Study Session

https://docs.google.com/document/d/15MhRYzjf4xbM1KVUpK7IiJ_0oD09SPejoN9UH1FlCs4/edit?usp=sharing

VYGOTSKY

  • Cognitive skills can only be understood when they are developmentally analyzed and interpreted
  • Shown through language
  • Skills have their own origins and social relations

THREE DEVELOPMENTAL THEMES

  • Cognitive, brain
  • Biological, within the body
  • Psychosocial, socially

ERICKSON

  1. Trust VS Mistrust: infancy to one year
  2. Autonomy VS Shame & Doubt: 1-3 years
  3. Initiative VS Guilt: 3-5 years
  4. Industry VS Inferiority: 6 years to puberty
  5. Identity VS Identity Confusion: 10-20 years
  6. Intimacy VS Isolation: 20’s & 30’s
  7. Generavity VS Stagnation: 40’s VS 50’s
  8. Integrity VS Despair: 60+ years

PHILOPSOPERS ON ADOLESCENTS

  • Supermarche and Menerache: first nocturnal ejaculation of sperm, and first period

VYGOTSKY VS PIAGET

  • Vygotsky focused more on cognitive skills that come from experiential learning, verus Piaget who believed children went through specific stages
  • Piaget stages go to 11 years old, Vygotsky goes to 60+

CORRELATION COEFFICIENT

  • Strength of relationship between two or more event characteristics measured on a +1.00 to a -1.00. 0=No correlation.

PUBERTY TIME FRAME

  • Early men,  seen as socially competent and dependable
  • Late for men, self esteem effects and socially behind. Long term positive effects
  • Early for girls, more likely to use drugs, smoke, and have sex earlier. Long term negative effects
  • Late for girls, slows developmental curve, things happen later

IQ TESTS

  • Binet: later became stanford-binet. Intelligence quotient,, (tested mental age/chronological age) X 100, semi popular
  • Wechsler: includes verbal and nonverbal subtests. Shows IQ in those domains plus a full scale IQ and several index score
  1. WAIS (adult) 16+ unpopular
  2. WISC (Child) >6 years, popular
  3. WPPSI (primary) <6 unpopular

MARGRET MEAD AND STANLEY HALL

PIAGETS STAGES

  1. Sensory Motor, birth - 2 years

Connects sensory experiences with physical actions. Starts as instincual action and becomes symbolic actions

  1. Preopperational, 2 - 7 years

Increased symbolic thinking, move beyond connecting the sensory information and physical action

  1. Concrete Opperational, 7 - 11 years

Can reason logically about concrete events and classify objects into different sets

  1. Formal Opperational, 11 - Adulthood

Reasons in more abstract and idealistic or logical ways

INFORMATION PROCESSING VIEW

Desiscion making

  1. Reasoning
  2. Critical thinking
  3. Creative thinking
  4. Meta-Cognition and Self Regulatory learning
  5. Meta involves monitoring and reflecting on one's current or recent thoughts. Knowing about knowing.
  6. Self monitoring of thoughts, feelings, and bahaviors to reach a goal
  7. Diverget Thinking VS Converget
  8. Diverget is creative thinking where there are more than one correct answer
  9. Converget is when there is one correct answer

COGNITIVE CONSTRUCTIVISM

  • Schema: A concept or framework that exists in the individuals mind to organize & interpret information
  • Assimilation: The incorporation of new information into existing knowledge
  • Accomidation: An adjustment to new information causing a schema to change
  • Equalliberation: Experience of cognitive conflict and the resolution for balance

EMOTIONAL INTELLIGENCE

  • The ability to understand, use, and manage emotions in a positive way to relieve stress, communicate effectively, empathize with others, overcome challenges and defuse conflict.
  • Involves
  1. Self-awareness.
  2. Self-regulation.
  3. Motivation.
  4. Empathy.
  5. Social skills.

VIKTOR WILD CHILD OF AVEYRON

  • Feral child of 1800 in france

GENERATIONAL INEQUITY

ADOLECENTS GENERALIZATION GAP

GROWTH SPURT IN ADOLESCENTS

  • 3.5 inches per year for girls around 11.5 years old
  • 4 inches per year for boys around 13.5 years old

SCIENTIFIC METHOD

  1. Identify the problem
  2. Hypothesis
  3. Collect data
  4. Analyze data
  5. Draw conclusions

SOCIAL COGNITION

  • Egocentrism: heightened self consiousness/ inability to understand other perspectives
  • Imaginary audience: feeling as if all eyes are on the adolescent
  • Personal fable: egocentrism relating to one’s sense of uniqueness

ADOLECENTS SLEEP NEEDS AND DEPRIVATION

  • Need between 9 and 12 hours
  • Deprivation leads to chronic deprivation which stunts growth and mental cognition

FREUD & PERSONALITY

  1. Id: pleasure comes first
  2. Ego: helps Id achieve gratification
  3. Super-Ego: stives for perfection, and the rights or wrongs of the world

FREUD AND DEVELOPMENTAL STAGES

  1. Oral: birth to 18 months

Pleasure centers in the mouth

  1. Anal: 18 months to 3 years

Pleasure centers in the anus

  1. Phallic: 3 to 6 years

Pleasure centers in genitals

  1. Latency: 6 years to puberty

Repression of sexual intrest and develop social or intellectual skills

  1. Genital: puberty onward

Sexual re-awakening outside of the family

EXPERIMENTAL DESIGN

  • Independent variable, dependent variable, confounding variables

RANDOM ASSIGNMENT

  • Experimentor has no influence on who falls into what groups for the testing

RESEARCH TERMINOLOGY

  • Independent VS Dependent VS Confounding
  • Null Hypothesis
  • Level of Constraint
  • Control Group
  • Opperational Definitions

CROSS SECTIONAL VS LONGITUDIAL

  • Cross: Group at one point in time
  • Long: Group over a period of time

GENOTYPE

  • Genetic blueprints
  • Phenotype: possible responses to genotypes
  • Canalization: narrow range of genetics
  • Reaction range: possibilities from low to high

PRIMARY RESOURCES

  • Original source of information

BROFRONBRENNER ECOLOGICAL THEORY

HISTORICAL ROOTS OF THE CONCEPT OF ADOLESCENTS

SHARED AND NON-SHARED INFLUENCES