Term
| PRIMARY ASSUMPTIONS OF DEVELOPMENT: COGNITIVE-DEVELOPMENT THEORY |
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Definition
| Cognitive-developmental theorists propose that one or more aspects of development can be characterized by a predictable sequence of stages. They portray children as actively trying to make sense of their world and constructing increasingly complex understandings to interpret and respond to experiences. |
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Term
| PRIMARY ASSUMPTIONS OF DEVELOPMENT: NATIVIST THEORY |
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Definition
| Nativist theorists believe some behaviors are biologically built in. Few are evident at birth, others emerge gradually. They believe genetic instructions propel increasing physical maturation of the brain and body. |
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Term
| PRIMARY ASSUMPTIONS OF DEVELOPMENT: SOCIOCULTURAL THEORY |
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Definition
| Sociocultural theorists emphasize the role of social interaction and children's cultural heritage in directing the course of development. |
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Term
| WHAT ARE THE GENERAL PRINCIPLES OF DEVELOPMENT? |
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Definition
1) Sequence is somewhat predictable.
2) Children develop at different rates.
3) Often marked by spurts & plateaus.
4) Involves qualitative & quantitative changes.
5) Heredity & environment interact in their effects on development.
6) Formal schooling promotes development.
7) Children's own behaviors influences their development. |
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Term
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Definition
| Temperament is the genetic predisposition to respond in particular ways to one's physical and social environments. |
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Term
| PIAGET'S CONCEPTS OF ASSIMILATION &ACCOMMODATION (understand/recognize) |
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Definition
1) Assimilation is responding to and possibly interpreting a new event in a way that is consistent with an existing theme.
2) Accommodation is responding to a new object or event by either modifying an existing scheme or forming a new one. |
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Term
| VYGOTSKY'S CONCEPTS OF INNER SPEECH & ZONE OF PROXIMAL DEVELOPMENT |
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Definition
1) Inner speech is the process of "talking" to oneself mentally (usually to guide oneself through a task) rather than aloud.
2) The zone of proximal development (ZPD) is the range of tasks that a child can perform with the help and guidance of others but cannot yet perform independently. |
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Term
| WHAT IS CONSERVATION? IN WHAT STAGE DO STUDENTS NOT YET DEMONSTRATE CONSERVATION? WHAT STAGE DO THEY UNDERSTAND CONSERVATIOIN? |
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Definition
| Conservation is the realization that if nothing is added or taken away, amount stays the same regardless of alterations in shape or arrangement. This is not developed until the concrete operations stage, around 6 or 7 years of age. |
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Term
| WHAT ARE "PROPORTIONAL REASONING" & "SEPARATION & CONTROL OF VARIABLES"? WHEN DO STUDENTS BEGIN TO DEMONSTRATE THESE CHARACTERISTICS? |
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Definition
| Proportional reasoning is the conceptual understanding of fractions, percentages, decimals, and ratios. Separation & control of variables is the ability to test hypotheses by manipulating one variable while holding other variables constant. These operations occur in the formal operational stages which is around the age of 11 or 12 and through adulthood. |
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Term
| GENERAL UNDERSTANDING OF IQ SCORES. WHAT ARE CONSIDERED "AVERAGE SCORES"? |
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Definition
| An IQ score is a score on an intelligence test; it is determined by comparing a person's performance with that of others in the same age-group. A score of 100 is the average score; this means a score of 100 indicates average performance: Children with this score have performed better than half of their age-mates on the test and not as well as the other half. |
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Term
| DEFINE GARDNER'S MULTIPLE INTELLIGENCES & RECOGNIZE EXAMPLES OF EACH |
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Definition
Gardner lists 8 types of multiple intelligences.
1) Linguistic intelligence is the ability to use language effectively, such as writing poetry or having persuasive arguments.
2) Logical-mathematical intelligence is the ability to reason logically, especially in mathematics and science, such as generating mathematical proofs or formulating and testing hypotheses.
3) Spatial intelligence is the ability to notice details of what one sees and to imagine and manipulate visual objects in one's mind, such as conjuring up mental images and making fine discriminations among very similar objects.
4) Musical intelligence is the ability to create, comprehend, and appreciate music, such as playing a musical instrument or composing a musical work.
5) Bodily-kinesthetic intelligence is the ability to use one's body skillfully, such as dancing or playing basketball.
6) Interpersonal intelligence is the ability to notice subtle aspects of other people's behaviors, such as reading another person's moo or detecting another person's underlying intentions and desires.
