Ocs 332 Final Exam

Front 1

the following is what?
1. children use many channels of thinking to solve a given problem

2. these various strategies exist for a length of time

3. new experiences in a child's life can result in adaptation to current strategies and the introduction of more advanced methods

Back 1

3 assumptions of the wave theory

Front 2

the following are what?
- attention
-memory
-perceptual
-thought
-language
-calculation
- sequencing movement
-psychomotor
-emotional
-experience of self; body image, self concept, self esteem

Back 2

OTPF specific mental functions

Front 3

1. the composite of specific and global mental functions in dynamic interaction with environment
2. permanent change in behavior (MC/ML) as a result of repeated experiences

Back 3

learning

Front 4

type of learning where there is no association with symbolic memory or prior experience
- sensory based : habituation, sensitization
- perceptual- formation of sensory memories

Back 4

nonassociative

Front 5

type of learning that uses long term memory to make associations and predict relationships

Back 5

associative

Front 6

the following is what?
1. children use many channels of thinking to solve a given problem

2. these various strategies exist for a length of time

3. new experiences in a child's life can result in adaptation to current strategies and the introduction of more advanced methods

Back 6

3 assumptions of the wave theory

Front 7

the following are what?
- attention
-memory
-perceptual
-thought
-language
-calculation
- sequencing movement
-psychomotor
-emotional
-experience of self; body image, self concept, self esteem

Back 7

OTPF specific mental functions

Front 8

1. the composite of specific and global mental functions in dynamic interaction with environment
2. permanent change in behavior (MC/ML) as a result of repeated experiences

Back 8

learning

Front 9

type of learning where there is no association with symbolic memory or prior experience
- sensory based : habituation, sensitization
- perceptual- formation of sensory memories

Back 9

nonassociative

Front 10

type of learning that uses long term memory to make associations and predict relationships
- predict relationships based on memory
...classical and operant conditioning
...declarative and procedural learning
...cognitive, associative, autonomous
... social learning
...cultural learning

Back 10

associative

Front 11

the following are what?
- consciousness
-orientation
-sleep
-temperament and personality
- energy and drive

Back 11

OTPF global mental functions

Front 12

the following are what?
1. acquisition of more novel ways of thinking
2. more frequent use of the more effective ways of thinking from among the existing possibilites
3. increasingly adaptive choices among alternative ways of thinking
4. increasingly efficient execution of the alternative approaches

Back 12

4 dimensions of the overlapping wave theory

Front 13

looking very intensively at a moment in time

Back 13

microgenetic

Front 14

the following 4 are what ?
1. change is gradual
2. discoveries follow success as well as failure
3. early variability is related to later learning
4. discoveries are constrained by conceptual understanding

Back 14

4 consistent findings from microgenetic studies for children's learning

Front 15

cultural learning is learning _________ another, while social learning is learning __________ another

Back 15

through, from

Front 16

what are the 3 types of cultural learning

Back 16

imitative, instructed, collaborative

Front 17

what are autistic children lacking that creates difficulty in cultural learning

Back 17

social cognition

Front 18

what kind of cultural learning can chimps engage in?

Back 18

imitative learning

Front 19

time when view of emotional intelligence where there is no relation of emotional intelligence to rational thought

Back 19

ancient times greece and rome

Front 20

Thorndike and Welcher thought of social intelligence in this decade

Back 20

1930s

Front 21

Gardner thought of intrapersonal intelligence in this decade

Back 21

1980's

Front 22

the ability to monitor one's own and other's feelings, to discriminate among them, and to use this information toguide one's thinking and action

Back 22

emotional intelligence

Front 23

this domain of emotional intelligence involves the ability to identify emotions on faces, voices, pictures, music, and other stimuli. the most basic skills involved in EI.

Back 23

perceiving emotion

Front 24

this domain of emotional intelligence involves the ability to harness emotional information to facilitate other cognitive activities. Certain moods may create mind sets that are better suited for certain kind of tasks

Back 24

using emotions

Front 25

this domain of emotional intelligence focuses on comprehension of emotion, understanding the transition form one emotion to the next, and labeling emotions as words.

Back 25

understanding emotion

Front 26

this domain of emotional intelligence involves maintaining positive and negative emotions depending on the situation.

Back 26

managing emotions

Front 27

what two tests have been used to measure EI?

Back 27

MEIS, MSCEIT

Front 28

what are the structural features of a family mentioned in Jodl's article?

Back 28

socioeconomic status or parent occupation

Front 29

what are the process features of a family mentioned in Jodl's article?

Back 29

parents socialization practices

Front 30

a calling to one's passionate enagagement to occupation

Back 30

vocation

Front 31

who was the originator of the vision "reaching for the heart as well as the hands

Back 31

Ora Ruggles

Front 32

Larson definition of 8 thought processes

method of achieving maternal aims, conceptualizing strategies for design of occupations

Back 32

planning

Front 33

Larson definition of 8 thought processes

configuring of occupations into functional routine

Back 33

organizing

Front 34

Larson definition of 8 thought processes

taking into account the interests, preferences, and desires of family members when organizing ocupations; harmoizing, prioritizing, and negotiating with family members to design occupation form, to synchronize between members and to sequence occupational rounds

Back 34

balancing

Front 35

Larson definition of 8 thought processes

conceptualization of child's desires, needs, preferences and wants to design and recompose occupations

Back 35

interpreting

Front 36

Larson definition of 8 thought processes

advanced foresight to address demands of temporally proximate and distant occupations and to counter disruption/ create positive contingencies in occupation

Back 36

anticipating

Front 37

Larson definition of 8 thought processes

prediciton of possible futures and embedding of occupations into current daily rounds to move toward those future possibilities

Back 37

forecasting

Front 38

Larson definition of 8 thought processes

overarching process; revising perceptions of previous events and their meaning related to ongoing occupational engagement and choice

Back 38

perspective shifting

Front 39

Larson definition of 8 thought processes

overarching process; finding alternative spiritual, optimistic, and meaningful explanations for life circumstances and occupational patterns

Back 39

meaning making

Front 40

concrete physical acts of work required to maintain a household and family

Back 40

gender practices

Front 41

grocery shopping, meal preparation, house work, and child care tasks

Back 41

household work

Front 42

This theory of gender based division of household work comes from economic explanations of divisions of household work and are based on the assumption that people's activity choices are made according to the most efficient and productive use of their time
includes: relative resource theory, time availability theory, and gender ideology/ attitudes theory

ex. the parent who brings in the most money can exchange that for bringing in less household work

Back 42

rational pragmatic theory

Front 43

This theory of gender based division of household work is derived from social and cultural reasons for gendered use of time, including differing socialization practices for girls and boys that effect their emerging gender identities, institutional entrenchment of gender identities both publicly and privately, constraint of men's and women's life plans, and social expectations held by both men and women for women's responsibility for child care and housework

these theories help explain the failure of the rational pragmatic theory

Back 43

social constructionist theory

Front 44

ways in which people organize their lives in light of the possibilites and constraints of their sociohistorical and immediate context

Back 44

gender strategies

Front 45

a belief and feeling system about manhood, womanhood, and material roles

Back 45

gender ideologies

Front 46

create physical acts of work required to maintain a household and family

Back 46

gender practices

Front 47

the inequal powers betwen couples as regards to gender differences in marriages and divisions of work in families

Back 47

gender struggles