Human Development, Learning Theories & Cognition Overview

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A comprehensive set of vocabulary flashcards summarizing key theorists, stages, and concepts in human development, behaviorism, Gestalt psychology, and instructional theory.

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44 Terms

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Robert Havighurst

Proposed that individuals encounter specific developmental tasks at each stage of life.

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Concrete Operational Stage

Piagetian phase (ages 7–11) in which children develop logical thought about concrete objects and events.

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Formal Operational Stage

Piaget’s stage (beginning ~11 years) characterized by the emergence of abstract, hypothetical thinking.

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Zone of Proximal Development (ZPD)

Vygotsky’s range of tasks a learner can accomplish with guidance from a more knowledgeable other.

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Ecological Systems Theory

Bronfenbrenner’s model describing nested environmental layers (micro- to macrosystem) influencing development.

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Conventional Moral Level

Kohlberg’s stage where individuals follow rules and laws to maintain social order.

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Post-conventional Moral Level

Kohlberg’s highest level in which moral reasoning is based on universal ethical principles and justice.

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Language Acquisition Device (LAD)

Chomsky’s innate neural mechanism enabling children to naturally learn language.

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Metacognition

Flavell’s term for thinking about one’s own thinking and regulating learning strategies.

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Gardner’s Multiple Intelligences

Theory proposing eight distinct kinds of human intelligence (e.g., linguistic, logical-mathematical, etc.).

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Naturalistic Intelligence

Gardner’s intelligence type involving sensitivity to nature, plants, and animals.

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Authoritative Parenting Style

Baumrind’s warm, responsive style that sets clear rules and expectations.

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Authoritarian Parenting Style

Baumrind’s strict, low-warmth approach featuring high demands and little responsiveness.

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Active Discovery Learning

Piaget’s idea that children learn best through hands-on exploration and experimentation.

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Social Learning (Vygotsky)

View that cognitive growth occurs primarily through interaction with others.

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Classical Conditioning

Learning process (Pavlov) where a neutral stimulus becomes associated with an automatic response.

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Operant Conditioning

Skinner’s learning theory in which behavior is shaped by reinforcement or punishment.

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Law of Effect

Thorndike’s principle stating behaviors followed by satisfying outcomes are likely to be repeated.

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Little Albert Experiment

Watson’s study demonstrating fear conditioning in an infant using a rat and loud noise.

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Conditioned Stimulus (CS)

Previously neutral input that elicits a learned response after association with an unconditioned stimulus.

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Unconditioned Response (UR)

Automatic, unlearned reaction produced by an unconditioned stimulus.

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Behaviorism

Psychological approach focusing on observable behaviors learned through association and reinforcement.

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Classroom Behavior Management

Educational application of operant conditioning techniques to increase desired student behaviors.

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Observable Behavior

Behaviors that can be seen and measured; primary focus of behaviorist research.

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Pavlov’s Dog Experiment

Study where a bell (CS) paired with food (US) triggered salivation (CR) in dogs.

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Trial-and-Error Learning

Thorndike’s method where repeated attempts lead to problem solution, reinforcing successful responses.

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Behavior Shaping

Skinner’s procedure of reinforcing successive approximations toward a target behavior.

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Gestalt Psychology

School emphasizing that learning involves perceiving patterns and wholes rather than isolated parts.

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Insight Learning

Sudden realization of a problem’s solution, often called the “Aha! moment.”

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Perception and Patterns

Gestalt focus on how individuals organize sensory information into meaningful configurations.

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Meaningful Wholes

Gestalt notion that the whole is different from the sum of its parts.

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Wolfgang Köhler

Gestalt psychologist known for chimp studies illustrating insight learning.

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Wertheimer, Koffka, & Köhler

Founders who established the core principles of Gestalt theory.

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Gestalt Problem-Solving

Approach highlighting reorganization of perception to reach solutions.

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Sudden Learning

Characteristic of Gestalt insight where comprehension appears abruptly rather than gradually.

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Instructional Design (Gagné)

Systematic planning of teaching based on Gagné’s conditions of learning.

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Nine Events of Instruction

Gagné’s sequence (gain attention, inform objectives, etc.) intended to facilitate effective learning.

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Prior Knowledge

Ausubel’s concept that existing cognitive structures are crucial for new learning.

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Meaningful Learning

Ausubel’s idea that new information is understood by linking it to relevant prior knowledge.

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Subsumption Theory

Ausubel’s explanation of how new concepts are incorporated into existing cognitive frameworks.

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Creativity (Torrance)

Capacity to generate original, useful ideas; central focus of Torrance’s research.

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Divergent Thinking

Process of producing multiple, varied solutions; key in creative performance.

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Torrance Tests of Creative Thinking

Assessments developed to measure creative potential in individuals.

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Brainstorming

Group technique encouraged by Torrance to stimulate idea generation without criticism.