DEVO PSYCH #2

Preoperational reasoning

Dramatic leap in symbolic thinking - language, pretend play, mental representations

Egocentrism

Inability to take another person’s point of view or perspective

Syncretism

Refers to a tendency to think that if two events occur simultaneously, one caused the other

Classification errors

Difficulty understanding that an object can be classified in more thn one way

Conservation

Ability to recognize that moving or rearranging matter does not change basic quantities

Centration

Focused on only one characteristic of an object to the exclusion of others

Animism

Belief that inanimate objects are alive and have feelings, thoughts, and intentions

Irreversibility

Children do not understand that reversing a process can often undo it and return it to its original state

Discovery learning

When children are encouraged to explore and “discover” knowledge for themselves rather than being taught rote facts

Guided participation

A form of sensitive teaching in which partners are attuned to the needs of children and help them accomplish tasks that they couldn’t do alone

Egocentric speech

Practice engaged in because of a child’s inability to see things from another’s point of view

Private speech

Children talk to themselves to solve problems or clarify thoughts; self-regulation

Sensory memory

First stage of memory system - stores sensory input for a very brief duration

Working memory

Short-term store, processor, and a control mechanism known as central executive

Central executive

Executive control - planning, flexible thinking, and cognitive control

Executive Functioning

Ability to inhibit a behavior or cognitive flexibility, that enables adaptive responses to new situations or to reach a specific goal

Declarative memories

Can be consciously be recollected

Non-declarative memories

Automated skills that do not require conscious recollection

Neo-Piagetians

New interpretations of Piaget’s theory combined with info processing theory; believes in constructivism and assumes cognitive development that can be separated into different stages

Theory theory

The tendency of children to generate theories to explain everything they encounter

Theory of mind

Ability to think about other people’s thoughts

Overregularization

Rules of grammar may be applied inappropriately

Montessori

Children’s activity is work, not play; focus on individual learning; materials chosen by teachers

Waldorf

Focus on whole child; connections to nature, sensory learning, and imagination; delayed formal academic instruction with protective environments; groupings last for several years

Reggio Emilia

Teacher and children co-construct curriculum; atelier to instruct children; environment as third teacher; teachers as researchers; children are competent and capable

High scope

Defined learning areas, consistency of daily routine is important (plan-do-review sequence); COR to help assess children

Bank Street

Environment is arranged into learning centers, projects as basis for curriculum, large blocks of time given for self-selected play, research-based and assessment system

Abnormal pruning

Results in shortage of connections, can result in schizophrenia

Left hemisphere

Language skills

Right hemisphere

Language skills

Myelination

Nerves are wrapped with myelin in areas responsible for basic survival functions like breathing and heartbeat; experience influences and patterns correspond with the onset and refinement of cognitive and socioemotional skills

Lateralization

The process by which hemispheres become specialized to carry out different functions, becomes more pronounced in early childhood and is associated with children’s cognitive and language development

Cooley

Looking-glass self - how others view us

Mead

Able to see ourselves through the eyes of others - I and me

I and me

Part of self that is not concerned about how we are viewed and the social definition of who we are

Response initiation

The ability to not initiate a behavior before you have evaluated all of the information

Response inhibition

The ability to stop a behavior that has already begun

Delayed gratification

Ability to hold out for a larger reward by forgoing a smaller immediate reward

Erikson

Initiative vs guilt

Freud

Phallic stage

Chodorow

Mothering prompts gender stereotypic behavior

Self-determination theory

People are driven to fulfill 3 basic universal needs - autonomy, competence, relatedness

Temperament and emotion regulation

Two influences on prosocial behavior

Baumrind’s parenting styles

Authoritarian, authoritative, uninvolved, permissive

Inductive discipline

A positive, communication-based approach to guiding children's behavior by explaining the reasons for rules and the consequences of actions on others

Gender identity

Children construct their understanding of gender by interacting with people and things and reflecting on their experiences

Gender stability

Understanding that gender does not change emerges at around age three

Functional play

Exploring, inspecting, and learning through repetitive physical activity

Symbolic play

The ability to use objects, actions, or ideas to represent other objects, actions, or ideas and may include taking on roles

Construction play

Involves experimenting with objects to build things; learning things that were previously unknown with hands on manipulation of materials

Unoccupied play

Children’s behavior seems more random and without a specific goal - least common

Solitary play

Children play by themselves, do not interact with others, nor are they engaging in similar activities as the children around theem

Onlooker play

Children are observing other children playing

Parallel play

Children play alongside each other, using similar toys, but do not directly act with each other

Associative play

Children will interact with each other and share toys, but are not working towards a common goal

Cooperative play

Children are interacting to achieve a common goal. Children may take on different tasks to reach that goal

Sociodramatic play

Children interact with other children, take on roles, and act out stories

Rough and tumble play

Vigorous physical activity during play

Cerebellum

Organ responsible for balance, coordination, and some aspects of emotion and reasoning

Adrenarche

Shift in hormone activity - onset of androgen production; maturation of adrenal glands

Hippocampus

Part of brain that plays a role in memory, specifically encoding

95th percentile

BMI at this percentile for obesity

Concrete operational stage

Children become capable of using logical reasoning to solve problems

Classification

Ability to understand hierarchies, relations among objects, and to simultaneously consider relations between a general category and more specific subcategories

Transitive inference

The ability to infer the relationship between two objects by understanding each object’s connection to a third

Seriation

The ability to order objects in a series according to a physical dimension such as height, weight, or color

Class inclusion

Understanding hierarchical relationship among items

Metamemory

An aspect of metacognition; understanding of one’s memory and the ability to use strategies to enhance it

Elaboration

Creating an imagined scene or story to link the material to be remembered

Kohlberg’s Cognitive-Developmental theory

Children construct their understanding of fairness via interpersonal interactions

Conventional moral reasoning

Children can now perspective-take and are motivated by reciprocity, seeking to be accepted and avoid disapproval

Phonics-based approach

Teach reading by making sure children understand sounds

Whole-language based approach

Teach reading as naturally as possible; sounds don’t have inherent or specific meaning

Lemasters and Defrain

Parenting styles are often designed to meet the psychological needs of the parent rather than the developmental needs of the child

Martyr

Parent will do anything for the child, even if the child should do it themself. Good deeds might be used against the child – child learns to be dependent and manipulative

Pal

Permissive parent - parent wants to be a friend; little self-discipline in child, few limitations

Police officer

Authoritarian - child is obedient and may become resentful; struggles to make decisions independently

Teacher counselor

Believes that as long as proper steps are followed, parent can read a perfect child; takes all responsibility for child’s outcome

Athletic coach

Parent helps form strategies, provides support, and gives feedback; sidelines

Freud on play

Release pent-up emotions through play and deal with emotionally distressing situations in a more secure environment

Vygotsky and Piaget on play

Children developing their intellectual abilities

Conscience

Cognitive, emotional, and social influences that cause young children to create and act consistently with internal standards of conduct