Learn: epsy exam 1

active rGE

child's heritable characteristics influence the environments the child chooses

evocative rGE

A child's genetically influenced behavior produces reactions from other people.

passive rGE

Genetic factors shared by parent and child influence the environment the child receives.

critical period

Specific developmental period when learning must occur or later catch-up is extremely difficult.

sensitive period

Window when a person is especially ready to learn, although later learning remains possible.

pruning

elimination of neural connections or synapses

myelinations

development of the myelin sheath around nerve fibers

assimilation

fitting new information into an existing schema

accomadation

changing or creating a schema to account for new information

four factors that influence thinking

maturation, activity, social expieriences, and equilibrium

maturation

biologically programmed changes that occur as a child grows

activity

exploring, testing, observing, and organizing information

social experiences

learning from interactions with other people

equilibrium

seeking a balance between assimilation and accommodation

Piaget's stages of cognitive development

sensorimotor, preoperational, concrete operational, formal operational

sensorimotor

Learns through senses and movement. Develops action schemes, goal-directed actions, and object permanence.

preoperational

Uses symbols and language but thinking is one-way. Often shows egocentrism and lacks conservation and reversibility.

concrete operational

Uses logical, hands-on thinking. Understands identity, compensation, reversibility, and conservation.

formal operational

Can think abstractly and hypothetically and use hypothetico-deductive reasoning. Not everyone consistently reaches this level.

object permanence

understanding that objects continue to exist even when they cannot be seen

conservation

Understanding that some characteristics remain the same even when appearance changes.

egocentrism

Assuming that other people see the world in the same way one does.

identity

Understanding that a person or object remains the same over time.

compensation

Understanding that a change in one direction can be balanced by a change in another direction.

Reversability

the ability to mentally undo an action

Hypothetico-deductive reasoning

Starting with a hypothetical situation and using logical reasoning to test possible outcomes.

adolescent egocentrism

Recognizing that other people have different perspectives while remaining highly focused on one's own thoughts and experiences.

imaginary audience

the belief that other people are closely watching and evaluating oneself

deductive reasoning

Reasoning from a general principle to a specific conclusion.

inductive reasoning

Reasoning from specific examples to a general conclusion.

vygotsky's sociocultural theory

emphasizes how culture and social interaction guide cognitive development

co-construction

people interact to create an understanding or solve a problem together

cultural tools

Tools a culture uses to communicate, think, solve problems, and create knowledge

private speech

speech directed to oneself

zone of proximal development

The range in which a learner can master a task with appropriate help and support but cannot yet complete it independently

scaffolding

Temporary support for learning or problem-solving that is gradually reduced as the learner becomes more capable.

piaget's 3 types of play

sensorimotor, symbolic play, and games with rules

Bronfenbrenner Bioecological Model

development occurs within nested social and cultural contexts

Bronfenbrenner Bioecological Model systems

microsystem, mesosystem, exosystem, macrosystem, chronosystem

microsystem

family, friends, or classrooms

mesosystem

a parent-teacher relationship

exosystem

a parent's workplace changes hours and reduces time at home

macrosystem

cultural beliefs about education or national laws

chronosystem

historical changes that influence the other systems: A divorce, move, historical event, or changing technology.

parenting styles

authoritative, authoritarian, permissive, uninvolved

authoritative

Firm and caring; sets rules, explains them, and listens.

authoritarian

Strict and controlling; emphasizes obedience.

permissive

Warm and accepting but sets few limits.

uninvolved

Indifferent or disengaged with little support or monitoring.

secure attachment

The child seeks and receives comfort when needed and feels safe exploring.

insecure-avoidant attachment

The child explores but does not seek proximity to or comfort from the caregiver.

resistant attatchment

The child is reluctant to explore and preoccupied with gaining the caregiver's attention.

disorganized attatchment

The child shows disorganized or inconsistent behavior around the caregiver.

identity

a person's answer to "who am I?" and can shift with social context

self concept

knowledge and beliefs about oneself (facts)

self esteem

a value judgement about one's self-worth (emotional)

theory of mind

ability to reason about what other people know or believe

Kohlberg's stages of moral development

preconventional, conventional, postconventional

Preconventional

Obey rules to avoid punishment or meet personal wants and needs.

conventional

Please others, follow authority, and maintain the social system.

postconventional

Use broader ethical principles, human dignity, justice, and the greatest good.

nucci moral development model

social conventions, personal choice, moral judgments, distributive justice

social conventions

agreed upon social rules and norms

personal choice

individual preferences about private issues

moral judgments

judgments concerning justice and human welfare

distributive justice

fairness in the distribution of resources or rewards

NCLB (No Child Left Behind)

george bush; used high-stakes penalties for schools below expectations; standardized testing

ESSA

Obama; Removed the required proficiency deadline; returned more control to states; maintained testing requirements

Quasi-experiment

A study similar to an experiment but without random assignment. Researchers may use already existing classes or schools as groups.

qualitative

Case studies, interviews, ethnography, observation

quantitative

experiments and correlational studies

microgenetic

Detailed observations of cognitive processes while change is occurring over time.

longitudinal

studies the same individuals over an extended period

cross-sectional

Compares different individuals at different developmental stages at one time

principles of development

people develop at different rates, development is relatively orderly, and cognitive development occurs gradually

brain stem

Controls basic functions such as heart rate, breathing, and blood pressure.

cerebellum

Supports balance and motor coordination and is also involved in higher functions such as learning.

hippocampus

supports recall of new information and recent experiences

amygdala

plays a major role in emotions

corpus callosum

connects the brain's two hemispheres

frontal lobe

Supports decision-making, information processing, creative thinking, and other executive functions.

types of agression

instrumental, hostile, overt, and relational

instrumental agression

aggression motivated by the desire to obtain a concrete goal

hostile agression

aggression that springs from anger; its goal is to injure

overt agression

physically or verbally harming another person directly

relational agression

nonphysical acts, such as insults or social rejection, aimed at harming the social connection between the victim and other people

Erickson's stages

demonstrate the various tasks that must be mastered at each age to achieve optimum maturity

trust vs. mistrust

If needs are dependably met, infants develop a sense of basic trust and comfort

Autonomoy vs. shame and doubt

2 to 3 years, toddlers start to understand that they can control their own actions

Initiative vs. Guilt

(3 to 5 years) Children learn to assume more responsibility by taking initiative but will feel guilty if they overstep limits set by parents

Industry vs. Inferiority

Erikson's stage between 6 and 11 years, when the child learns to be productive and asks how can I be good

Identity vs. Role Confusion

12-18 years; Erikson's stage during which teenagers and young adults search for and become their true selves

Intimacy vs. Isolation

19-40; Erikson's stage in which individuals form deeply personal relationships, marry, begin families

Generativity vs. Stagnation

(40-65 years) Middle-aged adults must feel that they are producing something that will outlive them, either as parents or as workers

ego identity vs despair

(65- death)

Retirement years, reflection and acceptance of ones life. Culmination is a sense of fulfillment and acceptance or oneself as one is

Marcia's 4 stages of adolescent identity

identity achieved, foreclosure, moratorium, and identity diffusion

identity achieved

after exploring realistic options, a committed choice is made (crisis)

foreclosure

commitment without exploration or crisis

moratorium

period of exploration of alternatives; in crisis and no commitment made

identity diffusion

ambiguous belief systems; no comitment but no crisis