Final

Question 1

Identity statuses

Answer 1

Achievement: Commitment to values, beliefs and goals following exploration
Moratorium: In process of exploration without having reaching commitment
Foreclosure: Commitment to values and goals without exploration
Diffusion: No commitment to values or goals, no exploration desired

Question 2

Social learning theory- gender

Answer 2

preschoolers acquire gender-typing through modeling and reinforcement, then organize these into gender-linked ideas about themselves

Question 3

cognitive development theory- gender

Answer 3

suggests that gender constancy must be mastered before children develop gender-typed behavior

Question 4

Gender Schema Theory

Answer 4

combines features of both perspectives (children form masculine and feminine categories and apply to themselves and to the world )

Question 5

PEER ACCEPTANCE

Answer 5

Popular (well-liked)
Rejected (disliked)
Controversial (both liked and disliked)
Neglected (seldom mentioned)

Question 6

Learned Helplessness

Answer 6

Focus on “performance goals”, avoiding negative evaluations and only obtaining positive ones
Attribute failures, not their successes, to ability
When they succeed, are likely to conclude that external factors, such as luck, are responsible
Hold a “fixed view of ability” that can’t be improved through extra effort
Difficult tasks result in an anxious loss of control (inferiority)

Question 7

Piaget in classroom

Answer 7

Use concrete props and visual aids
Give chances to manipulate/test objects
Keep presentations/readings brief and well-organized
Use familiar examples to explain more complex ideas
Give opportunities to classify objects/ideas on increasingly complex levels
Present problems that require logical, analytical thinking

Question 8

Vygotsky in a classroom

Answer 8

Introduce new tasks with models, prompts, sentence starters, coaching, and feedback
Provide tools that support thinking and model the use of those tools
Build on the students’ cultural funds of knowledge
Capitalize on dialogue and group learning
Practice cooperative learning strategies
Experiment with peer tutoring

Question 9

Piaget and education

Answer 9

Discovery Learning: children are encouraged to discover for themselves

Sensitivity to Child’s Readiness to Learn: activities that build on child’s current thinking

Acceptance of Individual Differences: assumes that all children go through the same stages but at different rates

Question 10

Piaget

Answer 10

children actively construct knowledge as they manipulate and explore the environment

Question 11

Vygotsky

Answer 11

children learn through cooperative dialogues with more knowledgeable people, assisted discovery, peer collaboration, zone of proximal development

Question 12

Vygotsky eduction

Answer 12

Intersubjectivity – the process by which two different understandings become a shared understanding

Scaffolding or “guided participation” – adjusting the support offered during teaching to support current level of performance

Question 13

Piaget make- believe play

Answer 13

toddlers discover make believe play independently

Question 14

Vygotsky make- believe play

Answer 14

ideal social social contact for fostering cognitive development

Question 15

Prejudice reduction

Answer 15

• Parenting and disciplinary styles
• Observation and modeling
• Encouragement of empathy & perspective taking
• Intergroup ontact: mixing racially and ethnically different children in group activities, such as through cooperative learning
• Long-term contact and collaboration in neighborhoods, schools, and communities
• Teaching that others’ traits are changeable: encourages philanthropy, such as volunteering to help disadvantaged or needy groups

Question 16

authoritative

Answer 16

Acceptance and Involvement: Warm, responsive, attentive, patient, and sensitive to child’s needs
Control: Makes reasonable demands for maturity and consistently enforces and explains them
Autonomy Granting: Permits the child to make decisions in accord to readiness. Encourages the child to express thoughts, feelings, and desires. When parent and child disagree, engages in join decision making when possible.
Childhood Outcome: Upbeat mood; high self-esteem, self-control, task persistance, and cooperativeness.
Adolescence Outcome: High Self-esteem, social and moral maturity, and academic achievement.

Question 17

Authoritarian

Answer 17

Acceptance and Involvement: Is cold and rejecting and frequently degrades the child
Control: Makes many demands coercively, using force and punishment. Often engages in psychological control, withdrawing love and intruding on the child’s individuality
Autonomy Granting: Makes decisions for the child. Rarely listens to the child’s point of view.
Childhood Outcome: Anxious, withdrawn, and unhapy mood; hostile when frustrated; poor school performance
Adolescence Outcome: Less well-adjusted than agemates reared with the authoritative style, but somewhat better school performance and less antisocial behavior than agemates reared with permissive or uninvolved styles.

Question 18

permissive

Answer 18

acceptance and Involvement: Is warm but overindulgent or inattentive.
Control: Makes few or no demands
Autonomy Granting: Permits the child to make many decisions before the child is ready
Childhood: Impulsive, disobedient, and rebellious; demanding and dependent on adults; poor persistence at tasks and school performance.
Adolescence: Poor self-control and school performance; defiance and antisocial behavior

Question 19

uninvolved

Answer 19

Acceptance and Involvement: Is emotionally detached and withdrawn.
Control: Makes few or no demands.
Autonomy Granting: Is indifferent to the child’s decision and making point of view.
Childhood: Deficits in attachment, cognitive, play, and emotional and social skills.
Adolescence: Poor emotional self-regulation; low academic self-esteem and school performance; antisocial behavior.

