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122 Cards in this Set
- Front
- Back
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Descriptive Studies |
Survey results Interview responses Video or audio of classroom interactions |
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Correlation Studies |
Look at relationship between two variables |
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Experimental Studies |
Random assignment Look for cause and effect |
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Single-Subject Experimental Designs |
Examines the impact of an intervention |
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Microgenetic Studies |
Study cognitive processes in the midst of change |
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Theory |
an interrelated set of concepts that is used to explain a body of data and to make predictions about the results of future experiments |
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What is Jean Piaget know for? |
Natural cognitive development (Focused on ways children's development progresses as they get older) |
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What is Lev Vygotsky know for? |
Sociocultural Theory Development within the context of human interaction |
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What is Sigmund Freud know for? |
Dream analysis, sex, and aggression |
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What is Erik Erikson know for? |
Psychosocial theory (crisis theory of social identity development) |
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What is Urie Bronfenbrenner know for? |
Bioecological model for development; development is heavily influenced by interacting systems |
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Nature v. Nurture Debate |
Controversial debate over what drives development; impossible to separate; both are important |
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Continuity v. Discontinuity Debate |
Does progress ebb and flow or does it build gradually? |
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Critical Period |
Points where children are best able to learn |
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Development |
Orderly, adaptive changes we go through from conception to death |
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Types of Development (4) |
Physical Personal Social Cognitive |
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Maturation |
Changes are genetically pre-determined and are similar across individuals and cultures |
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Lateralization |
Different hemispheres of brain have different functions |
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What is the left side of the brain associated with? |
Language processing and creativity |
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What is the right side of the brain associated with? |
Visual-spatial organization |
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Neurons |
Communication mechanism in brain |
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Neurotransmitters |
Control transmission of chemicals |
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Hypothesized learning |
on-going process of taking in and organizing new information |
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Shema (Piaget) |
Basic structures for organizing information; concepts; adaptive and help us function in new and frequent experiences |
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Assimilation |
Fitting new information into existing schema |
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Accomodation |
altering existing schema or creating new schema to fit new material |
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Equilibration |
search for balance between existing schema and new input |
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Disequilibrium |
lack of balance between existing schema and new input |
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Piaget Stages (4) |
Sensorimotor Preoperational Concrete operations Formal operations |
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Sensorimotor |
-Ages 0-2 -Imitation, memory, and thought development -Recognize object permanence -Reflex to goal directed activity |
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Preoperational |
-Ages 2-7 -Language acquisition and use -Symbolic thinking -Logical thinking -Egocentric |
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Concrete operations |
-Ages 7-11 -Solve logical problems through manipulation -Laws of conservation -Understand reversibility |
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Formal operations |
-Ages 11-adult -Abstract thinking -Scientific reasoning -Social, multi-layered, complex thinking |
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Robbie Case (Neo-Piagetian) |
suggest children develop stage-wise across discrete domains, so they advance more quickly in one domain than another |
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Sociocultural Theory |
all development takes place in social settings and is therefore influenced by social settings |
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What does Piaget believe is the key to learning? |
Disequilibrium |
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What does Vygotsky believe is the key to learning? |
Encounters with more experienced people (experts) |
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What does Piaget believe is the best source of motivation? |
Peer-to-peer interaction |
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What does Vygotsky believe is the best source of motivation? |
Adult or older person-to-child interactions |
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Why is language central to the sociocultural theory? |
It is the primary means of information transmission between the expert to learner |
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Private speech |
Children's self-talk that guides their thinking and actions |
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Egocentric speech |
Children cannot see the world through the eyes of others so they talk away without taking into account the needs or interests of their listeners |
