MODULE 3 Flashcards by Marenel Ayento

Born in 1880 in Alma, Wisconsin
- Doctorate —> Clark University in 1906
- Studied under influential psychologist G. Stanley Hall
- First doctorate in child psychology in
the US
- Established Yale Clinic of Child
Development in 1911

Arnold Lucius Gessel

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theory of Gesell

Maturation Theory

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The child’s growth or development is influenced
by two major forces:

The child is a product of his or her
environment
Gessel believed the child’s development
is directed from within by the action of
the genes

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Gessel believed the child’s development
is directed from within by the action of the genes, which is called ___________

MATURATION

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The best thing a parent can do is be sensitive and
be patient, since they cannot afect development
and only ofer guidance according to the ___________

Gessel Maturation Theory. (Crain p.21)

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Enculturation

When people learn the requirements of their surrounding culture and acquire values and behaviors appropriate or necessary in the culture.

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It is related to maturation and myelination of the nervous system and indicates the acquisition of a variety of skills for optimum functioning of the
individual.

Gessel’s Developmental Milestones

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The sequence of attainment of milestones is the same rate of development varies from child to child based on their neurological status,
known as _________

DISSOCIATION

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4 Fields of Development

Gross-motor

Vision and fine manipulation

Hearing and speech

Personal and social

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the development of locomotion

Gross-motor

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the development of eye-hand control

Vision and fine manipulation

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development of language

Hearing and speech

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integration of acquired abilities to reflect understanding of the environment.

Personal and social

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A Russian-born American psychologist
who developed the influential ecological
systems theory

URIE BRONFENBRENNER

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focuses on the quality and context of the child’s
environment.

Bronfenbrenner’s ecological systems theory

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Bronfenbrenner’s ecological systems theory
posits that human development is influenced by
five nested environmental systems:

microsystem
mesosystem
exosystem
macrosystem
chronosystem

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The most immediate and influential system,
comprising the settings where the individual has
direct, one-on-one interaction.

Examples: Family, friends, school and religious
institutions.

MICROSYSTEM

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This system consists of the interconnections or
relationships between two or more
microsystems.

Examples: The relationship between a child’s
family and their school.

MESOSYSTEM

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This layer includes external environments and
social settings that indirectly influence the
individual, even if they are not directly involved
in those settings.

Examples: A parent’s workplace, a parent’s job
promotion or loss, or local government
decisions.

EXOSYSTEM

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This is the outermost layer, representing the
broader cultural values, beliefs, laws, and
customs of a particular society.

Examples: Societal attitudes, political climate,
and economic conditions

MACROSYSTEM

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The dimension introduces the role of time and
the impact of significant life events and
historical changes on development.

Examples: The timing of a parent’s becoming a
parent at diferent ages or the efects of major
historical events.

CHRONOSYSTEM

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born on August 9, 1896, in Neuchâtel, Switzerland.

Jean Piaget

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_________ theory explains cognitive development as a series of four stages, in which a child’s thought process gradually evolves, becoming increasingly complex.

Jean Piaget’s

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(birth to two years)

Sensorimotor Stage

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Children begin to explore and understand the world through their senses and actions. During this stage, they develop crucial abilities such as object permanence ( the developmental milestone of understanding that an object or a person exists even when it cannot be seen, heard, or touched)

Sensorimotor Stage

(two to seven years)

Preoperational Stage

Children start using symbols and language but struggle with logical reasoning. Children at this age often display egocentric thinking (finding it dificult to view situations from perspectives other than their own)

Preoperational Stage

(seven to eleven years)

Concrete Operational Stage

A child's thought process becomes more logical and organized, allowing them to better grasp concrete concepts and problem-solving. At this stage, children also become more capable of considering other people’s thoughts and feelings in realistic ways.

Concrete Operational Stage

(from adolescence onwards)

Formal Operational Stage

Individuals develop abstract reasoning skills and the ability to tackle hypothetical problems. Their thinking becomes systematic and logical, enabling them to explore complex ideas in areas like ethics, sciences, and mathematics. They are also able to form and test hypotheses at this stage.

Formal Operational Stage

- Russian psychologist - Best known for his Sociocultural theory - Believed that learning is a social process

LEV VYGOTSKY

Asserts that a child's cognitive development and learning ability can be guided and mediated by their social interactions Learning is a crucially social process as opposed to an independent journey of discovery Child's learning benefitted greatly from being guided by a more knowledgeable community member (parent or teacher)

SOCIOCULTURAL COGNITIVE DEVELOPMENT

Used to explain a child's potential for cognitive development and ability when they are guided through a task, rather than asked to do it in isolation

Zone of Proximal Development

Influenced by the cultural and social factors of a child Emphasized that learning is a social process / “making meaning” with their peers

Social Influence and Cognitive Development

BASIS OF VYGOTSKY’S IDEAS ON SOCIAL INTERACTION External or social speech

Birth - 3 Years Old Use language to communicate their needs Social influence is obvious based on the reaction of their demands

BASIS OF VYGOTSKY’S IDEAS ON SOCIAL INTERACTION Egocentric

3 - 7 Years Old Children start to talk to themselves Transitional stage Practice of self-guidance and regulation

BASIS OF VYGOTSKY’S IDEAS ON SOCIAL INTERACTION Inner Speech

Control Reasoning and organized thoughts. Interpret meaning from the reactions of others. From the egocentric stage, it becomes internalized and the focus is on ourselves

born on July 8 1857 in Nice, France. Died on October 18, 1911. He was a French psychologist.

