EDU Flashcards (Units 3 and 4)

Nature vs. Nurture

Human development is shaped by DNA and pre-determined or social environments

Continuous vs. Discontinuous

Development happens gradually without breaks (nurture) vs. happens in distinct, separate stages (nature)

Jean Piaget’s Theory

Cognitive development progresses through four distinct stages, where children’s thinking becomes more advanced and nuanced; we develop THEN learn

Schemas

Mental frameworks that help children organize knowledge

Assimilation

Fitting new information into existing schemas without changing understanding

Accommodation

Existing schemas must be changed to incorporate new information

Equilibrium

A balance between internal cognitive structures and the external world

Disequilibrium

New information conflicts with existing schemas and creates cognitive discomfort

Sensorimotor stage (JP)

Birth-2 stage; explore world through senses and motor skills; object permeance

Preoperational stage (JP)

2-7 stage; egocentric thinking; irreversibility; appearances guide thinking; symbolic thought

Concrete-operational stage (JP)

7-11 stage; thinking is more logical; seriation; reversibility; conservation

Formal-operational stage (JP)

11+ stage; think abstractly; hypothetical reasoning; argumentation

Lev Vygotsky’s Theory

Cognitive development is driven by social interaction, cultural tools, and language; we learn THEN develop

Zone of Proximal Development (LV)

The range between what a learner can do independently and what they can achieve with guidance

Scaffolding (LZ)

Providing structural support to help students learn skills or concepts

Private speech (LZ)

Self-talk; often used for self-guidance, problem solving, and emotional regulation

Erik Erikson’s Theory

There are eight stages of development, each defined by a central conflict in which shapes identity

Lawrence Kohlberg’s Theory

Moral reasoning develops through identifiable stages

Pre-conventional morality (LK)

Morality is about avoiding bad outcomes for oneself (birth-9 level)

Pre-C Stage 1 (LK)

Punishment and obedience stage; fear of authority and avoidance of punishment; birth-9

Pre-C Stage 2 (LK)

Self-interest and individualism stage; little to no consideration of others; birth-9

Conventional morality

Morality is about meeting expectations; being good means fulfilling your social role; 9-20 level

C Stage 3 (LK)

Interpersonal relationships stage; conformity; 9-20

C Stage 4 (LK)

Law and order stage; follow rules to maintain social order; 9-20

Post-conventional morality (LK)

Morality is self-chosen and based on abstract principles; laws are tools but not absolute truths; adulthood but not reached by many level

PC Stage 5 (LK)

Social contract stage; self-chosen principles; adulthood

PC Stage 6 (LK)

Universal principles stage; based on human rights and equality; adulthood

Learning

The acquisition of knowledge or skills through experience, study, or being taught; can be measured/studied; behavioral change as reflected in one’s actions or behaviors

Contiguity Theory

Learning occurs when a stimulus and response are closely related, forming an association

Ivan Pavlov/Classical Conditioning

Learning occurs when a neutral stimulus becomes associated with a reflexive response after being paired with an unconditioned stimulus

Unconditioned stimulus (IP)

Stimulus that naturally triggers a response; no learning needed

Unconditioned response (IP)

A natural, reflexive response to stimulus

Neutral stimulus (IP)

Additional stimulus that is initially meaningless

Conditioned stimulus (IP)

NS becomes meaningful; where learning occurs

Conditioned response (IP)

Learned response to previous NS

B.F. Skinner/Operant Conditioning

Learning occurs when behavior is strengthened or weakened based on its consequences through reinforcement or punishment

Positive reinforcement (BFS)

Adding a pleasant stimulus; continuation of behavior; ex. giving a sticker

Negative reinforcement (BFS)

Removing an unpleasant stimulus; continuation of behavior; ex. stopping a loud noise

Positive punishment (BFS)

Adding an unpleasant stimulus; decreases behavior; ex. extra laps in P.E.

Negative punishment (BFS)

Removing a pleasant stimulus; decreases behavior; ex. taking away screen time

Extinction (BFS)

The gradual weakening and eventual disappearance of a learned behavior when stimulus and reinforcement is gone

Shaping (BFS)

A new behavior is development by focusing on the steps to get to the full picture; ex. learning the word “ball”, starting with '“b” then “ba” then “bal” and eventually “ball”

Extinction burst (BFS)

Behavior increases temporarily in intensity, frequency, or duration before dying out