTIONISM
DEFINED LEARNING AS HABIT FORMATION
138
EDWARD LEE THORNDIKE
FOUNDER OF BEHAVIORAL PSYCHOLOGY
139
CLASSICAL CONDITIONING
PAVLOVIAN CONDITIONING
RESPONDENT CONDITIONING
FORM OF LEARNING THAT OCCURS THROUGH REPEATED ASSOCIATIONS OF TWO OR MORE DIFFERENT STIMULI
139
IVAN PAVLOV
PROPONENT OF CLASSICAL CONDITIONING
139
CLASSICAL CONDITIONING
GIVE SOMETHING FIRST, BEHAVIOR AFTER
139
UNCONDITIONED STIMULUS
UNCONDITIONED RESPONSE
CONDITIONED STIMULUS
CONDITIONED RESPONSE
4 KEY ELEMENTS IN CLASSICAL CONDITIONING
140
UNCONDITIONED STIMULUS
STIMULUS THAT CONSISTENTLY PRODUCES AUTOMATIC, NATURAL, AUTOMATIC RESPONSE
EX. FOOD (MEAT POWDER)
141
UNCONDITIONED RESPONSE
RESPONSE THAT OCCURS AUTOMATICALLY WHEN UCS IS PRESENTED
EX. SALIVATION
142
CONDITIONED STIMULUS
STIMULUS THAT IS NEUTRAL AT THE START OF CONDITIONING AND DOES NOT NORAMLLY PRODUCE UCR
143
CONDITIONED RESPONSE
LEARNED RESPONSE PRODUCED BY THE CS
144
ACQUISITION
OVERALL PROCESS DURING WHICH THE ORGANISM LEARNS TO ASSOCIATE 2 EVENTS
EX. BELL AND DOG FOOD
144
EXTINCTION
GRADUAL DECREASE IN THE STRENGTH OF A CR THAT OCCURS WHEN UCS IS NO LONGER PRESENTED
EX. BELL ONLY
145
RECOVERY
REAPPEARANCE OF A CR WHEN CS IS PRESENTED, FOLLOWING A REST PERIOD AFTER THE CR APPEARS TO HAVE BEEN EXTINGUISHED
EX. RETURN OF DOG FOOD
146
GENERALIZATION
TENDENCY FOR ANOTHER STIMULUS TO PRODUCE A RESPONSE SIMILAR TO THE CR
EX. ORIGINAL BELL, TELEPHONE RING, ALARM, DOOR BELL
146
DISCRIMINATION
OCCURS WHEN AN ORGANISM RESPONDS TO THE CS ONLY, BUT TO OTHER CS THAT IS SIMILAR TO CS
EX. ORIGINAL BELL (NOT TELEPHONE RING, ALARM, DOOR BELL)
147
positive reinforcement
adding something positive to increase response
148
negative reinforcement
removing something negative to increase response
149
positive punishment
adding negative consequence after undesirable behavior to decrease future response
150
negative punishment
removing certain desired item after undesired behavior to decrease future response
150
albert bandura
proponent of social cognitive theory
151
social cognitive theory or observational learning
acquire behaviors through observation of others then imitate what they have observed
152
television or social media
bandura believed that this was the source of behavior modeling
152
vicarious consequences
model and imitate others
learn from other's experiences
153
attention
recognize the distinctive features of the model's response
153
retention
reproduction of desired behavior implies that student symbolically retains that observed behavior
154
motor reproduction
after observation, physical skills and coordination are needed for reproduction of behavior learned
155
motivational process/motivation
although observer requires and retains ability to perform the modeled behavior, there will be no overt performance unless conditions are favorable
155
attention
retention
motor reproduction
motivation
phases of observational learning
a-r-m-m
156
real life
models exemplified by teachers, parents, and significant others
157
symbolic
models presented through oral or written symbols
157
representational
model presented through audio-visual measures
158
urie bronfenbrenner
proponent of bioecological systems theory
159
bioecological systems theory
this theory looks at a child's development within the context of the system of relationship that form his environment
160
microsystem
most influential
the layer closest to the child and contains structures with which the child has direct contact
161
macrosystem
this layer comprises principles surrounding the child
outermost layer in the child's environment
ex. values, customs, laws
161
mesosystem
this layer provides connection between the structures of child's microsystem
162
exosystem
this layer defines the larger social system that the child does not function directly
has indirect impact on child's development
ex. parents' employment
163
chronosystem
this layer encompasses dimension of time (social and historical timeframe)
it could be external or internal
164
unpredictability
instability
most destructive in child's life
164
meaningful learning or subsumption theory
this theory believes that learners make sense of their environment by integrating new knowledge with what they already learned
165
david ausubel
proponent of meaningful learning or subsumption theory
165
advance organizer
presents an overview of the information to be covered in detail during the exposition that follows subsumption theory
166
derivative subsumption
correlative subsumption
superordinate subsumption
combinatorial subsumption
four processes by which meaningful learning can occur according to ausubel
167
atkinson and shiffrin
proponent of information processing theory
167
information processing theory
this theory believes that individual learns when the human mind takes in information, performs operation in it, stores the information, and retrieves it when needed
167
sensory motor
information store that holds an exact copy of stimuli for a very short period of time
1 to 3 seconds
168
long term memory
information store that is permanent
minutes to lifetime
168
forgetting
inability to recall previously known to the mind
168
short term memory
information store that retains the information as we consciously work on it
18 seconds or less
168
retrieval failure
forgetting due to inability to recall information
169
decay theory
information stored in LTM gradually fades when not in used
169
interference theory
forgetting LTM due to influence of other learning or new information
169
retention
ability to recall what has been learned or experienced
170
interference
act of hindering, obstructing, or impeding
171
transfer
when something previously learned influences the new material
171
lateral transfer
occurs when the individual is able to perform a new task about the same level
172
vertical transfer
occurs when the individual is able to learn more advanced skills
172
general transfer
applying principles previously learned to dissimilar situations
172
specific transfer
when a specific skill is applied in similar situations
173
robert gagne
proponent of 9 events of instruction
174
maslow's hierarchy of needs
this theory believes that there are four types of needs that must be satisfied before a person can act unselfishly
174
gain attention
inform objectives
recall
present content
provide guidance
elicit performance
provide feedback
assess performance
enhance retention and transfer
9 events of instruction
g-i-r-p-p-e-p-a-e
174
abraham maslow
proponent of hierarchy of needs
174
1. physiological needs - survival
2. safety needs - protection
3. love and belonging needs - connection (inclusion, affection, control)
4. esteem needs - recognition (self esteem - esteem from within, attention and recognition - esteem from others)
5. self-actualization - actualization, desire to become more and more what one is, becoming everything that one if capable of becoming
maslow's hierarchy of needs