Alfred Binet (Alfredo Binetti)

The main purpose of the test is to identify children needing special education, not to measure innate intelligence

The Binet-Simon Test

FIVE COGNITIVE FACTORS

Fluid Reasoning Knowledge Visual-Spatial Reasoning Quantitative Reasoning Working Memory

served as a military man in the British Army. His interest in the human mind led him to become a psychologist.

Charles Edward Spearman

Two factors of intelligence: G-factor (General Ability Factor) & S-factor (Specific Ability Factor)

SPEARMAN’S THEORY OF INTELLEGENCE

The capacity to think logically and solve problems in novel situations, independent of acquired knowledge (Cattell, 1987). Example: Building a LEGO set without using an instruction manual.

Fluid Reasoning

It’s the measure of a child’s accumulated information and learned skills, usually acquired from domains such as school, home, or life experiences Example: Naming colors and shapes

Knowledge

It’s the ability to know where the objects are in space. Example: Paper folding

Visual-Spatial Reasoning

Ability to use mathematical concepts in solving real world problems, analyzing data, and making logical decisions based on numerical information. Example: Budgeting money

Quantitative Reasoning

Used to measure immediate memory and working memory Includes active mental manipulation Example: Sentence repetition

Working Memory

Broad mental capacity afecting all cognitive tasks Involves problem-solving, learning, and adaptation

General Ability Factor (G-Factor)

EXAMPLES of G-Factor

1.Spatial reasoning 2.Numerical thinking 3.Mechanical understanding 4.Verbal ability

- Task-specific skills developed through learning and practice - Varies between individuals and tasks

Specific Ability Factor (S-Factor)

EXAMPLES of Specific Ability Factor (S-Factor)

1.Musical talent 2.Mathematical skills 3.Verbal comprehension

psychologist from Harvard, who introduced the Theory of Multiple Intelligence in 1983.

Howard Gardner

NINE MULTIPLE INTELLEGENCE

Verbal-Linguistic Intelligence Spatial-Visual Intelligence Logical-Mathematical Intelligence Bodily-Kinesthetic Intelligence Musical Intelligence Existential Intelligence Intrapersonal Intelligence Interpersonal Intelligence Naturalist Intelligence

NINE MULTIPLE INTELLEGENCE It involves the capacity to understand and reason with words and language.

Verbal-Linguistic Intelligence

NINE MULTIPLE INTELLEGENCE It is the ability to perceive, analyze, understand, store,and recall visual information.

Spatial-Visual Intelligence

NINE MULTIPLE INTELLEGENCE It involves the capacity to understand and excel in logical and mathematical-based problems.

Logical-Mathematical Intelligence

NINE MULTIPLE INTELLEGENCE It involves the capacity to understand the ability of our bodies to move in space.

Bodily-Kinesthetic Intelligence

NINE MULTIPLE INTELLEGENCE It involves the capacity to discern pitch, rhythm, timbre, and tone.

Musical Intelligence

NINE MULTIPLE INTELLEGENCE It is the ability to tackle deep questions about human existence.

Existential Intelligence

NINE MULTIPLE INTELLEGENCE It is the ability to detect and respond appropriately to the moods, motivations, and desires of others.

Intrapersonal Intelligence

NINE MULTIPLE INTELLEGENCE It is the ability to efectively communicate with others,while understanding them comprehensively.

Interpersonal Intelligence

NINE MULTIPLE INTELLEGENCE It is the ability to recognize and categorize plants, animals, and other nature-related things.

Naturalist Intelligence

American psychologist & psychometrician, Professor of Human Development, Cornell University

Robert Sternberg

TRIARCHIC THEORY OF INTELLIGENCE (1985) THREE TYPES OF INTELLIGENCE:

Practical Intelligence Creative Intelligence Analytical Intelligence

ATKINSON & SHIFFRIN THEORY LINEARIZES THE INTERACTION BETWEEN THREE AREAS:

THE SENSORY MEMORY, SHORT-TERM MEMORY (STM), AND LONGTERM MEMORY (LTM).

Captures sights, sounds, smells, tastes, and touches but for a quick time only

SENSORY MEMORY

The Brain holds information temporarily usually about 0-18 seconds

SHORT-TERM MEMORY

The Brain has the capacity to store information for a long time. It could be from minutes to a lifetime.

LONG-TERM MEMORY

PLACED IN SHORT TERM MEMORY PROCESS OF VERBALLY OR MENTALLY REPEATING INFORMATION WHICH ALLOWS SHORT-TERM MEMORY TO EXTEND.

ELABORATIVE REHEARSAL

PLACED IN LONG-TERM MEMORY INVOLVES LINKING NEW INFORMATION TO INFORMATION THAT'S ALREADY STORED IN LONG TERM MEMORY.

MAINTENANCE REHEARSAL

MODULE 3 Flashcards

(71 cards)