Question 20

dropping out

Answer 20

• Classes weren’t interesting (47%)
• Missed too many days and couldn’t catch up (43%)
• Spent time with people who were not interested in school (42%)
• Had too much freedom and not enough rules in my life (38%)
• Was failing in school (35%)

What could we do to help?
•Remedial instruction & counseling
•High-quality vocational ED
•Efforts to address factors in students’ lives
•Participation in extracurricular activities

Question 21

gender typing

Answer 21

•Gender intensification: biological, social, and cognitive factors contribute to this
•Increased awareness of what others’ think
•Family and dating partners also encourage gender-appropriate behavior
Androgynous teenagers: tend to be psychologically healthier
•Encouraged to explore non-gender typed options
•Question the value of gender stereotypes in society
•Androgynous girls in particular tend to excel
•More willing to speak own mind, higher in self-confidence, self-esteem, better liked by peers, and identity-achieved

Question 22

Erikson psychosocial

Answer 22

(Erikson) individuals as advancing through stages characterized by crisis between conflicting social forces, children actively construct knowledge through contact with environment

Question 23

Kohlberg theory of moral development

Answer 23

• Preconventional Level: morality externally controlled. Children accept rules of authority figures and judge actions by their consequences
• Conventional Level: regards conformity to social rules as important but not for reasons of self-interest. Believe that actively maintaining the current social system ensures positive human relationships and societal order.
• Postconventional or Principled Level: move beyond unquestioning support for the laws and rules of their own society. Define morality in terms of abstract principles and values that apply to all situations and societies.

Question 24

Piagets stages

Answer 24

Sensorimotor: understands the world through senses and actions
preoperational: understands world through language and mental images
concrete operational: understands world through logical thinking and categories
formal operational: understands world through hypothetical thinking and scientific reasoning

Question 25

Information processing

Answer 25

Development of scientific theory: coordinating theories with evidence Improves with age, develops gradually Show self-serving bias and apply logic better to things you doubt The ability to evaluate your own objectivity (Theory of Mind) determines the effectiveness of reasoning Adolescents develop scientific reasoning step-by-step on different tasks Combine separate skills and create models that can apply to different problems Highly linked to personality/emotion

Question 26

Memory strategies

Answer 26

Rehearsal: repeating the information to self, usually appears first Organization: grouping related items together, usually appears second Elaboration: creating a relationship, or shared meaning, between two or more pieces of info from different categories, appears third

Question 27

theory of mind

Answer 27

Theory of Mind: set of beliefs about mental activities Metacognition expands as child becomes aware of thought Become more elaborate and refined Understand the process of thinking and factors that influence it Able to make mental inferences and second-order false belief (ability to pinpoint why another person arrives at a certain belief)

Question 28

diversity and inequality

Answer 28

Children of all races pick up on prevailing societal attitudes Prejudice typically declines with age as children understand that people who look different can still think and act the same Racial and ethnic biases most often occur in children who… believe personality traits are fixed have inflated self-esteem have adult role models who point out group differences

Question 29

Piaget's theory of moral development

Answer 29

Moral Realism, or Morality of Constraint (up to 10 years) Rules are absolute and unchangeable Rules are created by adults and sacred Guilt based on amount of damage, not intention Wrongness is based on what will be punished Moral Relativism, or Morality of Cooperation (11 and up) Rules are flexible Might consider different viewpoints Intentions are considered Wrongness based on violation of rights or cooperation

Question 30

Initiative vs guilt

Answer 30

Eager to tackle new tasks, join in activities with peers Children learn about themselves and their social world through play Confident self-images develop, effective control over emotions, and new social skills Adopt the moral and gender-role standards of society Negative outcome: overly strict superego that causes children too much guilt Result of being threatened, criticized, and punished excessively by adults Preschoolers’ sense of play and ability to master new tasks breaks down

Question 31

Industry vs. Inferiority (6-11)

Answer 31

Nourish motivation for mastery § Provide opportunities for success and positive feedback § Avoid comparisons § Respect and acknowledge differences § Help students find their natural talents

Question 32

Identity vs. Role Confusion (12-18)

Answer 32

Recognize that identity is multi-dimensional § Encourage independent thinking § Stimulate students to examine different perspectives § Provide positive and diverse role models

Question 33

self- regulated learning

Answer 33

Knowledge Motivation Discipline Effortful Control: inhibiting impulses and shifting attention Language development contributes to child’s effortful control of their emotional expression Learn strategies for adjusting emotional arousal: Restricting sensory input (cover eyes or ears at scary sight or sound) Talking to themselves Changing their goals (deciding they didn’t want to play a game anyway when excluded)

Question 34

self- conscious emotions

Answer 34

Children depend on adults to know how to feel Perceive adult expectations as obligatory rules Parents should induce moderate, more adaptive levels of shame and pride Shame leads to feelings of personal inadequacy and maladjustment Can lead to withdrawal, depression, and anger and aggression toward those who participated in shame-evoking event Guilt is related to good adjustment

Question 35

play

Answer 35

Nonsocial activity: unoccupied onlooker behavior and solitary play Sequence 2: Parallel play: child plays near other children with similar toys but doesn’t try to influence their behavior Sequence 3: Associative play: children engage in separate activities but exchange toys and interact Cooperative play: children orient toward a common goal (ex: make-believe play)