Term
Cognitive Developmental Theory
(name 3) |
|
Definition
| Piaget, IP theory, Neo-Piagetian |
|
|
Term
|
Definition
(Bandura, Chomsky) Learning is a cognitive process that takes place is social context via observation and instruction, vicarious reinforcement (learning from others' rewards/punishments)
Bandura - Bobo doll
4 steps:
1) Attend/Perceive
2) Recall
3) Reproduce
4) Motivated to Reproduce/or not |
|
|
Term
|
Definition
(Vygotsky) Cognitive development happens though interactions with others
ZPD
scaffolding
Development is reciprocal |
|
|
Term
| Hormonal Influences on development |
|
Definition
| artificial (growth) hormones sometimes offered during middle childhood: $, side effects, unknown long-term effects |
|
|
Term
|
Definition
Alcohol in adolescence> dopamine tolerance> depression> more alcohol. May not get drunk as easily, but it affects depression, sleep patterns, mood problems
Biological addiction (substance in commonplace and therefore needed for normalcy)
Psychological addiction: dependence to cope with problems that don't go away on their own.
Smoking is on the rise for girls, esp in some countries (austria, sweden, norway) |
|
|
Term
|
Definition
Gross: Happens a lot in preschool years, also when handedness becomes apparent.
Prek: turn/stop quickly, jump
6-7yo: tie shoes
8: move hands independently
middle childhood: little to no diff btwn boys and girls
11-12: little difference in fine motor from adults |
|
|
Term
|
Definition
| healthy fatty acids can help with ADHD |
|
|
Term
|
Definition
Immediately after childbirth
APGAR: (score of 1-10, 0-2 for each criterion) 4-6 is fairly low, 7 is normal
Appearance: Complexion: blue, blue extremities, pink
Pulse: absent, <100bpm, >100bpm
Grimace: response to stimulation
Activity: resisting tension/flexing
Respiration: absent, weak, or strong |
|
|
Term
| Physical growth and maturation/aging |
|
Definition
Primary aging: irreversible, genetic changes
Secondary aging: due to habits/environment
Peripheral Slowing Process (Peripheral Nervous System slows)
vs. General Nervous System Slowing |
|
|
Term
|
Definition
Primary sex characteristics: testes, sex glands
Secondary: hair, genitals
Age 12-16. Spermarche age 13 avg (1 yr after sperm production)
Puberty= increase in strength, circulation, stamina (both sexes) |
|
|
Term
| Sexual Maturation (female) |
|
Definition
Primary: vagina, uterus, ovaries, sex glands
Secondary: hair, breasts
Age 8-16, avg 12
Early puberty can bring moodiness, impulsivity, depression |
|
|
Term
|
Definition
| Causes abnormalities in development, such as drinking while pregnant, lack of nutrients, physical restraint, or genetic disorders |
|
|
Term
| Cognitive Development: Attention |
|
Definition
| Attention part of the brain is fully developed at age 5. |
|
|
Term
| Cognitive Development: Environmental influences |
|
Definition
| urie Bronfenbrenner (Bio-Ecological Approach): |
|
|
Term
| Cognitive Development: Information Processing |
|
Definition
In adolescence, they gain in areas of abstract and hypothetical thinking because:
1) gain more attention
2) more efficient memory
3) IP speed
4) Organizational strategies
5) meta-cognition |
|
|
Term
| Cognitive Development: Memory |
|
Definition
Preschool: develop scripts (tell only unique parts of a story, like going out to eat), autobiographical memory inaccurate before age 3.
