Exam #3 Flashcards
(156 cards)
1
Q
Piaget and Preoperational Stage ?
A
Saw junior Scientists – Kids working by themselves 2 develop. By this age symbolic thinking grows (mental reasoning) prompting them to be less dependent on the sensorimotor activities to understand the world. A plate becomes a symbol for eating a meal. Bike becomes a symbol for ride. (Focus is on what kids are unable to do at this stage. Ex preschool kids lack the ability to perform conservation tasks).
2
Q
Symbolic Function ?
A
the ability to use a mental symbol word or object to represent something not physically present. (not capable of operations – organized formal logical mental processes @ the end of the preoperational stage.
3
Q
Piaget states language grows out of ?
A
cognitive advances – mental representation – thinking about something develops language for it.
4
Q
Centration?
A
the process of concentrating on one limited aspect of a stimulus and ignoring other aspects. If you place a dog mask on a cat the preschooler sees a dog. They don’t see the whole picture (only the superficial, obvious elements) lead to inaccuracy in thought, visual image dominates thinking (lack of conservation)
5
Q
Conservation Tasks ?
A
Tasks used to assess children’s use of operations, in which children must decide whether a transformed object is the same as or different from what it was before
6
Q
Conservation?
A
the knowledge that quantity is unrelated to the arrangement and physical appearance of objects (10 buttons are still more than 8). A skill that marks the transition to the next stage from preoperational to concrete operational.
7
Q
Transformation?
A
the process whereby one state is changed into another. Child ignores intermediate steps. Transformers help teach children steps in change of state (kids have to snap and alter pieces to get the object to change formation. (Ex. From book three worms on the little girl’s walk. She thinks all three worms are the same worm because she doesn’t understand the transformation that would have to take place for all the worms to be the same one.)
8
Q
Reversibility?
A
ability to return to previous state (ball of clay)
9
Q
Seriation?
A
The ordering of stimuli along a quantitative dimension
10
Q
Egocentric Thought ?
A
Thinking that does not take the viewpoints of others into account. Lack of awareness that their behaviors act as a trigger to others reactions and responses. (Hide and seek will cover their own face believing if they cannot see others, others cannot see them.
11
Q
Functionality?
A
The idea that actions, events, and outcomes are related to one another in fixed pattern – end of preoperational stage
12
Q
Identity?
A
the idea that certain things stay the same, regardless of changes in shape, size and appearance (clay is still a ball of clay) Helps with conservation and transformation (vs. self-concept)
13
Q
schemes in order to understand identity and conservation.Children have to go through ?
A
(assimilation/accommodation) change in schemes
14
Q
Reversibility?
A
a transformation can be reversed to return something to its original state.
15
Q
Information Processing Approaches to Cog Dev ? Accepted or rejected?
A
Widely accepted by child developmentalists as the most accurate explanation of how children develop cognitively.
16
Q
Information Processing Approaches to Cog Dev
A
Changes that occur in children’s cognitive abilities on the basis of experiences (environment) becomes more sophisticated
17
Q
Autobiographical Memory ?
A
Memory of particular events from one’s own life (not always accurate/fades over time)
18
Q
Scripts?
A
Broad representations in memory of events and the order in which they occur – it is difficult to remember one specific time an event occurred like going to the store.
19
Q
Vygotsky = Cognitive Development ?
A
– Apprentices/Culturally Based – The way cultures and society approach problems influences cognitive development. Social interactions and guided participation (mentors to problem solve) children are apprentices – mentors provide assistance, instructions and motivation. Children’s toys reflect what is important to particular societies.
20
Q
Zone of Proximal Development ?
A
the level at which a child can almost, but not fully, comprehend or perform a task without assistance. At this time if appropriate help or instruction is offered children are able to increase their understanding and master new tasks skills. Cognitive development only occurs when more skilled individuals offer information or help while the child is in the zone. The zone grows becomes larger with improvement in each skill or cognitive ability.
21
Q
Scaffolding?
A
The assistance or structuring provided by others =
support for learning and problem solving that encourages independence and growth.
22
Q
Cultural Tools?
A
physical items pens pencils paper calculators, computers – Intellectual and conceptual frameworks like language.
23
Q
Erikson’s Psychosocial Development ?
A
moral understandings about one’s self and others.
24
Q
Initiative-versus-guilt stage?
A
Preschool, ages three to six. Stage development where independence and consequences form Emotional Development – “Am I good or am I bad” is the main question being answered.