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How did Piaget view egocentric speech? |
Believed it was evidence of children's social immaturity |
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How did Vygotsky view private speech? |
Believed it was a tool for simplifying complex tasks |
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Zone of Proximal Development |
Phase at which a child can master a task if given appropriate support and help |
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Scaffolding |
Work required by the expert that is necessary to bring the learner from that which they are capable of doing alone to that which they are capable of doing with assistance |
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Systems of Bronfenbrenner's Theory (5) |
Mircosystem Mesosystem Exosystem Macrosystem Chronosystem
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Mircosystem |
Pertains to a person's daily life and who is in it; i.e. daily activities, friends, family, teachers, etc. |
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Mesosystem |
Connections between members of the microsystem |
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Exosystem |
People and social settings that the individual may not directly interact with |
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Macrosystem |
Values, morals, and traditions of an individual's culture |
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Chronosystem |
Major events and transitions that occur over an individual's lifetime |
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Authoritative parents |
-high warmth, high control -sets clear limits, enforce rules, and expects maturity but also listens to concerns, gives reasons for rules, and more democratic decision making -less strict punishment and more guidance |
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Authoritarian parents |
-low warmth, high control -parents are not openly affectionate, but do love their children -seem cold and controlling -expect child to be mature and do what the parent says -not much talk about emotions |
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Permissive parents |
-high warmth, low control -warm and nurturing but have few rules and consequences -expect little maturity |
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Neglectful/Uninvolved parents |
-low warmth, low control -don't seem to care at all about children -can't be bothered with controlling, communicating, or teaching children |
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Signs of Physical Abuse |
-Unexplained bruises, abandonment -Self-destructive, uncomfortable with physical contact, chronic running away |
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Signs of Sexual Abuse |
-Torn, stained, or bloodied underclothes -Difficulty walking or sitting -Withdrawn, depression, promiscuity |
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Erikson's Stages (8) |
-Trust v. Mistrust -Autonomy v. Shame and Doubt -Initiative v. Guilt -Industry v. Inferiority -Identity v. Role Confusion -Intimacy v. Isolation -Generativity v. Stagnation -Integrity v. Despair |
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Trust v. Mistrust |
-Infant -Needs maximum comfort with minimal uncertainty to trust him/herself, others and the environment |
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Autonomy v. Shame and Doubt |
-Toddler -Works to master physical environment while maintaining self-esteem |
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Initiative v. Guilt |
-Preschooler -Begins to initiate, not imitate, activities; develops conscience and sexual identity |
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Industry v. Inferiority |
-School-age child -Tries to develop a sense of self-worth by refining skills |
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Identity v. Role Confusion |
-Adolescent -Tries integrating many roles into a self-image under role model and peer pressure |
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Intimacy v. Isolation |
-Young Adult -Learns to make personal commitment to another spouse, parent, or partner |
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Generativity v. Stagnation |
-Middle Age Adult -Seeks satisfaction through productivity in career, family, and civic interests |
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Integrity v. Despair |
-Older Adult -Reviews life accomplishments, deals with loss and preparation for death |
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James Marcia's Identity Statuses (4) |
-Achievement -Moratorium -Foreclosure -Identity diffusion |
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Achievement |
marked by exploration resulting in choices that are not necessarily final |
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Moratorium |
period of exploration in which final identity decision is purposefully delayed |
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Foreclosure |
marked by lack of exploration and experience; resigned to a particular identity and unwilling to challenge that identity |
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Identity diffusion |
uncertain about place or role in the world |
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Self-concept |
individual's knowledge and beliefs about themselves--their ideas, feelings, attitudes, and expectations |
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Self-esteem |
the value each of us places on our own characteristics, abilities, and behaviors |
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Theory of Mind |
An understanding that other people are people too, with their own minds, thoughts, feelings, beliefs, desires, and perceptions |
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What is Lawrence Kohlberg known for? |
Theory of Moral Development |
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Stages of Moral Development (3) |
-Pre-conventional -Conventional -Post-conventional |
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Pre-conventional stage |
-obedience, self-interest |
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Conventional stage |
-conformity, maintaining social order |
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Post-conventional stage |
-social contract -universal ethical principles |
