WGU Educational Psychology and Development of Children and Adolescents - D094

WGU Educational Psychology and Development of Children and Adolescents - D094 Maslow's Hierarchy of Needs Ans- Graph that shows that individuals must satisfy a basic series of needs before they can reach their full potential. Maslows Needs level 1 Ans- Physiological needs ( water, food) Maslows needs level 2 Ans- Safety and security ( Place to live, physical or financial safety Maslows needs level 3 Ans- Love and acceptance. Love and belonging needs involve interpersonal relationships—friendships, intimacy, trust, romance and love, and being part of a group. MAslows needs level 4 Ans- Esteem Esteem needs include self-respect, respect from others, achievement, independence, status, and prestige. Maslows needs level 5 Ans- Self- actualizations personal growth and fulfillment and the realization of one's personal potential as a human being (as Maslow put it—a desire "to become everything one is capable of becoming.") Piaget Theory Stage 1 Ans- 0-2 years old Sensorimotor stage. Using there senses and very active. Learn Object permanence Piaget theory stage 2 Ans- 2- 7 years old preoperational good at pretend play and egocentric Piaget theory stage 3 Ans- 7-11 years old Concrete operational, conservation (Water doesn't change in different glass) Children reason math Piaget stage 4 Ans- 12+ Formal observation. Moral reasoning, knowing consequences, abstract Schema Ans- A group of thoughts children use to categorize things. ( knowing a horse is big and has four legs, so when they saw a cow called it a horse) Vygotsky Ans- Socioculture development. SOCIAl interaction between children and those around them and their cognition. Varies across cultures Elementary Mental Functions Ans- having a tutor Attention, sensory, perception, memory Higher mental function Ans- Becoming indpendent More knowledgable other Ans- Vygotsky said children needed someone in order to show them Zone of proximal development Ans- phase of learning during which children can benefit from instruction (When the child is actually learning) Vygotsky on language Ans- Private speech or internal speech aids in development. Language is an accelerator for thinking and understanding. Watching and learning language form others. Erikson's Stages of Psychosocial Development Ans- theory, people experience Erikson Stage Ans- infant-trust vs mistrust toddler (1-3) autonomy vs shame preschool-initiative vs guilt school=industry vs inferiority adolescent-identity vs role confusion Bandura theory of model learning Ans- emphasizes the importance of observing, modelling, and imitating the behaviors, attitudes, and emotional reactions of others. Social learning theory considers how both environmental and cognitive factors interact to influence human learning and behavior. Bandura: How many models did he use and what were they Ans- ive (with a live demonstration or model), verbal (in which the action or behavior is described), and symbolic (in which a behavior is modeled through characters in media). Kohlberg Ans- theorist who claimed individuals went through a series of stages in the process of moral development. Carol Gilligan Ans- moral development studies to follow up Kohlberg. She studied girls and women and found that they did not score as high on his six stage scale because they focused more on relationships rather than laws and principles. Their reasoning was merely different, not better or worse Noam Chomsky Ans- theorist who believed that humans have an inborn or "native" propensity to develop language ( Language acquisition device) B.F. Skinner Ans- Behaviorist that developed the theory of operant conditioning Imitating others. Positive response to reinforce. (e.g., seeing a sibling ask for an apple and then asking for one) Prompting from others (e.g., a parent might ask, "Do you want an apple?") Shaping from others (e.g., a parent might affirm and refine a child's response: "Yes, that's a fruit. It's an apple. Did you want it?") (Lumen Learning, n.d.) extrinsic barriers Ans- are barriers external to the person that impose limitations on that person's ability to participate or gain access intrinsic barriers Ans- within the student, mental heath/ disability Autsim Ans- a disorder that appears in childhood and is marked by deficient communication, social interaction, and understanding of others' states of mind ADHD Ans- a psychological disorder of three key symptoms: extreme inattention, hyperactivity, and impulsivity Theories of Intelligence Ans- -General intelligence (Spearman) -Primary mental abilities (Thurnstone) -Multiple intelligences (Gardner) -Triarchic (Sternberg) Gardner Ans- Theory of Multiple Intelligences - Musical, Spatial, Bodily/Kinesthetic, Logical/Mathematical, Interpersonal (others), Intrapersonal (self), Naturalist, and Linguistic operant conditioning Ans- a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher Leanred classical conditioning Ans- a type of learning in which one learns to link two or more stimuli and anticipate events just happens working memory Ans- a newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from longterm memory implicit memory Ans- Memories we don't deliberately remember or reflect on consciously explicit memory Ans- memory of facts and experiences that one can consciously know and "declare" Metacognition Ans- awareness and understanding of one's own thought processes. cooperative learning Ans- The focus is on the product more than the process. Students of mixed abilities are grouped together. Students work in groups on a structured activity. Instruction is teacher-led. collaborative learning Ans- The focus is on the process more than the product. Students of similar abilities are grouped together. Students work in groups to explore a significant question. Instruction is student-led. Constructivism Ans- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. Project-based learning Ans- Classroom activity in which students acquire new know