25
Self-concept ?
Identity about one’s self, beliefs, values. Information you know about yourself, simple facts. What others might know about you. (I/She am/is good at math) Facts only
26
Self-Esteem?
General attitude toward yourself. It is how you “feel” about those things you know about yourself. Your attitudes toward yourself. “I like that I am confident.” The difference is “feelings” Feelings about the facts.
27
Collectivistic Orientation ?
Interdependence, inter connectedness ( ex. Asian Cultures)
28
Individualistic Orientation ?
personal identity, uniqueness, competition (ex. American Society)
29
Identification?
identify with the same sex parent
30
Sex?
generally refers to sexual anatomy
31
Gender Identity ?
perceptions of one’s self as male or female
32
Gender Schema ?
framework that organizes information related to gender
33
Gender Constancy ?
permanently male or female based on biological factors.
34
Androgynous?
roles encompasses characteristics of both sexes.
35
Gender Differences ?
appear in early preschool years, children form expectations which generally conform to social stereotypes
36
Gender Differences Explained by theorists ?
– Genetics (biological expectations); Freud’s Psychoanalytic – subconscious; Social Learning – environmental influences (parents, teachers, peers, media; Cognitive – form gender schemas, cognitive frameworks that organize learned information about gender.
37
Functional play ?
simple repetitive activities for keeping busy, for staying active
38
Constructive Play ?
manipulating objects to produce or build something (developmental skills – motor, cognitive, problem solve, learn to cooperate).
39
Parallel Play ?
Similar play and toys, no interaction between children
40
Onlooker Play ?
watch others play
41
Associative play ?
two or more children interacting, sharing, and borrowing.
42
Cooperative Play ?
turn taking, contests, organized games.
43
Authoritarian Parents ?
controlling, punitive, rigid, and cold – expects obedience. Children are withdrawn non-social.
44
Permissive Parents ?
Laxed, laidback, inconsistent, gives no responsibilities, assumes no responsibilities, allows children to make their own choices. Children are moody, lack social skills, and self-control.
45
Authoritarian ?
Strict parenting with high expectations for conformity and compliance. They don’t explain why they want their children to do things, they are controlling, punitive, rigid, and cold
46
Authoritative Parents ?
firm, clear limits, consistent, strict, warm, loving, encourages individuality. Child centered approach with high expectations of maturity. They teach children to regulate themselves and problem solve, encourages independence but still places limits and controls on their actions. Verbal give and take is okay, parents are warm and nurturing, set clear standards. Children grow up having higher self-esteem and independence. Most recommended parenting style.
47
Uninvolved Parents ?
show no interest in their children, do not spend time together. Emotionally detached, children fare the worst.
48
Moral development ?
sense of justice, right and wrong with regard to moral issues.
49
Moral development and theory?
Piaget – moral reasoning
50
HETERONOMOUS MORALITY ?
the initial stage of moral development (4-7 yrs) rules are unchangeable, beyond people’s influence. Intention has nothing to due with moral reasoning for children.
51
IMMANENT JUSTICE ?
broken rules earn immediate punishment.
52
INCIPIENT COOPERATION STAGE ?
7-10 yrs – children learn social rules. Play according to shared conception of the rules
53
AUTONOMOUS COOPERATION STAGE ?
(10yrs) – children understand that game rules can be modified if all agree
54
Social-Learning Morality ?
How the environment influences children’s moral behavior, prosocial behavior (helping behavior that benefits others). Learned through reinforcement and modeling. By observing others children learn society’s norms which leads to abstract modeling
55
Abstract Modeling ?
the process of developing more general rules and principles that underlie behavior.
56
Empathy and Moral behavior ?
some believe that understanding what others feel like is what teaches some kinds of moral behavior.
57
Aggression?
intentional harm to another person (emerges in preschool years – with age and increased vocabulary aggression generally declines). Advances in personality and social development contribute to the decline in aggression.
58
Emotional Self-regulation ?
the capability to adjust emotions to a desired state and level of intensity.
59
Boys typically show higher levels of ?
overt (open, blatant) aggression
60
Girls typically engage in?
Relational Aggression – non-physical aggression intended to hurt feelings (psychological well-being) name calling, love or friend withdrawal, saying mean or hurtful things.
61
Speech impairment ?
Speech that is impaired when it deviates so much fro the speech of others that it calls attention to itself, interferes with communication, or produces maladjustments in the speaker.
62
Learning Disabilities ?
Difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities.