meta-memory: thinking about memory
middle childhood: What can I remember? Can use word-association
adolescence: How can I remember/study best? |
|
|
Term
|
Definition
*Sensorimotor - reflexes > repeat behaviors, assimilation and accomodation >
Action/Reaction > Object Permanence > Symbolic Thought
*Preoperational (age 2-7) Animism, Egocentrism, Pretend play, symbolic thinking/language, centration (focusing on one aspect of a stimulus and ignoring others), ego-centrism: talk to themselves
*Concrete Operational (age 7-12) conservation
active and appropriate use of concrete logic, able to think of others' experiences
*Formal Operational (12+) abstract thinking, early formal operational (fantasies), late formal operational (realistic thoughts) |
|
|
Term
| Cognitive Development: Play |
|
Definition
Vygotsky: around age 3, a child uses a "pivot" or an object to bridge the gap between "I can't do this" to "I can do this, through my imagination." Thus, play serves as a bridge between can and can't. (Ex: I can't ride a horse. A stick is a pivot that allows me to pretend I can ride a horse)
Types of Play:
* constructive: manipulate/build something
* parallel play: kids play in similar manner, but don't interact
* associative play: interact/share, but do different things
* cooperative play: work together, lots of interaction
* pretend play: creativity, symbolic, out-of-the-box/abstract thinking |
|
|
Term
| Cognitive Development: Problem Solving and planning |
|
Definition
Vygotsky: cultural tools: (alphabet, numbers, religion) tools that help us solve problems
affordances: opportunities to grow |
|
|
Term
|
Definition
socio-cultural
Zone of Proximal Development - you learn based on previous learning and current understanding
scaffolding
Reciprocal Teaching (middle childhood): teacher facilitates by generating questions, encouraging summarizing, clarifying, predicting
multiple types of intelligence |
|
|
Term
|
Definition
Increases IQ, self-esteem,
Learning more than one language enhances one's abilities in both languages, rather than taking away from one's abilities
Which is more similar to CAP: HAT (semantic) or CAN (phonetic)? Young Bilingual children prefer semantic. If monolingual, semantic increased with age. |
|
|
Term
| Language Development: Development of Syntax |
|
Definition
Rules of grammar within sentence structure (expound)
by age 3, using plurals, possessives, past tense, etc... |
|
|
Term
| Language Development: Environmental, cultural, and genetic influences |
|
Definition
| Poverty leads to a smaller vocab being used parent-to-child |
|
|
Term
| Language Development: Language and thought |
|
Definition
| Fast mapping: new words are associated w/meaning after a brief encounter |
|
|
Term
| Language Development: Pragmatics |
|
Definition
relation between sentences (expound)
in preschool, we learn practical communication, like when it's our turn to speak, what topics are okay to speak about, etc... |
|
|
Term
| Language Development: Semantic Development |
|
Definition
| Study of meaning (expound) |
|
|
Term
| Language Development: Vocalization and sound |
|
Definition
suggests that the actual sounds of spoken language have much more to do with actual language meaning
middle childhood: still learning intonation, etc..., learning what miscommunication can affect |
|
|
Term
| Social Development: Aggression |
|
Definition
As a trait, aggression is stable, but it declines during preK years.
Instrumental (boys) : goal-oriented aggression
Relational (girls) : intent is to hurt someone's feelings
Cognitive approach: interpretation of others' actions and intentions affects aggression
You can help by: asking child to come up with other reasons for people's actions
aggression ^ in boys during puberty sometimes |
|
|
Term
| Social Development: Attachment |
|
Definition
Ainsworth experiment:
Secure: explores freely, but checks on the caregiver, engages with strangers, upset when caregiver leaves, happy when they return. (Parents are responsive to child's needs)
Anxious/Avoidant or Insecure: avoids or ignores caregiver, shows little emotion at departure, never explores much,ignored at caregiver's return. This is a mask of distress. (Needs frequently not met)
Anxious/Resistant or Ambivalent: Explores a little, wary of strangers (with or without caregiver present), highly distressed with caregiver leaves, ambivalent or angry when caregiver returns (parent gives care unpredictably)
Disorganized: tense or jerky movements (to control crying?) (abused children), mixed or uncategorized responses |
|
|
Term
| Social Development: Moral Development |
|
Definition
Piaget: (stages) 1) Intentions are irrelevant, immediate punishment
2) insipid stage (age 7): there are rules, they're social different rules
3) autonomous/cooperative (age 10): rules can be modified, if everyone agrees
Colberg: fixed stages:
1) pre-moral: no morals
2) pre-conventional morality: follow rules based on rewards and punishments
3) conventional level of morality: maintain respect of society, you just follow the laws; that's what's just. society is right.
4)post conventional morality: follow laws that have been agreed upon by society, but laws can be modified. Then, laws represent values and principles--that's what matters. If law contradicts principles, you can disobey them. (Heinz dilemma: life is sacred, or you must avoid chaos.)