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What is Carol Gilligan best known for? |
-researching moral development in women |
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What did Gilligan find about women's moral reasoning? |
-women care more about themselves or others (focused on caring) |
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What is Eisenberg known for? |
Prosocial development |
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Prosocial development |
voluntary behavior intended to benefit another |
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Stages of Prosocial Development (5) |
-Holistic and pragmatic -Approval, stereotyped orientation -Empathic orientation -Transitional -Strongly internalized |
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Empathy |
"I feel you" |
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Sympathy |
"I understand you" |
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Pros of Labeling (2) |
-Offers protection -Opens opportunities |
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Cons of Labeling (2) |
-Does not provide treatment in all cases -Self-fullfilling prophecy |
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How do you measure intelligence? |
IQ |
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What does IQ stand for? |
Intelligence quotient |
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Disability |
Inability to perform a certain task |
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Handicap |
A disadvantage in a certain situation |
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Person-first language |
Not identifying a person with a specific disability or handicap |
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Intelligence |
Ability to acquire and use knowledge for solving problems and adapting to the world |
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Early theories about intelligence's nature involved: (3) |
-Capacity to learn -Total knowledge a person has acquired -Ability to adapt successfully to new situations and to the environment in general |
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General intelligence (g) |
general factor in cognitive ability that is related in varying degrees to performance on all mental tests |
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Fluid intelligence |
mental efficiency, nonverbal abilities grounded in brain development |
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Crystallized intelligence |
ability to apply culturally approved problem-solving methods |
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Multiple intelligences (8) |
-Linguistic (Verbal) -Musical -Spatial -Logical-mathematical -Bodily-kinesthetic -Interpersonal -Intrapersonal -Naturalist |
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What are the six entry points of Multiple Intelligences in the classroom? |
-Narrative -Logical-quantitiative -Aesthetic -Experiential -Interpersonal -Existential/foundational |
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What is Robert Sternberg known for? |
Triarchic Theory of Successful Intelligence |
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Triarchic Theory of Successful Intelligence |
Three-part description of the mental abilities that lead to more or less intelligent behavior |
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Three types of Successful Intelligence (apart of Triarchic Theory of Successful Intelligence) |
-Analytic intelligence -Creative intelligence -Practical intelligence |
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Insight |
ability to deal effectively with novel situations |
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Automaticity |
result of learning to perform a behavior or thinking process so thoroughly that the performance is automatic and does not require effort |
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Analytic Intelligence |
Mental steps or components used to solve problems |
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Practical Intelligence |
Ability to read and adapt to the contexts of everyday life |
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Creative Intelligence |
Use of experience in ways that foster insight |
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What is Alfred Binet known for? |
Developing the first IQ test |
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What is the formula for IQ? |
Mental Age/Chronological Age*100 |
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Flynn effct |
because of better health, nutrition, smaller families, increased complexity in environment, and more/better schooling, IQ test scores are steadily rising |
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Standford-Binet Intelligence Scale |
standardized test measuring intelligence and cognitive abilities in children and adults |
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What are the four components of the Standford-Binet Intelligence Test? |
-Verbal reasoning -Abstract/visual reasoning -Quantitative reasoning -Short-term memory |
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What score on an IQ test means that you are intellectually disabled? |
75 |
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Learning styles |
characteristic approaches to learning and studying |
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What are the three traditions of learning styles/thinking styles? |
-Cognitive-centered -Personality-centered -Activity-centered |
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Learning preferences |
preferred ways of studying and learning |
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What are Zhang and Sternberg known for? |
Intellectual styles |
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Intellectual styles (3) |
-Structured v. Unstructured -Cognitive Simplicity v. Complexity -Conformity v. Nonconformity |
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Emotional Intelligence |
ability to perceive and express emotion accurately and adaptively; understand emotion and emotional knowledge; use emotion to facilitate thought; manage emotions in oneself and others |
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What is Salovey and Mayer known for? |
Emotional intelligence |
