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Erikson’s Psychosocial Theory of Development Stage 1
Trust vs. Mistrust
(0-1 year)
Hope
Erikson’s Theory of Development - Stage 2
Autonomy vs. Shame and Doubt
1-3 years
Will
Erikson’s Theory of Development - Stage 3
Initiative vs. Guilt
3-6 years
Purpose
Erikson’s Theory of Development - Stage 4
Industry vs. Inferiority
6-12 years
Competence
Erikson’s Theory of Development - Stage 5
Identity (ego) vs. Role Confusion
12-19 years
fidelity
Erikson’s Theory of Development - Stage 6
Intimacy vs. Isolation
20-25 years
Love
Erikson’s Theory of Development - Stage 7
Generativity vs. Stagnation
26-64 years
care
Erikson’s Theory of Development - Stage 8
Integrity vs. Despair
65-death
Wisdom
Piaget’s Theory of Cognitive Development - Sensorimotor
0-2 years
coordination of senses with a motor response
sensory curiosity about the world
language used for demands and cataloging
object permanence developed
Piaget’s Theory of Cognitive Development - Preoperational
2-7 years
symbolic thinking
use of proper syntax and grammar to express full concepts
imagination and intuition are strong, but complex abstract though still difficult
conservation developed
Piaget’s Theory of Cognitive Development - Concrete Operational
7-11 years
concepts attached to concrete situations
time, space, and quality are understood and can be applied, but not as independent concepts
Piaget’s Theory of Cognitive Development - Formal Operations
11+
theoretical, hypothetical, and counterfactual thinking
abstract logic and reasoning
Strategy and planning become possible
concepts learned in one context can be applied to another
Be able to label the model
Disciplers Model - Growth
Maturation (in educational psych terms)
Disciplers’ Model - Thinking
Cognitive Development (in education psych term)
Disciplers’ Model - Relating
Social Connection (in educational psych terms)
Disciplers’ Model - Valuing
Affective Development (in educational psych terms)
Disciplers’ Model - Bible
Content Mastery (in educational psych terms)
Disciplers’ Model - Needs
Individual Differences (in educational psych terms)
Brain Labeling
Know the labels of brain
Frontal lobe
higher level of thinking
voluntary movement
expressive language
Primary motor area function
responsible for the initiation and execution of voluntary movements.
Central fissure function
separates frontal and parietal lobes
Primary somatosensory area function
integration of sensory and motor signals for skilled movement
sensory receptive area
Parietal Lobe function
interpreting bodily sensations
where body sensations of pressure, temperature, limb position and pain are processed
Occipital lobe function
responsible for vision and visual perception
Primary visual area
to receive, segment, and integrate visual information
Temporal Lobe function
responsible for hearing, language comprehension, memory and some emotional control
Lateral fissure function
separate the temporal lobe from the frontal and parietal lobes
Neuron
Know labeling of neuron
Neuron function
receives and conducts electrical impulses from the brain
Label subdivisions of Nervous System
What is humanism?
A system of thought that centers on humans and their values, capacities, and worth.
Humanism’s beliefs about student learning
a system of thought that rejects religious beliefs
What is secular humanism?
humanism, with regard in particular to the belief that humanity is capable of morality and self-fulfillment without belief in God.
What is Christian humanism?
a philosophy advocating the self-fulfillment of humanity within the framework of Christian principles.
Abraham Maslow - Hierarchy of Needs
theory of motivation
children will make wise choices for their own learning with the opportunity
allows children to select from choices of attractive and meaningful learning situations
less teacher management is needed due to self-directed learning.
Carl Rogers - unconditional positive regard
person-centered therapy approach
teachers should trust students to do their best work to the best of their ability and provide opportunities for learning.
respect students’ feelings and frustrations
learn from students’ points of view
students will take responsibility for their own learning
Arthur Combs - personal meaning/facilitator
emphasized sharing personal views and less on objective problem solving
meaning is not inherent in the subject matter; rather individual instills subject matter with meaning
goal for teachers: to help students derive personal meaning/relevance of a subject
emphasis on personal freedom over understanding, skill, and tangible achievement
What is General motivation?
enduring and broad disposition to master a variety of learning situations (stable)
What is specific motivation?
energization toward a particular learning situation (unstable)
What is intrinsic motivation?
Based on internal origins from within the learner
What is extrinsic motivation?
Based on external origins outside of the learner
Behaviorism view of motivation
Motivation as direct reinforcement
regulate future actions by controlling of consequences of present behavior
Behavior modification - appropriate reinforcers for each student and then tie those to desired behaviors.
Shaping - selectively using reinforcement strategies to move students toward particular goals
Social learning view on motivation
Motivation as Providing Appropriate Models
bandura - vicarious learning
ripple effect
Cognitive view on motivation
Motivation as Creating Curiosity
Piaget - the tendency to maintain a balance between what we know, cognitive networks, and experiences of the world
equilibration/disequilibration
assimilation/accommodation
social interactions prompt: thought-provoking questions and problem-solving activities and dilemmas.
Information Processing view on motivation
Motivation as Increased Meaningfulness
Piaget - a natural tendency to make sense out of experiences
assimilation/accommodation to make the world meaningful
attracting and holding attention (voice change, attractive displays, etc)
Achievement theories views on motivation
Motivation as providing successful experiences
success vs. anxiety
locus of control (effort) and attribution
Weiner’s model of attribution
What is a neuron?
A brain cell and primary functional unit of the nervous system
communication with each other chemically
3 types (interneuron, sensory, and motor)
Sympathetic Nervous System
reactionary
responsible for “fight or flight” system that controls the body when it is aroused
Parasympathetic Nervous System
calming
responsible for “rest and digest” and control the body during its normal rest rate
Hindbrain
well protected central core of the brain
includes the cerebellum, reticular formation, and brain stem
responsible for most basic automatic functions of life (breathing and movement)
Limbic system
plays a role in our survival, memory and emotions
includes the hypothalamus, thalamus, hippocampus, amygdala, and basal ganglia
Cerebral cortex
thin surface layer on the left and right cerebral atmospheres
regulates most complex behavior, including sensations, motor control, and higher mental processes.
where perception, language, memory, decision-making, and all other higher-level cognitive processing.
What is attention?
The cognitive process of selectively focusing on specific aspects of the environment while ignoring others. It involves concentrating and sustaining focus on a particular task or stimuli.
Brain structure in learning
What we focus on, where we place our mental effort, causes changes in the structure and wiring of our brains.
What is brain lateralization?
The division of tasks between the left and right hemispheres of the brain. Each hemisphere is specialized for certain functions such as language and spatial reasoning.
What is human functioning?
the sum total of functions and structures of the body and mind, the actions people perform, and the complex and socially-embed life activities they participate in