Chapter 1-3 Test - Motor Development and Learning

flashcards to study

Accommodation

This involves altering existing schemas or creating new ones in response to new information. In the previous example, when the child is corrected and told it’s a “kitty,” they accommodate this new information and modify their schema for four-legged animals.

Assimilation

This occurs when individuals use their existing mental frameworks (called schemas) to make sense of new information. For example, a toddler who knows the schema for “doggy” (four legs, furry has a tail) might see a cat and call it a “doggy”.

Cephalocaudial

From head to tail.

Contextual perspective

This perspective on development emphasizes the profound influence of a person’s physical, cognitive and social worlds. Unlike Piaget’s more universal stage theory, the contextual perspective argues that development cannot be fully understood without considering the cultural and social context in which it occurs.

Declarative knowledge

(“Knowing That”): This refers to factual information, concepts of ideas that can be consciously recalled and stated.

Developmentally Appropriate

Activities, goals, and experiences that are suitable for a child’s specific age, individual abilities, and cultural context, promoting optimal learning and growth.

Differentiation

The progession from gross, immature movement to precise, well-controlled intentional movement.

Explicit memory

This involves the conscious, intentional recollection of factual information, previous experiences and concepts. It is the memory you have to actively work to remember.

Fine Movement

Small muscles or muscle groups. Ex, Drawing sewing, playing a musical instrument.

Gross Movement

Controlled primarily by large muscles or muscle groups. Ex, walking and running

Implicit Memory

This refers to memories that are recalled unconsciously and effortlessly. It often influences our behaviors and thoughts without our awareness.

Integration

Various muscle systems come toether to function as a whole

Maturation

Qualitative functional changes that occur with age

Motor Development

Development of human movement

Procedural knowledge

(“Knowing How”): This is the knowledge of how to perform a particular skill or task. It is often demonstrated through action rather than verbal explanations.

Proximodistal

From

Self-concept

Image we have of ourselves.

Self-esteem

How much we believe ourselves to be content, successful, significant, and worthy, or how much we like ourselves.

Sequential/cohort

Performed or used in sequence / a group of individuals who share a common characteristics or experiences.

Socialization

An active process of forming relationships and learning from those with whom we interact.

Arlin’s proposed Cognitive theory

Adults develop higher-order thinking skills beyond formal logic, characterized by relativistic and dialectical reasoning, a greater capacity for problem finding, and the ability to handle ambiguity and contradiction in complex problems. 

Clark and Metcalfe’s Mountain of Motor Development

Mountain of Motor Development combines description of changes in motor development across the lifespan with explanations about how the changes ensue; applies to typical and atypical development.

Hellison’s Personal and Social Responsibility

Domains of Human Development

Cognitive: Intellectual

Affective: Social/emotional aspects

Psychomotor (motor): Development of human movement

Physical: All types of bodily changes.

Newell’s Model of Motor Development

Individual (stuctural): Example: Arm length, height, weight, strength

Individual (functional): Example: Motivation, fear of falling

Enviromental: Example: Learning on a smooth skatepark vs. a carcked sidewalk; peer pressure from friends

Task: Example: The goal is to ride without falling; the type of skaeboard being used.

Social influences

Early Childhood: Family

Older Childhood & Adolescence: Peers

Early Adulthood: New Social Groups & Significant Others

Middle & Late Adulthood: Changing Social Norms & Ageism