63
Public Law 94-142 ?
Is the Education for all Handicapped Children Act
64
The Education for All Handicapped Children Act Ensured ?
That children with special needs be put in the least restrictive environment.
65
Special Needs Children Need to learn ?
to function in a normal environment
66
Children With Special Needs Can Lead To ?
Academic and social problems and must be handled with sensitivity and appropriate assistance.
67
Mainstreaming?
An educational approach in which exceptional children are integrated to the fullest extent possible in the traditional educational system and are provided with a broad range of educational alternatives.
68
Full Inclusion ?
The integration of all students, even those with the most severe disabilities
69
Dyslexia?
A reading disability that can result in the misperception of letters during reading and writing, unusual difficulty in sounding our letters, confusion between left and right and difficulties in spelling.
70
ADHD?
Characterized by inattention, impulsiveness, failure to complete tasks, lack of organization, and excessive amounts of uncontrollable activity.
71
Asthma?
A chronic condition characterized by periodic attacks of wheezing, coughing, and shortness of breath.
72
Obesity?
Defined as body weight that is more than 20% above the average for a person of a given height and weight.
73
Goal of Treating Obesity ?
Is to maintain a child’s current weight through diet and exercise, rather than to lose weight.
74
Proper Nutrition ?
Is linked to positive personality traits and cognitive performance
75
Increasing Independence and Mobility in Middle Childhood Leads To ?
Safety issues – automobile-related injuries, fires, drowning, gun related deaths, potential danger from cyberspace
76
Ritalin & Dexedrine ?
Are stimulants used to reduce hyperactivity levels in children with ADHD
77
Muscle coordination ?
An Important Improvement in Gross Motor Skills
78
Middle Childhood ?
Is characterized by slow and steady growth, children gaining about 5 to 7 pounds per year and gaining 2 to 3 inches.
79
Visual Impairment ?
Difficulties in seeing that may include blindness (less than 20/200 after correction) or partial sightedness (20/70 after correction)
80
Characteristics of Childhood Depression ?
Angry, irritable anxious – can be treated effectively, between 2 & 5 % suffer from it.
81
Stuttering?
A substantial disruption in the rhythm and fluency of speech – most common speech impairment
82
Auditory Impairment ?
– Loss of hearing or some aspect of hearing, affects 1-2 % of school-age children
83
Centration?
the process of concentrating on one limited aspect of a stimulus and ignoring other aspects. If you place a dog mask on a cat the preschooler sees a dog. They don’t see the whole picture (only the superficial, obvious elements) lead to inaccuracy in thought, visual image dominates thinking (lack of conservation)
84
Conservation?
the knowledge that quantity is unrelated to the arrangement and physical appearance of objects. A skill that marks the transition to the next stage from preoperational to concrete operational.
85
Transformation ?
the process whereby one state is changed into another. Child ignores intermediate steps. Transformers help teach children steps in change of state (kids have to snap and alter pieces to get the object to change formation. (Ex. from book three worms on the little girl’s walk. She thinks all three worms are the same worm because she doesn’t understand the transformation that would have to take place for all the worms to be the same one.)
86
Piaget Middle Childhood ?
Concrete Operational Thought
87
Concrete Operational Thought ?
ages 7-12 (some kids demonstrate concrete operational thought before the age of 7), characterized by active and appropriate use of logic. Applying logical operations to concrete problems. Ex. Conservation (changes in shape and size do not necessarily affect quantity) is now reasoned by the amount of liquid poured from one container to the other has not been lost so even though they appear different the amount is still the same. Logical thought is no longer being influenced by physical appearance.
88
2 years before children move into the concrete operational stage they ?
go back and forth between concrete and preoperational.
89
Decentering?
The ability to take multiple aspects of a situation into account. Capable of decentering because they are less egocentric.
90
Cross-cultural research indicates that ?
not all children leave the preoperational stage and enter the concrete. One answer to this can be the lack of training in understanding concepts like conservation. Children can be taught to think somewhat more logically and reason through life events.
91
Information Processing in Middle Childhood ?
children become more sophisticated in their handling of information.
92
Memory ?
The process by which information is recorded (encoding), stored and retrieved.
93
Metamemory?
An understanding about the processes that underlie memory that emerges and improves during middle childhood.
94
Control Strategies ?
conscious, intentionally used tactics to improve cognitive processing. Ex rehearsal and repetition will improve memory so kids engage in these strategies.
95
Improving memory ?
