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74 Cards in this Set
- Front
- Back
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Emphasized innate knowledge and discipline |
Plato |
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Emphasized experience and fitting technique to the individual |
Aristotle |
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Ideas of Rousseau |
Children innately good Nature Formal education at "age of reason" Children learn through spontaneous interactions with objects and people |
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Ideas of John Locke |
Tabula rasa (blank slate) Nurture Early strict parenting |
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Ideas of Freud |
Unconscious biological drives influence development Psychosexual stages |
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Founded the field of cognitive development |
Jean Piaget |
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Ideas of John Watson |
Behaviorism Child development can be controlled by rewards and punishments (associative learning) Nurture can overcome nature |
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All behavior can be explained by responses to external stimuli - particularly rewards and punishments |
Behaviorism |
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Child development can be controlled by rewards and punishments |
Associative learning |
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Stage-like development that happens in a stair step manner |
Qualitative change |
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Continuous, slow and gradual change |
Quantitative change |
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The physical, social, cultural, economic, and historical circumstances in a child's life |
Sociocultural context |
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The degree to which independent measurements using the same instrument are consistent |
Reliability |
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Two or more different raters independently agree (a measure is reliable if you get the same results regardless of who is doing the measuring) |
Inter-rater reliability |
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A measure yields the same score across different testing occasions (the measure is reliable if you get the same results regardless of when it is measured) |
Test-retest reliability |
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Does the test measure what it is intended to measure |
Validity |
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Are you testing what you think you are testing |
Internal validity |
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A thing that you didn't think about that could explain your data |
Confounds |
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Can the observed effects be generalized beyond the experimental context |
External validity |
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The union of sperm and egg |
Conception |
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Fertilized cell |
Zygote |
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Begins 12 hours after fertilization and continues throughout fetal development |
Cell division |
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Cells move from point of origin to elsewhere in the embryo |
Cell migration |
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Cells specialize, fulfilling needs of separate structures and functions |
Cell differentiation |
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Selective death of certain cells when no longer needed |
Cell death (apoptosis) |
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The four developmental processes |
1. Cell division 2. Cell migration 3. Cell differentiation 4. Apoptosis |
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When the inner mass differentiates into 3 layers |
Gastrulation |
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Maternal factors related to child health |
Age > 40 years Stress Nutrition Disease Miscarriage Teratogens |
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Harmful environmental agents |
Teratogens |
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Many agents are harmful only if exposure occurs during a period of prenatal development |
Sensitive period |
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Amount and length of exposure degree of harm |
Dose-response relation |
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Compares correlations between identical twins and same-sex fraternal twins |
Twin-studies |
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Examines whether adopted children's scores for a given trait are more highly correlated with those of their biological parent/siblings or their adoptive ones |
Adoption studies |
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Compare the similarity between identical twins who grew up together and those reared apart |
Adoptive twin studies |
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A statistical estimate of the variance on a given trait attributable to genetic differences among those individuals |
Heritability |
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Junctions between axons and dendrites where communication takes place by means of electro-chemical signals |
Synapses |
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Three components of the neuron |
Cell body Dendrites Axon |
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Perform support functions, form myelin sheath around certain axons |
Glial cells |
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Part of the brain involved in thinking, planning, and organizing |
Frontal lobe |
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Part of the brain involved in spatial processing, integration of sensory information |
Parietal lobe |
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Part of the brain for visual processing |
Occipital lobe |
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Part of the brain for memory, visual recognition, emotion, auditory processing |
Temporal lobe
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Development of neurons |
Neurogenesis |
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Process by which the dendrites become more dense, end up with a complex structure with many contact points |
Aborization |
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Laying down of myelin on the axons |
Myelination |
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Birth/making of the connections between cells |
Synaptogenesis |
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The capacity of the brain to be affected by experience |
Plasticity |
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Basic experiences are "expected" by the individual brain, less information needs to be coded by the genes |
Experience-expectant plasticity |
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Neural connections are created and reorganized throughout life as a function of individual experience |
Experience-dependent plasticity |
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Best time for brain damage |
Early childhood |
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Worst time for brain damage |
Earliest stages of prenatal development and in the first year of life |
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Had the "child as a scientist" view |
Jean Piaget |
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Extending known action pattern to new object |
Assimilation |
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Modifying old action patterns to deal with new object |
Accommodation |
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Reaching a balance between current understanding and your knowledge |
Equilibration |
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Piaget's stages, 0-2 years |
Sensorimotor stage |
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Reflexes are essential tools for learning Assimilation and accommodation start with simple reflexes |
Substage 1 (birth to 1 month) |
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Less reflex bound Body-centered action, put everything in their mouth to acquire knowledge |
Substage 2 (1 to 4 months) |
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Repetition of actions Action less body-centered Lack object permanence (out of sight, out of mind) |
Substage 3 (4 to 8 months) |
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Can represent objects' existence when hidden Commit A-not-B error |
Substage 4 (8 to 12 months) |
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Child as a scientist Actively and systematically explore objects |
Substage 5 (12 to 18 months) |
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Form enduring representation Milestone: deferred limitation |
Substage 6 (18-24 months) |
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Second stage of Piaget's theory Symbolic representation Limitations: egocentrism, centration, and failure to conserve |
The preoperational stage (2-7 years) |
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Actions on concrete objects in the world Children can successfully solve conservation problems and centration problems |
Concrete operations stage (7-12 years) |
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Beginning of abstract and hypothetical thought Can reason systematically and consider multiple outcomes |
Formal operations stage (12 and up) |
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Children undergo continuous change Describe how cognitive change occurs |
Information processing theories |
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Using information you've figured out before to solve a new problem |
Analogical reasoning |
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Steps of task analysis |
Goal, obstacle, strategy |
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Specific mental faculties that respond to environmental input related to a particular domain |
Domain specificity |
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Children as teachers and learners Children of products of culture Interested in how change occurs |
Vygotskyian theory |
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Guided participation and social scaffolding Inter-subjectivity: share communication |
Concepts of sociocultural theories |
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Occurs by ~9 months, babies will notice where someone is looking and look there too |
Joint attention |
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When children look to social partners for guidance about how to respond to unfamiliar events |
Social referencing |
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Range of performance between what children can do on their own and what they can do with optimal support |
Zone of proximal development |