Gilligan focused on female morality:
1) focus on self
2) focus on self-sacrifice
3) balance self and others' needs
4) hurting someone is wrong (incl self) |
|
|
Term
|
Definition
Adolescence:
ego-centrism, imaginary audience/spotlight effect, personal fables (can't happen to me, my experiences are unique)
Self-concept: how do I see myself? My peers see me? Multiple facets
identity forms based on parental expectations, culture, society, gender, sexual identity, etc... |
|
|
Term
|
Definition
| (Social cognition) try to figure out other people and what they do, and respond the way they do |
|
|
Term
|
Definition
Bio-Ecological Approach
Focus on relationships between people and their social/cultural context
4 levels of environment that influence us:
microsystem: immediate people around us
macrosystem: larger, cultural context (economy, western culture)
exosystem: indirectly affects you (Parents' work)
mesosystem: connections between immediate environments: How are my peers affecting my home life? |
|
|
Term
| Parenting Styles (and how kids turn out) |
|
Definition
authoritarian: kids withdrawn/awkward
authoritative: independent/cooperative
permissive/indifferent:dependent/moody
permissive/indulgent: low self control, low social skills |
|
|
Term
| Emotional expression and regulation |
|
Definition
| Emotional self-regulation: preK develop in level of control. Can negotiate and express desires/wishes |
|
|
Term
|
Definition
Kenneth Dodge (IP approach) says social skills involve:
1) id social cues
2) interpret and evaluate cues
3) determine options
4) evaluate consequences of each option
5) choose option
6) assess
Coleman said emotional literacy should be taught in schools |
|
|
Term
|
Definition
psycho-social
8 fixed stages
prek: shame and self doubt can come from overprotecting a child. This is a stage when they start becoming their own person and make decisions.
middle childhood: id selves in terms of industry, mastery, competence (I'm good at _____), social comparison
Adolescence: identity vs. role confusion: are they able to identify socially acceptable roles for themselves?
psychological moratorium: to let go of responsibilities and try new roles
Young adulthood: intimacy vs. isolation (includes friendships)
generativity vs. stagnation : what have I generated for the world? (mid adulthood)
ego integrity vs. despair (late adultdood) |
|
|
Term
|
Definition
| phallic stage (preK) - wanting to play with same-gendered peers |
|
|
Term
| Personality and Emotion: Temperament |
|
Definition
| Patterns of arousal and behavior (not what they do or why): easy baby, difficult baby, slow to warm up, inconsistent |
|
|
Term
|
Definition
Career Choice Theory (3 stages)
fantasy: I want to be a mermaid, fireman,
tentative: fireman is dangerous. Maybe a dr?
realistic: try it out, get experience, see if it's what you want |
|
|
Term
|
Definition
| 1:4 adult:child, groups no more than 8, handwashing, clean, engaging with kids |
|
|
Term
|
Definition
| institutionalism can lead to learned helplessness. 5% live in nursing homes, 10% in other institution |
|
|
Term
|
Definition
Retirement has lowered to age 60
continuers: keep doing what they're doing
involved spectators: facilitate, but aren't actively involved
adventurers: start something new
searchers: try new things to decide how to spend retirement
easy gliders: go with the flow, don't worry about it.
Retreaters: become depressed, withdrawn |
|
|
Term
|
Definition
Crime:
undersocialized: ignored by parents, rejected by peers, low intelligence... unlikely to be rehabilitated
socialized delinquents: conform to society, usually influenced by group, crimes more minor... can be rehabilitated |
|
|
Term
|
Definition
| Fears, phobias and obsessions (expound) |
|
|
Term
| Chronic illness and physical disabilities |
|
Definition
| Most people have at least one chronic illness, such as arthritis or high BP |
|
|
Term
|
Definition
|
|
Term
|
Definition
| Can use enrichment (give more challenging material) or acceleration (skip a grade) |
|
|
Term
|
Definition
| The ability to attribute mental states — beliefs, intents, desires, pretending, knowledge, etc. — to oneself and others and to understand that others have beliefs, desires, intentions, and perspectives that are different from one's own. Deficits can occur in people with autism spectrum disorders, schizophrenia, attention deficit hyperactivity disorder, as well as neurotoxicity due to alcohol abuse. |
|
|
