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41 Cards in this Set
- Front
- Back
Development |
Orderly, adaptive, gradual, changes that occur in humans between conception and death and remain for a long period of time, temporary change cause by illness is not a development, development happens at different rates, |
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Physical development |
Changes in the body that take place as one grows |
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Social development |
Changes in the way one relates to others |
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Personal development |
Changes in an individuals personality |
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Cognitive development |
Gradual, orderly changes by which mental processes become more complex, thinking, decision making |
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Maturation |
Changes that occur naturally and spontaneously and that are genetically programmed, unaffected by environment |
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Nature vs nurture |
Nature- heredity, genes, maturation, biological, cells, disease Nurture- education, parenting, culture, social policies, neighbourhoods, historical events |
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Coactions |
Joint actions of individual biology and environment, shape and influence one another |
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Sensitive period |
Times when a person is ready or responsive to certain experiences, early experiences that have adverse impacts have long term consequences |
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Neurons |
Specialized nerve cells that transmit information in the brain and nervous system |
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Neurogenesis |
Production of new neurons, happens rapidly, unused neurons are pruned |
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Experience-expectant |
Synapses are overproduced in developmental stages awaiting/expecting stimulus, if stimulus occurs development happens |
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Experience-dependent |
Forming synaptic connections based on experiences, new synapses formed in response to activity, involved in mastering unfamiliar pronunciation and developing an ear for music |
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Cortical hypoarousal |
Diminished electrical activity in the brain ex orphans with little stimulus of care |
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Glial cells |
White matter between neurons, outnumber neurons, fight infections, control blood flow and neurons communication, provide myelin coating on axons |
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Myelination |
Influences thinking and learning helps transmit messages faster |
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Cerebral cortex |
Outer covering, largest part of brain, many folds to provide a large surface area in a small space, problem solving and language occurs here,susceptible to environmental influences, controls physical motor movements, complex vision and hearing, higher processing, plays a role in emotion, judgment and language |
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Lateralization |
Specialization of hemispheres, left is language processing, right is spatial and visual information and emotions, work together to perform complex activities |
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Plasticity |
Adaptability, flexibility, less in children than adults |
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Adolescent brain development |
Limbus system develops first, involved with emotion and risk seeking behaviour, prefrontal lobe develops later, involved in judgment and decision making, adolescents are inclined to seek thrills without being able to fully understand consequences |
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Internal clock |
Before puberty clock is set to fall asleep around 8/9, during puberty this is delayed, teens needs 9 hours of sleep, most get less, sleep deprivation causes difficulty concentrating and learning, mood swings and behaviour worsen, parents argue school should begin later |
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Jean Piaget |
Fascinated with the reasons children gave the wrong answers and studies the thinking behind these answers, came up with the theory of cognitive development, believed education should help children learn how to learn |
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Schemes |
Building blocks of thinking, systems of action/thought that allow us to mentally think about the world, people adapt to their environment as they organize schemes |
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Theory of cognitive development |
How humans acquire and use knowledge Influences on development: maturation, activity, social experiences, equilibrium Basic instincts: organization of thoughts/behaviours and adaptation (adjusting to environment through assimilation, looking at schemes to understand information and accommodation, changing schemes to understand new information) |
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Private speech |
Vygotsky term, this talk helps children self-regulate, plan, monitor and guide thinking and problem solving, private speech peaks at 9 then becomes thoughts, used more when confused |
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Zone of proximal development |
area where child cannot solve a problem alone but can be successful under adult guidance Piaget- said children have to be ready to learn Vygotsky- believed learning was an active process that didn't wait for readiness |
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Vygotsky Limitations |
Overemphasized the role of social interaction, general ideas because he died before expansion, no detailed applications of theories, all are created by others |
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Problem of the match |
Hunt, students must be neither bored by work that is too simple nor left behind by something they can't understand |
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Active learning |
Piaget believed individuals construct their own understanding, each stage requires incorporating previous schemes, involves manipulation of objects and ideas and communicating with teachers and peers and receiving feedback |
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Scaffolding |
Vygotsky, Support for learning through clues, reminders, encouragement, breaking problem down, providing examples to grow the student as an independent learner |
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Assisted learning |
Requires scaffolding, first learn what student needs, then give information, prompts and encouragement slowly allowing student to do more on their own, involves adapting materials, demonstrating, giving feedback |
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P&V agree |
1. Cognitive development requires physical and social stimulus 2. Developing thinking requires children and mentally, physically and linguistically active, they must experiment and can benefit from guidance 3. "Problem of the match 4. Challenge with support keeps them engaged and not fearful 5. "Magic middle" learning without frustration or boredom |
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Stages of Cognitive Development (Piaget) |
Sensorimotor- 0-2, sensory/motor learning, imitation, remembers events, object permanence Preoperational- talking-7, language develops, uses symbols for representation, thinks through steps logically Concrete operational- gr 1-adolescence, understands conversation, organizes things into categories, reverses thinking, understands part, present and future Formal operational- adolescent-adult, thinks hypothetically, solves problems abstractly, considers multiple perspectives, considered with social issues, identity and justice |
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Neo-piagetian Theories |
Recent theories that integrate findings about attention, memory and learning strategy with Piagets insights about children thinking and understanding |
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Limitations of Piagets theory |
Lack of consistency in children's thinking, processes are more continuous than they seem when observed moment to moment, insisted children could not be taught operations of future stages they had to be developed, teachers can in fact enhance development, overlooks effects of cultural and social groups |
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Lev Vygotsky |
Sociocultural theory, believed human activities must be understood in their cultural settings, most concerned with instructed learning |
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Sociocultural theory |
Emphasizes the role of development of cooperative dialogues between children and more knowledgeable members of society, children learn through interaction |
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Co-constructed |
Construction through people interacting and negotiating verbally to create an understanding or solve a problem, final product shaped by all participants, process reinternalizes by the child and shapes their cognitive development Vygotsky- suggested children's cognitive development is fostered by interactions with more advanced people Piaget- suggested the most helpful interactions were between peers on equal basis who could change each other's thinking |
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Cultural tools |
Vygotsky believed played a role in cognitive development, pens, rulers, phones, computers, calendars, systems passed from adults to children and child to child through interaction and teaching |
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Collective monologue |
Piagets term for a form of speech in which children in a group talk but don't interact or communicate |
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Egocentric speech |
Piagets term for self directed talk, an indication that children can't see the world through the eyes of others, they speak about what matters to them, declines with age |