7) Intrapersonal intelligence is awareness of one's own feelings, motives, and desires, such identifying motives guiding one's own behavior and using self-knowledge to relate more effectively with others.
8) Naturalist intelligence is the ability to recognize patterns in nature and differences among various life-forms and natural objects, such as identifying members of particular plant or animal species and classifying natural forms. |
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Term
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Definition
| Scaffolding is a support mechanism that helps a learner successfully perform a task within his or her zone of proximal development. |
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Term
| DEFINE INTRINSIC & EXTRINSIC MOTIVATION |
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Definition
| Extrinsic motivation is motivation resulting from factors external to the individual & unrelated to the task being performed. Intrinsic motivation is motivation resulting from personal characteristics or inherent in the task being performed. |
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Term
| DEFINE PERFORMANCE APPROACH GOALS |
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Definition
| The performance-approach goals are desires to look good and receive favorable judgments from others. |
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Term
| DEFINE PERFORMANCE AVOIDANCE GOAL |
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Definition
| The performance-avoidance goals are desires not to look bad or receive unfavorable judgments from others. |
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Term
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Definition
| Self-efficacy is the belief that one is capable of executing certain behaviors or reaching certain goals. |
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Term
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Definition
| Mastery goals are desires to acquire additional knowledge or master new skills. |
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Term
| DEFINE LEARNED HELPLESSNESS |
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Definition
| Learned helplessness is the general, fairly pervasive belief that one is incapable of accomplishing tasks and has little or no control over the environment. |
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Term
| WHAT ARE THE WAYS IN WHICH ATTRIBUTIONS ARE MADE (INTERNAL VS EXTERNAL, STABLE VS UNSTABLE, CONTROLLABLE VS UNCONTROLLABLE)? |
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Definition
Uncontrollable and controllable attributions are made because in certain instances we realize that some things are in our control or some are by chance or luck.
Stable and unstable attributions are made due to certain factors such as things that probably won't change much into the future and things that can change one time from the next.
Internal and external factors are factors either inside ourselves or outside ourselves. |
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Term
| WHAT ARE THE EFFECTS OF MILD & SEVERE ANXIETY ON LEARNING? |
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Definition
| A small amount of anxiety often improves performance called facilitating anxiety. A great deal of anxiety usually interferes with effective performance called debilitating anxiety. |
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Term
| WHAT ARE THE EFFECTS OF TEACHER EXPECTATIONS ON STUDENT LEARNING? |
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Definition
| Over-achieving beliefs can promote better behavior. A proximal goal |
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Term
| UNDERSTAND & RECOGNIZE EXAMPLES OF TEMPERAMENT |
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Definition
| Temperament is a general tendency to respond to environmental stimuli and events in particular ways. Children seem to have distinct temperaments almost from birth. Genetic differences in temperament are only predispositions to behave in certain ways. Nature and nurture act in many ways. |
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Term
| DIFFERENTIATE BETWEEN AUTHORITATIVE & AUTHORITARITAN PARENTING STYLES. DOES TEMPERAMENT INFLUENCING PARENTAL STYLE? |
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Definition
| Authoritative parenting is a parenting style characterized by emotional warmth, high standards for behavior, explanation and consistent enforcement of rules, inclusion of children in decision making, and reasonable opportunities for autonomy. Authoritarian parenting is a parenting style characterized by rigid rules and expecations for behavior that children are asked to obey without question. |
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Term
| WHAT ARE THE FOUR TYPES OF IDENTITY DEVELOPMENT? |
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Definition
| The four type of identity development are 1) identity diffusion, 2) identity foreclosure, 3) identity achievement, and 4) moratorium. |
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Term
| DEFINE IDENTITY DIFFUSION |
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Definition
| Identity diffusion is where the adolescent has made no commitment to a particular career path or ideological belief system. Some haphazard experimentation with particular rules or beliefs may have taken place, but the individual has not yet embarked on a serious exploration of issues related to self-definition. |
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Term
| IDENTITY IDENTITY FORECLOSURE |
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Definition
| Identity foreclosure is the when the adolescent has made a firm commitment to an occupation, a particular set of beliefs or both. The choices have been based largely on what others (especially parents) have prescribed, without an earnest exploration of other possibilities. |
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Term
| DEFINE IDENTITY ACHIEVEMENT |
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Definition
| Identity achievement is a period after going through moratorium, the adolescent has emerged with a commitment to particular political or religious beliefs, clear choice of occupation, or both. |
