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49 Cards in this Set
- Front
- Back
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Development |
Orderly and lasting growth, adaptation, and changes over the course of a lifetime. |
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Continuous theories of development |
Theories based on the belief that human development progresses smoothly and gradually from infancy to adulthood. |
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Discontinuous theories of development |
Theories describing human development as occurring through a fixed sequence of distinct, predictable stages governed by inborn factors. |
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Cognitive development |
Gradual, orderly changes by which mental progresses become more complex and sophisticated. |
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Schemes |
Piaget: Mental patterns that guide behavior or thinking. |
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Adaptation |
Piaget: The process of adjusting schemes in response to the environment by means of accommodation and assimilation. |
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Assimilation |
Piaget: Understanding new experiences in terms of existing schemes. |
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Accomodation |
Piaget: Modifying existing schemes to fit new situations. |
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Equilibriation |
The process of restoring balance between present understanding and new experiences. |
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Constructivism |
View of cognitive development that emphasizes the active rule of learners in building their own understanding of reality. |
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Reflexes |
Inborn automatic responses to stimuli (e.g. Eye blinking in response too bright light |
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Sensorimotor Stage |
Piaget: Birth -2 years Formation of the concept of object permanence and gradual progression. Stage during which infants learn all about their surroundings by using their senses and motor skills. |
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Important Concepts for Piaget's Theory |
Schemes Assimilation and Adaptation Development precedes learning Self regulation is the key |
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Preoperational Stage |
Piaget: 2-7 years Development of the ability to use symbols to represent objects in the world. Thinking remains egocentric and centered. Language and concepts develop at an incredible rate. Lack understanding of principles of conservation. Believe that everyone sees the world as they do. |
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Centration |
Piaget Paying attention to only one aspect of an object or situation. Associated with preoperational stage |
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Reversibility |
Piaget The ability to perform a mental operation and then reverse one's thinking to return to the starting point. Irreversibility is associated with preoperational stage |
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Concrete Operational Stage |
Piaget: 7-11 years Improvement in ability to think logically. Use of operations that are reversible. Thinking is de-centered and problem-solving is less restricted by egocentrism. Children begin to see that others don't necessarily perceive the world as they do. Abstract thinking is not possible. (unable to deal with more than one variable) Rooted in the world as it is. children at this stage can form concepts, solve problems, and see relationships, but only if the objects are familiar. Seriation and transitivity are important parts of this stage. |
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Seriation |
Piaget Arranging things in logical progression (for example arranging sticks from shortest to longest) Associated with Concrete Operational Stage |
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Transitivity |
Piaget The ability to infer a relationship between two objects based on their relationship to a third object. (If Bill is taller than Ted and Ted is taller than Frank, then Bill is taller than Frank) Associated with Concrete Operation Stage |
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Formal Operational Stage |
Piaget: 11- adulthood (Piaget did not address stages after adolescence) Abstract and purely symbolic thinking possible. Metacognitive thinking. Hypothetical thinking. Form and contest are separate. Able to identify strategies that help them learn. (pendulum problem: systematically solve problem with more than one variable). |
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Lev Vgotsky's Theory |
Based on Piaget Believed that learning preceded development Learning is inextricably linked to cultural symbols (language, writing and counting systems) Learning is social. Interacting with others that might know more. Zone of proximal development, scaffolding |
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Zone of Proximal Development |
Vgotsky: Tasks or activities that a child cannot accomplish yet alone, but could with assistance of more competent peers or adults. |
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Scaffolding |
Vgotsky: The assistance provided by more competent peers and adults. |
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What are the main differences between the theories of Piaget and Vgotsky? |
LOOK UP |
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What are the similarities between the theories of Vgotsky and Piaget? |
LOOK UP |
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Educational Psychology |
the study of learners, learning and teaching . . . the accumulated knowledge, wisdom and seat-of-the pants theory that every teacher should possess to intelligently solve the daily problems of teaching. |
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pedagogy |
also known as instruction. The link between what the teacher wants the students to learn and students' actual learning. |
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What makes a good teacher? |
Good teachers know their subject matter and have mastered pedagogical skills. They accomplish all the tasks involved in effective instruction with warmth, enthusiasm and caring. |
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What is the role of research in Ed Psych? |
Ed Psych research focuses on the processes by which information, processes, skills and values are communicated between teachers and students in the classroom as well as the application of the principles of psychology to educational practices. |
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action research |
a form of descriptive research that is carried out by educators in their own classrooms or schools. Pro: provides front-line insight from teachers and principals Con: lacks the level of objectivity sought in other forms of research |
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descriptive research |
Research study aimed at identifying and gathering detailed information about a topic of interest. |
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correlational study |
research into the relationships between variables as they naturally occur. Researcher does not deliberately change a variable. |
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single-case experiment |
experiment that studies a treatment's effect on one person or group by contrasting behavior before, during and after the application of the treatment. |
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internal validity |
the degree to which an experiment's results can be attributed to the treatment in question rather than other factors. The experiment is measuring what you intended to measure. |
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external validity |
Degree to which results of an experiemtn can be applied to real-life situations. |
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teacher efficacy |
the belief by a teacher that they make a difference. The degree to which teachers believe their own efforts determine the success of their students. |
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Do adults or children typically learn a second language faster? |
Adults can typically learn a second language faster than children, but they will often retain an accent in their second language. |
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What are the four stages used by Piaget to describe development? |
Sensorimotor (birth- 2 years) Preoperational (2-7 years) Concrete operational (7-11) Formal Operational (11 years to adulthood) |
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Conservation |
The concept that certain properties of an object (such as weight) remain the same regardless of changes in other properties (such as length) |
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inferred reality |
The meaning of stimuli in the context of relevant information. The ability to see things in the context of other meanings. (Seriation and transitivity are examples of this). Ability is gained at during Piaget's concrete operational stage. |
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What are some criticism's of Piaget's theory? |
* Piaget: stages are fixed and concepts cannot be taught before stage. -- Research has shown that Piagatian tasks can be taught to children at earlier developmental stages. *It appears that experience matters much more than Piaget assumed. Even an adult in an unfamiliar situation may exhibit concrete operational behavior and a child who has been taught may exhibit formal operational behavior. |
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Neo-piagetian theories |
* see cognitive development in terms of specific tasks instead of overall stages. * Describe stages of development beyond Piaget's formal operational |
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Sign Systems |
Vygotsky Symbols that cultures create to help people think, communicate, and solve problems |
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Describe the basic ideas of Vygotsky's theory |
*intellectual development can be understood only in terms of the historical and cultural contexts children experience. *Development depends on sign systems that individuals grow up with *cognitive development is strongly linked to input from others *learning precedes development *learning occurs in steps that are in the same sequence for all children *self-regulation *scaffolding *private speech *zone of proximal development |
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Self-regulation |
Vygotsky The ability to think and solve problems without the help of others. |
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What are the steps in Vygotsky's Theory? |
1)Learning that actions and sounds have meaning 2)Practice 3)Self-regulation |
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Private Speech |
Chidren's self-talk, which guides their thinking and action, eventually internalized as silent inner speech. |
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Describe language development during the pre-school years |
1) Age 1 - one word utterances about objects and events that are important to the child 2) Year 2 - two-word sentences 3) 3-4 - vocabulary and knowledge of rules of spoken language increase 5) Mastery of most of the grammatical rules of language. Vocab consists of thousands of words |
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Describe what is emphasized in Literacy during different parts of elementary school |
develop in predictable patterns as children play with language. Depends on children's experiences at home with books and letters. Early elem: decoding and fluency later elem (2nd grade onward): comprehension, vocabulary and study skills |
