Morning Stretching Question
Query about impactful elements on future interactions with children.
Midterm 2 Review for PSYC 2011
Format:
Consistent with Midterm 1.
Total of 36 multiple choice questions (each worth 2.5 points).
5 fill-in-the-blanks (each worth 2 points).
4 matching questions (each worth 1 point).
Additional 4 points available as bonus.
Coverage: Chapters 6-10, addressing key developmental topics:
Cognitive Development in Infants and Toddlers
Social and Emotional Development in Infants and Toddlers
Physical Growth in Preschool Children
Cognitive Development in Preschool Children
Social and Emotional Development in Preschool Children
Administrative Details for Midterm 2
Required actions for students:
Use either Booklet code: Form A or Form B; ensure to fill the corresponding bubble on the Scantron.
Record name and Student ID number on both the booklet and Scantron sheet.
Carry Student ID card for reference in case the ID number is forgotten.
Transfer answers to the Scantron for:
Multiple Choice
Matching questions
Questions Addressed by the Instructor
Inquiry regarding Piaget’s stages:
Clarification requested on depth of knowledge (detailed substages vs. general understanding).
Self-Esteem Assessment:
Extremely high to very low self-esteem range illustrated with a 4-point Likert scale model.
Learning Concepts from Questions
Imitation vs. Counterimitation:
Concept of learning through observation of consequences leads to:
Repeating behaviors (imitation) or abstaining from behaviors (counterimitation).
Example: choosing not to jump off the couch backward after observing the negative consequence (e.g. falling).
Inhibition vs. Disinhibition:
Definition:
Inhibition: Decrease in a behavior due to observing negative consequences for similar behavior.
Disinhibition: Increase in a behavior after observing positive outcomes for similar behavior.
Example with Impulsiveness:
Awareness of aggressive impulses and the social conditioning to inhibit them.
Social Referencing Discussion
Definition and implications of social referencing in developmental psychology.
Observation Procedure Description
Initial setup:
An observer introduces the experimental environment to both mother and infant and then exits.
Allow the infant to explore (3 minutes) with mother observing but not intervening.
Introduction of a stranger:
The stranger enters silently, speaks to the baby after one minute, and attempts comfort if needed.
Maternal absence:
Mother leaves the room unobtrusively while the stranger interacts with the infant.
Maternal return:
Mother reenters after 3 minutes to greet and console the baby.
Repetition of events:
Baby returns to play; mother departs saying "bye-bye" again.
Stranger again attempts to comfort and engage the infant.
Conclusion of observation:
After another 3 minutes, the mother comes back and the stranger exits.
Vygotsky's Theory of Cognitive Development
Key elements of Vygotsky’s theory, essential for understanding cognitive development:
Zone of Proximal Development (ZPD):
Definition: The difference between what a learner can do without help and what they can do with help.
Scaffolding:
Educational method involving guidance and support based on the child's needs.
Private Speech vs. Inner Speech:
Private Speech: Audible self-directed talk by children as a tool for problem-solving.
Inner Speech: Internalized form of private speech, becoming silent as children mature.
Parental Involvement Types
Different parenting styles characterized by the level of control and involvement:
High Parental Control / High Involvement: Authoritative
High Parental Control / Low Involvement: Authoritarian
Low Parental Control / High Involvement: Permissive
Low Parental Control / Low Involvement: Indifferent or Uninvolved
Theory of Mind
Exploration of mental capacity in understanding others' thoughts and feelings through discussions about the Sally-Anne test.
Final Questions
Open floor for any additional inquiries regarding the topics covered or related material.