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CSET Subtest III > Human Development > Flashcards

Flashcards in Human Development Deck (30)
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1
Q

What are the theories of cognitive development from birth through adolescence?

A

Piaget’s stages of cognitive development, Kohlberg’s Stages of Moral Development, multi-theoretical perspectives of language, intelligence, and children with special needs.

2
Q

Jean Piaget’s theory of cognitive development

A

Proposes that cognitive development begins with a childs innate ability to adapt to the environment, and that development is a result of the childs interface with the physical world, social experiences, and physical maturation

3
Q

A conceptual tool that allows a child to recognize that when altering the appearance of an object, the basic properties do not change

A

Conservation

4
Q

Refers to the way children incorporate new information with existing schemes in order to form a new cognitive structure. (ex: preschool child calls a lion “doggie” because it’s a four legged animal)

A

Assimilation

5
Q

Occurs when children take existing schemes and adjust them to fit their experience. (ex: a preschool child plays with the keys on the piano to hear the different sounds of musical notes. when he tries this with an electric keyboard, he learns that the keyboard needs to be turned on before it is played.)

A

Accommodation

6
Q

Sensorimotor Period

A

Birth-2 years old. First stage of Piaget’s cognitive development model. Behavior is based upon the infant’s physical responses to immediate surroundings. Infants are at the center of their universe.

7
Q

Preoperational Stage

A

2-7 years old. Development of symbolic thought and imagination is boundless. Multitude of “why” questions. Representational thought has emerged. Errors in spoken language. Love to hear stories, sing songs, recite nursery rhymes. Language increases rapidly as children learn many new words each day.

8
Q

Concrete Operations Period: Middle Childhood

A

7-11 years old. Ability to solve simple problems while thinking about multiple dimensions of information. “Think about thinking” (metacognition). Cannot yet think abstractly. Clear sense of seriation, transitivity, reversibility, and conservation. Has the ability to set own values as he becomes more subjective to moral judgments.

9
Q

Formal Operations Period: Adolescence

A

12 years old - adult. Reason abstractly and solve complex problems.

10
Q

Object Permanence

A

Objects do not disappear when they are out of sight. Piaget believed object permanence could not be mastered until about eight months old.

11
Q

Seriation

A

Childs ability to arrange objects in logical progression (i.e. arranging sticks in order from smallest to largest)

12
Q

Schemas

A

The way children mentally represent and organize the world

13
Q

Symbolic Function Substage

A

The child uses words and images (symbols) to form mental representations to remember objects without the objects being physically present (i.e. a child’s dog is lost, so the child scribbles a picture of the dog, or the child pretends that a stuffed animal is the missing dog)

14
Q

Transitive Inference

A

The ability to draw conclusions about a relationship between two objects by knowing the relationship to a third object (if A = B, and B = C, then A = C)

15
Q

Centration

A

Tendency for a child to focus only on one piece of information at a time while disregarding all others (preoperational).

16
Q

Causal Reasoning

A

During preschool, children cannot think logically about cause and effect. Children believe that their thoughts can cause actions, whether or not the experiences have a causal relationship

17
Q

Animism

A

Children believing that non-living objects have lifelike qualities

18
Q

Lawrence Kohlberg

A

the level of moral reasoning is dependent upon how the child responds to challenges and experiences.

19
Q

Piaget and Moral Development

A

Morality is coupled with cognitive development in two noticeably different stages, morality of constraint and morality of cooperation.

20
Q

Morality of constraint

A

Piaget believed children ages 4-7 see their moral world through the eyes of justice and rules, which are unchangeable.

21
Q

Morality of cooperation

A

Piaget, at age 10 children view each dilemma and consider the consequences before making a moral decision.

22
Q

Lawrence Kohlberg and Moral Development

A

Sequential stages that individuals pass through while gradually becoming mature in their moral reasoning. Stages progress from concrete to abstract. As children mature, they begin to look internally for a mature choice based on moral standards of good and bad.

23
Q

Kohlberg: Level I: Preconventional

A

Ages 4-10 years. Children obey because adults tell them to obey. Children judge morality on the basis of consequences.

24
Q

Kohlberg: Level II: Conventional

A

Ages 10-14 years. Reason at the conventional level of morality. Most concerned about the opinions of their peers.

25
Q

Kohlberg: Level III: Postconventional

A

13 years and beyond. Morality is judged in terms of abstract principles and not by abstract rules that govern society.

26
Q

Vygotsky and Language

A

Thought development determined language. Intellectual expression cannot take place until thought and knowledge exist, and this internal intellectual process cannot progress without the interrelation of thought and language.

27
Q

Noam Chomsky and Language Acquisition

A

Language learning is innate. Infants have a language acquisition device built-in neurologically (LAD) so that they can intuitively understand grammar. (universal grammar)

28
Q

Intelligence

A

Most would agree that intelligence is a trait that is inferred on the basis of observable behavior. An individuals general mental abilities including: reasoning, problem solving, knowledge, memory, successful adaptation to the environment.

29
Q

IQ

A

Often equated with intelligence, but not the same as intelligence. IQ is just a score on an intelligence test.

30
Q

Learning Disabilities

A

Often children with average to above average intelligence who exhibit emotional and/or physical maladaptive behavior. Often a discrepancy between a child’s measured intelligence and performance in the classroom.