Key word strategy – for learning foreign languages (duck = pato in Spanish, key word in English is pot.
Rehearsal – consistent repetition of information
Organization – placing material into categories (types of food)
Cognitive elaboration – mental images are linked with information for recall.
96
Key word strategy ?
for learning foreign languages (duck = pato in Spanish, key word in English is pot.
97
Rehearsal?
consistent repetition of information
98
Organization?
placing material into categories (types of food)
99
Cognitive elaboration ?
mental images are linked with information for recall.
100
Vygotsky?
Cognitive Development & Classroom Instruction
101
Cognitive Development & Classroom Instruction ?
cognitive advances occur through exposure to information within a child’s Zone of proximal development (ZPD – the level at which a child can almost , but not quite, understand or perform a task unassisted.).
102
Cooperative Learning ?
children working together in groups to achieve a common goal, benefit from other’s insights. This works well when at least some other member of the group is more competent than the rest. Peer Learning
103
Reciprocal Teaching ?
a technique to teach reading comprehension strategies that includes skimming a passage, raising questions to the key points, summarize and predict what happens next. Students then become better at taking a teaching (self taught) role rather than a learning role.
104
Vocabulary?
6 yr olds 8,000 to 14,000 words, ages 9-11 gain 5,000 words
105
Grammar ?
school age children master grammar
106
Syntax?
the rules that indicate how words and phrases can be combined to form
sentences grows during middle childhood
107
Phonemes?
units of sound can give some children trouble
108
Intonation?
school-age children have trouble decoding sentences when the mean ing depends on intonation
109
Pragmatics?
the rules governing the use of language to communicate in a given social setting.
110
Minimal Distance Principle ?
The noun that most closely precedes the verb is the subject of the sentence.
111
Metalinguistic Awareness ?
an understanding of one’s own use of language. By middle childhood rules of language become explicit (vs in younger years spoken language is implicit)
112
Behavior?
the growing sophistication of their language helps school-age children control their behavior.
113
Bilingualism?
the ability to speak two languages
114
Bilingual education ?
children are initially taught in their native language, while at the same time learning English. The ultimate goal of most bilingual education programs is to gradually shift instruction into English. Bilingual students often have greater metalinguistic awareness, understanding the rules of language more explicitly.
115
Promote a Literacy Environment ?
read to children
116
Talk to Children ?
current evens, news, about friends – talking promotes thinking makes children more worldly.
117
Provide a Place for Children to Work ?
a separated designated area, desk, room, certain part of a table
118
Encourage Children’s Problem-Solving Skills ?
children should learn to identify their goal, what they know about the circumstances, what they don’t know, design and carry out a strategy, and evaluate the results.
119
Reading Stages?
Stage 0 – birth – 1st grade learn essential prerequisite for reading, identification of letters, writing names, sight reading few words.
Stage 1 – 1st and 2nd grade, completely learn letters and sounds. First real type of reading. Phonolgical Recoding – sound out words by blending letters together, phonetic reading
Stage 2 – 2nd & 3rd grade – read aloud with fluency. However, meanings of words are not prevalent little comprehension because their too busy using cognitive skills to simply read.
Stage 3- 4th-8th grade – reading becomes a means to an end – a way to learn about the world. Limitations comprehension is limited to single perspective (no argument/total acceptance).
Stage 4 9th-12th grades – able to red and process information with multiple points of view. Great works of literature are read during this stage due to ability of multiple view points.
120
stage 0?
Stage 0 – birth – 1st grade learn essential prerequisite for reading, identification of letters, writing names, sight reading few words.
121
stage 1?
Stage 1 – 1st and 2nd grade, completely learn letters and sounds. First real type of reading. Phonolgical Recoding – sound out words by blending letters together, phonetic reading
122
stage 2?
Stage 2 – 2nd & 3rd grade – read aloud with fluency. However, meanings of words are not prevalent little comprehension because their too busy using cognitive skills to simply read.
123
stage 3?
Stage 3- 4th-8th grade – reading becomes a means to an end – a way to learn about the world. Limitations comprehension is limited to single perspective (no argument/total acceptance).
124
stage 4?
Stage 4 9th-12th grades – able to red and process information with multiple points of view. Great works of literature are read during this stage due to ability of multiple view points.
125
Code-Based Approaches ?
to reading emphasize the basic components of reading (sounds, letter combination, phonics – using words to derive meaning).
126
Whole-Language Approaches ?
