Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
46 Cards in this Set
- Front
- Back
|
Gessel Experiment
|
-Set up standards for infant movement
-Walking usually occurs at 12 months -Nature background -Stable -Continuous -Passive -Endpoint (Universal) -Helped set up Foster Care Program in US (focused on infants) |
|
|
Halls Experiment
|
-Children <8- "animal stage"
-Early elementary-"hunter stage" -Puberty-"savage stage" -Adolescense="Sturm and Drang stage" (storm and stress)---Civilized/Human -Nature -Stable -Discontinuous (Different than Gessel) -Passive (Except adolescence) -Endpoint |
|
|
Biological Theories
|
-Gessel
-Hall |
|
|
Psychodynamic Theories
|
-Freud/Erikson
-Nature (Dynamic pertains to body and changes/Psych pertains to personality and thoughts) -Stable (Stages are predictable) -Discontinuous -Passive (Body dictates stage) -Endpoint |
|
|
Trust vs Mistrust
|
-Birth-1 year
-Primary care giver & Infant -Infants depend on care giver---needs trust -Dont want all trust or miss trust -Little mistrust is good |
|
|
Autonomy vs. Doubt/Shame
|
-1-3 years
-Parents and toddlers -Toddlers becoming independent -Slow due to learning curve |
|
|
Inintiative vs. Guilt
|
-3-6 years
-Family and Child -Child is capable of many things and are aware (ininitiative=risk taking) -Give child a choice/make them think -Always want child to feel a little guilt |
|
|
Industry vs. Inferiority
|
-6-11 years
-Teacher/classmates and child -Moving away from family onto classmates -children pick up rules in society -Helps shape self-esteem |
|
|
Identity vs. Role Confusion
|
-Adolescence
-Peers and adolescents -Puberty/Body change -Defined by clothing, interests, language, etc |
|
|
Intimacy vs. Isolation
|
-Early adulthood
-Significant other and early adult -Sharing secrets with people -Have to know who your are before intimacy |
|
|
Generatelitivity vs. Stagnation
|
-Middle adulthood
-Future generations vs. adults -Create a better/improved life for other people -Learn things from younger children |
|
|
Integrity vs. Despair
|
-Late adulthood
-Spiritual being/universe/gods and adult -Point of life? -What will people think of me? -Did I make a difference? -Coming to terms |
|
|
Behavioral Theories
|
-Associationism
-Stimulus---Stimulus (Pavlov) -Stimulus---Response (Pavlov) -Response---Consequence -Nurture -Plastic -Continuous -Passive -No endpoint (Always new stimuli and responses) -Watson---"Little Albert" |
|
|
Cognitive Theories
|
-Piaget
-Bandura -Info Processing |
|
|
Piaget
|
-Nurture
-Discontinuity -Active -Learn by observing |
|
|
Bandura
|
-Nurture
-Plastic -Continuous -Passive/Active -No end point |
|
|
Info Processing
|
-Nurture-Nature
-Plastic (majority)-working memory is stable -Continuous -Active -No endpoint |
|
|
Contextual Theories
|
-Vygotskiy
-Bronfenbrenner |
|
|
Vygotsky
|
-Nurture
-Plastic -Continuous -Active -No endpoint |
|
|
Bronfenbrenner
|
-Microsystem (family/friends)
-Mesosystem -Macrosystem (Values and beliefs) -Exosystem (Community/Employment) |
|
|
Alfred Alder
|
-"Not what your born with, but what use one makes of the equipment"
-Individualistic Theory |
|
|
Adlers Assumptions
|
1. All behavior has social meaning
2.All behavior is goal-directed 3. Each person is indivisible with unique behavior pattern 4. We strive to overcome inferiority 5. Behavior is a result of subjective perceptions |
|
|
Adler-Birth Order
|
-1st born will be responsible/hard working
-2nd born will be trouble maker -Youngest will be creative |
|
|
Adler-3 unavoidable problems
|
-Society
-Work -Love |
|
|
Society
|
-to develop and maintain friendships
-Cooperate in schools and sports -take interest in state/humanity |
|
|
Work
|
-Support self and family
-Obtain sense of societal values of industry -Be interested in work and benefiting others -Be a part of community |
|
|
Love
|
-Maintain equal worth of both partners
-Maintain lifelong partnership -Raise a family as a partnership |
|
|
Height changes
|
-1 year- 50% taller
-2 years- 75% taller |
|
|
Weight Changes
|
-1 year-tripled
-2 years-quadrupled |
|
|
Effects of Physical Growth
|
-Heredity
-Nutrition -Disease Control -Climate -Improved Balance -Increased Strength -Greater agility -Greater flexibility |
|
|
Infancy Stage
|
-birth-2 years
-Reflexes to voluntary behaviors -Pressure on foot-Babinski reflex -Press thumbs and mouth opens(Bablein) -Side of cheek and head turns (Rooting/Sucking reflex) |
|
|
Early Childhood
|
-2-6 years
-Advancements in both gross and fine motor skills 2-3---doorknobs 3---Toilet seats 4-5---Dress/undress 4---Adapt with fork 5-6---Use of knife with soft foods 6---shoe tying |
|
|
Middle Childhood
|
-8-10 years
-Fluid and consistent performance -Self-conscious |
|
|
Early adolescence
|
-10-14 years
-Puberty changes -Body image |
|
|
Late adolescence
|
-14-18 years
-Attain sexual maturity -Risky behaviors |
|
|
Discrepancy Model
|
-Gap between IQ and achievement
-Problems: 1. Difficulty determining influence of outside factors 2.Deny services to those in need -Wait-to-fail approach |
|
|
Response to Intervention
|
-3 Tiered Model
-Problems 1. Inconsistencies between schools and state 2.Difficulties finding personnel and materials 3.Interventions being done with integrity and fidelity |
|
|
ADHD
|
-Neurological basis
-Boys > girls -Inattention, hyperactivity, and impulsivity -Show before age 7 -Across multiple settings -Cannot be explained by another disorder -Significant impairment in social and academic functioning |
|
|
Subtypes of ADHD
|
-Predominantly inattentive
-Predominantly Hyperactive-Impulsive -Combined type |
|
|
Challenges of ADHD
|
-Accidental Injuries
-Noncomplient -Mothers give more commands, directions, critisms, supervision -Parents report more stress -Increased prevalence |
|
|
Low Prevalence Disabilities
|
-Multiple Disabilities
-Other health impairments (OHI) -Deaf/Hearing impairments -Visual impairments -Orthopedic Impairments -Traumatic Brain Injury -Pervasive Developmental Disorder (Autism, Aspergers, PDD-NOS) |
|
|
Specific Learning Disabilities not due to...
|
-Motivation
-Inadequate teaching -Intelligence -Temporary causes -Other Issues (Vision/Hearing) -Physical disability -Emotional Disturbances -Economic disadvantage -Cultural factors |
|
|
Causes of Specific Learning Disabilities...
|
-Neurological Problems
-Genetic Link -Prenatal issues -Problems during pregnancy -Toxic substances -Nutritional deprivation -Environment |
|
|
Signs of Specific Learning Disabilities...
|
-6-24 months---motor delays
-Pre K/Kindergarten---speech delays and motor problems |
|
|
School Year effects of Specific Learning Disabilities
|
-Poor hand-eye coordination
-Trouble learning ABCs,rhyming, reading -Problems spelling and writing -Messy handwriting (holding pencils) |
|
|
School transitions cause
|
Drop in self-esteem and GPA
Timing in puberty is huge |