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Term
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Definition
| Moratorium is when the adolescent has no strong commitment to a particular career or set of beliefs but is actively exploring and considering a variety of professions and ideologies. In essence, the individual is going through an identity crisis. |
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Term
| WHAT ARE THE PERSONAL FABLE & THE IMAGINARY AUDIENCE? |
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Definition
| Personal fable is a belief that one is completely unlike anyone else and so cannot be understood by others. Imaginary audience is the belief that one is the center of attention in any social situation. |
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Term
| WHAT ARE THE GENERAL GENDER DIFFERENCES IN IDENTITY DEVELOPMENT? |
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Definition
| Some girls incorporate their female schema the unrealistic standards of beauty presented in popular media. Some teenage boys go out of their way to meet self-constructed "macho" standards for males by putting on the tough-guy act. Some researchers find gender differences in overall self-esteem in adolescence, with boys rating themselves more highly than girls (boys overestimate and girls underestimate.) |
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Term
| HOW DO PEER GROUPS FACILITATE SOCIAL DEVELOPMENT? |
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Definition
| In preschool and early elementary years, children see their age-mates primarily as sources of recreation and companionship. As they grow older they find that peers, and especially close friends, can also provide comfort, support, and safety. Once children reach puberty, they rely increasingly on their peers for emotional support, especially in times of confusion or trouble. Although some adolescents adjust quite successfully on their own, as a general rule those who have the acceptance and support of peers have higher self-esteem, fewer emotional problems and higher school achievement. Peers help "define" appropriate ways of behaving. Social crowds become increasingly important in adolescence. |
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Term
| WHAT ARE THE POSITIVE & NEGATIVE EFFECTS OF PEER PRESSURE? |
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Definition
| Many peers define options for leisure time, perhaps getting into a study group or smoking cigarettes on the corner. They serve as role models and provide standards for acceptable behavior, showing what is possible, what is admirable, what is cool. Peers encourage desirable qualities as truthfulness, fairness, compassion, cooperation, and abstinence from drug and alcohol. Others, however, encourage aggression, criminal activity, and dangerous and antisocial behavior. |
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Term
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Definition
| A clique is a moderately stable group of perhaps 3 to 10 members. A gang is a cohesive social group characterized by initiation rites, distinctive colors and symbols, territorial orientation, and feuds with rival groups. |
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Term
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Definition
| A subculture is a group that resists the ways of dominant culture and adopts its own norms for behavior. |
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Term
| DEFINE PHYSICAL AGGRESSION |
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Definition
| Physical aggression is an action that can potentially cause bodily injury. |
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Term
| DEFINE RELATIONAL AGGRESSION |
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Definition
| Relational aggression is an action that can adversely affect interpersonal relationship. |
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Term
| WHAT ARE THE CHANGES IN DEVELOPMENT IN MORAL DEVELOPMENT AS CHILDREN GET OLDER? |
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Definition
| Changes in moral development include 1) using internal standards to evaluate behavior at an early age, 2) distinguishing between moral and conventional transgressions, 3) growing capacity to respond emotionally to others' harm and distress, 4) evolving understanding of fairness, 5) moral issue reasoning becomes increasingly abstract and flexible, 6) challenges to moral reasoning promote advancement toward sophisticated reasoning, 7) cognition, affect, and motivation all influence moral and prosocial behavior, and 8) moral values become an important part of some sense of self. |
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Term
| DEFINE & RECOGNIZE WHAT IS MEANT BY AT-RISK? |
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Definition
At-risk means having a high probability of failing to acquire the minimum academic skills necessary for success in the adult world. Characteristics of "at risk" students are:
1) History of academic failure
2) Emotional & behavioral problems
3) Increasing disinvolvement with school
4) Lack of psychological attachment to school
5) Frequent interaction with low-achieving peers |
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Term
| GENERAL CHARACTERISTICS OF POSSIBLE ABUSE & NEGLECT. WHAT SHOULD SCHOOL PERSONNEL DO IF THEY EXPECT ABUSE & NEGLECT? |
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Definition
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Term
| WHAT FOSTERS RESILIENCE IN CHILDREN? |
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Definition
| Student resilience is the characteristic of a student who succeeds in school despite exceptional hardships at home. Resilient students usually have one or more individuals in their lives whom they trust and can turn to in difficult times. |
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Term
| WHAT IS DIFFERENT ABOUT THE EFFECTIVE DEVELOPMENT FOR CHILDREN WITH BEHAVIORAL HANDICAPS ACCORDING TO THE ARTICLE? WHAT SHOULD BE DONE TO ADDRESS THIS DIFFERENCE? |
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Definition
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