(Context reading) – children learn to red through exposure to complete writing (sentences, stories, poems, lists) taught to guess about meaning based on context.
127
Multicultural Education ?
Education in which the goal is to help students from minority cultures develop competence in the culture of the majority group while maintaining positive group identities that build on their original cultures.
128
Cultural Assimilation Model ?
The view of American society as a “melting pot” in which all cultures are amalgamated.
129
Pluralistic Society Model ?
The concept that American society is made up of diverse, coequal cultures that should preserve their individual features
130
Bicultural Identity ?
The maintenance of one’s original cultural identity while becoming integrated into a majority culture.
131
Emotional Intelligence?
The set of skills that underlie the accurate assessment, evaluation, expression, and regulation of emotions.
132
Teacher Expectancy Effect:?
The phenomenon whereby an educator’s expectations for a given child actually brings about the expected behavior.
133
Self-fulfilling Prophecy ?
a person’s expectation is capable of bringing about an outcome.
134
• The Pygmalion effect, or Rosenthal effect?
refers to situations in which students perform better than other students simply because they are expected to do so. The Pygmalion effect requires a student to internalize the expectations of their superiors. It is a form of self-fulfilling prophecy, and in this respect, students with poor expectations internalize their negative label, and those with positive labels succeed accordingly. Within sociology, the effect is often cited with regards to education and social class. The effect is named after George Bernard Shaw's play Pygmalion, in which a professor makes a bet that he can teach a poor flower girl to speak and act like an upper-class lady, and is successful.
135
Rosenthal-Jacobson study?
Robert Rosenthal and Lenore Jacobson (1968/1992) report and discuss the Pygmalion effect at length. [1] In their study, they showed that if teachers were led to expect enhanced performance from some children, then the children did indeed show that enhancement.
The purpose of the experiment was to support the hypothesis that reality can be influenced by the expectations of others. This influence can be beneficial as well as detrimental depending on which label an individual is assigned. The observer-expectancy effect, which involves an experimenter's unconsciously biased expectations, is tested in real life situations. Rosenthal posited that biased expectancies can essentially affect reality and create self-fulfilling prophecies as a result.
136
Homeschooling?
A major educational phenomenon in which students are taught, by their parents, in their own homes.
137
Pros for homeschooling?
one on one attention, parents feel as though they can do a better job at educating their children than the public or private school systems, religious reasons.
138
Cons for homeschooling?
lack of social interactions, group study, classroom philosophy, lack of diversity, home may not be best equipped as in science equipment,
139
Intelligence?
the capacity to understand the world, think rationally, and use resources effectively when faced with challenges.
140
Alfred Binet ?
Originated the intelligence test out of a trial and error process in which items and tasks were administered to students who had been previously identified by teachers as being either bright or dull. Ultimately providing a reliable test which identified fast or slow learners. Intelligence test scores were then linked to mental age (the average score for a given age became the mental age of a person who completed the average score).
141
Mental age ?
the typical intelligence level found for people of a given chronological age.
142
Chronological (physical) age ?
a person’s age according to the calendar
143
Intelligence Quotient (IQ) ?
a score that expresses the ratio between a person’s mental and chronological age.
144
Stanford-Binet Intelligence Scale ?
a test that consists of a series of items that vary according to the age of the person being tested
145
Fluid Intelligence ?
The ability to deal with new problems and situation
146
Crystallized Intelligence ?
The store of information, skills, and strategies that people have acquired through education and prior experiences and through their previous use of fluid intelligence
147
Differences in IQ based on ?
culture and environment
148
1 to 3% of school age children are considered ?
mentally retarded.
149
Mental Retardation ?
a significantly sub-average level of intellectual functioning that occurs with related limitations in two or more skill areas.
150
Mild Retardation ?
retardation with IQ scores I the range of 50 or 55 to 70
151
Moderate retardation ?
retardation with IQ scores from around 35 or 40 to 50 or 55
152
Sever Retardation ?
retardation with IQ scores that range from around 20 to 25 to 35 or 40
153
Profound Retardation ?
retardation with IQ score below 20 or 25
154
Gifted and Talented ?
Showing evidence of high performance capability in intellectual, creative, or artistic areas, in leadership capacity, or in specific academic fields
155
Acceleration?
the provision of special programs that allow gifted students to move ahead at their on pace, even if this means skipping to higher grade levels.
156
Enrichment?
an approach whereby gifted students are kept at grade level but are enrolled in special programs and given individual activities to allow greater depth of study.
