Ed. Psych Chapter 2 Part 2

Front 1

Centration

Back 1

tendency to focus on only one characteristic of an object, problem, or event at a time

Front 2

Decentration

Back 2

ability to think of more than one quality at a time

Front 3

Egocentrism

Back 3

assumptions that others see things the same way

Front 4

Criticisms of Piaget's Theory

Back 4

People say they underestimate children's abilities

Overestimates adolescents capabilities

Vague Explanations for cognitive growth

Front 5

According to Vygotsky, cognitive development is strongly influence by what?

Back 5

those who are more advanced

Front 6

Empirical learning

Back 6

The way in which young children acquire spontaneous concepts as a by product of everyday life like play and conversation

Front 7

Scientific Concepts

Back 7

psychological tools that allow us to manipulate our environment consciously and systematically, instruction driven

Front 8

Theoretical Learning

Back 8

using psychological tools to learn scientific concepts

Front 9

Zone of Proximal Development

Back 9

the difference between what a child can do on his own and what can be accomplished with some assistance

Front 10

Scaffolding

Back 10

support given by teacher during the early phases of learning something using techniques like prompts, suggestions, checklists, modeling, rewards, feedback, cognitive structuring and questioning

Front 11

Mark Tappan Four-Componanct Model of SCaffolding

Back 11

1. Model desired academic behavior
2. Create a dialogue with student
3. Practice
4. Confirmation

Front 12

Piaget's Moral Development

Back 12

Age Changes the Interpretation of the Rules

Front 13

Piaget's Moral Development:

Ages 4-7

Back 13

don't understand the rules but follow them to the best of their ability

Rules are often broken because of a lack of understanding

Front 14

Piaget's Moral Development:

7-10

Back 14

rules are sacred pronouncements from those who are older

rules broken through lack of understanding

Front 15

Piaget's Moral Development:

11 years and up

Back 15

rules are agreements reached by mutual consent

understand why rules are necessary

Front 16

Piaget's Moral Development:

Morality of Constraint
(Moral Realism)

Back 16

single, absolute moral perspective
determines guilt by damage
follows rules because they are set by authority
up to age 10

Front 17

Piaget's Moral Development:

Morality of Cooperation
(Moral Relativism)

Back 17

aware of different view points
rules are more flexible
intention is considered when assigning guilt

Front 18

Kohlberg's Moral Development

Back 18

1. Moral reasoning proceeds through fixed stages
2. Can be accelerated through instruction

Front 19

Kohlberg's Moral Development:

Preconventional Morality

Back 19

Level 1:
avoid punishment, receive benefits in return

Front 20

Kohlberg's Moral Development:

Conventional Morality

Back 20

Level 2:

Respect others, respect authority

Front 21

Kohlberg's Moral Development:

Postconventional Morality

Back 21

Level 3:

mutual agreements, consistent principles

Front 22

Criticisms of Kohlberg's Moral Development

Back 22

1. Moral Development si difficult to accelerate
2. the dilemmas he used to judge morality are not realistic and focus on issues that are too large

Front 23

Gilligan's criticism of Erikson's and Kohlberg's Theories

Back 23

Thought they were only accurate for males