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Ed Psych Chp2
Educational Psychology Review - Cognitive Development Chpt2
| Question | Answer |
|---|---|
| Developmental Milestone | Appearance of a new, developmentally more advanced behavior |
| Stage Theory | Theory that depicts development as a series of relatively discrete periods (stages) |
| Maturation | Unfolding of genetically controlled changes as a child develops |
| Temperament | Genetic predisposition to respond in particular ways to one's physical and social environments |
| Sensitive (Critical) Period | Genetically determined age range during which a certain aspect of a child's development is especially susceptible to environmental conditions |
| Plasticity | Capacity for the brain to learn and adapt to new circumstances |
| Scheme | Organized group of similar actions or thoughts that are used repeatedly in response to the environment |
| Assimilation | Responding to and possibly interpreting a new event in a way that is consistent with an existing scheme |
| Accommodation | Responding to a new object or event by either modifying an existing scheme or forming a new one |
| Internalization | Process through which a learner gradually incorporates socially based activities into his or her internal cognitive processes |
| Equilibrium | State of being able to explain new events with existing schemes |
| Disequilibrium | Inability to explain new events with existing schemes; tends to be accompanied by a sense of discomfort |
| Equilibration | Movement from equilibrium to disequilibrium and back to equilibrium, a process that promotes development of more complex thought and understandings |
| Zone of Proximal Development (ZPD) | Range of tasks that a child can perform with the help and guidance of others but cannot yet perform independently |
| Preoperational Stage | Piaget's second stage of cognitive development, in which children can think about objects beyond their immediate view, but do not yet reason in logical, adult-like ways |
| Concrete Operations Stage | Piaget's third stage of cognitive development, in which adult-like logic appears but is limited to concrete reality |
| Formal Operations Stage | Piaget's fourth and final stage of cognitive development, in which logical reasoning processes are applied to abstract ideas as well as to concrete objects, and more sophisticated scientific and mathematical reasoning processes emerge |
| Intelligence | Ability to modify and adjust behaviors to accomplish new tasks successfully; involves many different mental processes and may vary in nature depending on one's culture |
| "g" | Theoretical general factor in intelligence that influences one's ability to learn in a wide variety of contexts |
| Cognitive Style | Characteristic way in which a learner tends to think about a task and process new information; typically comes into play automatically rather than by choice |
| Disposition (Cognitive) | General inclination to approach and think about learning and problem-solving tasks in a particular way; typically has a motivational component in addition to cognitive components |
| Distributed Intelligence | Idea that people act more "intelligently" when they have physical, symbolic, or social assistance |
| Discovery Learning | Approach to instruction in which students develop an understanding of a topic through firsthand interaction with the environment |
| Scaffolding | Support mechanism that helps a learner successfully perform a task within his or her zone of proximal development |
| Cognitive-Developmental Theory | One or more aspects of development can be characterized by a predictable sequence of stages; stages build on one another; many cognitive-developmentalists are constructivists - portray children as active learners |
| Nativism | Some behaviors are biologically built in; a few behaviors are evident at birth. Others emerge gradually, and usually in a predictable order; "maturation" of the brain and body is propelled by genetic instructions; the basic "seeds" are built in |
| Sociocultural Theory | Emphasizes the role of social interaction and cultural heritage in development; gradual internalization of behaviors and processes first practiced in social interactions |
| Information Processing Theory | Focus on how memory capabilities and specific cognitive processes change with age |
| Psychodynamic Theory | Focus on personality development and sometimes on abnormal development as well. Child's early experiences have significant effect on later development; identity-one's self-constructed definition of who one is and hopes to become |
| Synaptogenesis | Universal process in early brain development in which many new synapses form spontaneously; "by generating more synapses than will ever be needed, human beings have the potential to adapt to a wide variety of conditions and circumstances" |
| Synaptic Pruning | Universal process in brain development in which many previously formed synapses wither away |
| Meaningful Learning | "Children learn more effectively when they can relate new information and experiences to what they already know." This is in contrast with rote learning |
| Why is language acquisition critical for cognitive development? | Language provides a set of entities (symbols) through which human beings can mentally represent external events and internal schemes |
| Two Processes that Assist the Learner in Merging Thought and Language? | Self-talk and inner speech |
| Growing knowledge base enhances one's ability to learn | One reason children use increasingly effective learning strategies as they grow older is that they acquire an ever-expanding body of knowledge that they can use to interpret, organize, and elaborate on new experiences |
| Knowledge, beliefs, and thinking processes become increasingly integrated | Develop connections among previously separate thoughts and ideas; thought processes combined into well-coordinated mental processes - operations |
| Thinking becomes more logical (difference between preoperational and concrete operational thinking) | Develop ability to pass conservation tasks |
| Thinking becomes increasingly abstract in middle school and secondary grades | Formal operations stage; hypothetical reasoning, sometimes involving things that are definitely false; idealism |
| People can think more logically and abstractly about tasks and topics they know well | Ability to think logically about a situation or topic depends to some degree on learners' background knowledge and educational experiences |
| What are the characteristics of expert thinking? | Tightly organized knowledge, many interrelationships among the things they know, and with many abstract generalizations unifying more specific, concrete details |
| What are the three stages of expertise? | 1. Acclimation 2. Competence 3. Expertise |
| What are the five components psychologists generally associated with intelligence? | 1. Adaptive 2. Related to learning ability 3. Involves use of prior knowledge 4. Coordination of many different thinking and reasoning processes 5. Culture-specific |
| Why are intelligence tests generally good predictors of ability to do well in school? | They are designed to do so. On average, students with high IQ scores have higher grades |
| What are 3 limitations to the relationship between intelligence tests and school achievement? | 1. Intelligence does not necessarily cause achievement 2. Relationship is imperfect, with many exceptions 3. Not a permanent characteristic etched in stone; scores may vary and change over time |
| What are the three types of intelligences identified by Sternberg? | 1. Analytical intelligence 2. Creative intelligence 3. Practical intelligence |
| What is the problem with the concept of "learning styles" as identified by some educators? | Matching students' self-reported learning styles to particular learning environments does not necessarily make a difference in academic achievement |
| What are two important components of cognitive style that should be considered? | 1. Analytic vs. holistic processing 2. Verbal vs. visual learning |
| What are 5 important components of cognitive dispositions that educators should consider? | 1. Stimulation seeking 2. Need for cognition 3. Conscientiousness 4. Critical thinking 5. Open-mindedness |
| Gardiner's 8 Intelligences | Linguistic, Logical-Mathematical, Spatial, Musical, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalist |
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