CSET MULTIPLE SUBJECT SUBTEST III
HUMAN DEVELOPMENT EXAM Q&A
Stage 4- Formal operations period - Answer-The 4th of Piaget's periods: beginning from
11 years. Form of intelligence in which higher level mental operations make possible
logical reasoning with respect to abstract and hypothetical events and not merely
concrete objects. Hypothetical Deductive Reasoning.
Metacognition - Answer-Think about thinking occurs in the concrete operations period, a
child; s awareness of knowing about one's own knowledge
Animism - Answer-Refers to children believing that non-living objects have lifelike
qualities
Casual Reasoning - Answer-Children believe that their thoughts can cause actions
whether or not the experiences have a causal relationship, when I move the clouds
move, god moves, sun moves, wind currents move
Centration - Answer-The tendency of the child to focus on only one piece of information
at a time while disregarding all others
Egocentrism - Answer-Young children cannot differentiate between their own
perspectives and feelings and someone else’s
Equilibrium - Answer-Development is motivated by the search for a stable balance
toward effective adaptations
Irreversibility - Answer-Children make errors in their thinking because they cannot
understand that an operation moves in more than one direction
Object permanence - Answer-Recognition that objects and events continue to exist
even when they are not visible
Hypothetical deductive reasoning - Answer-Formulating a specific hypothesis from any
given general theory, what might be
Inductive reasoning - Answer-Drawing conclusions from specific examples to make a
general conclusion, even when the conclusion is not accurate
Transducive reasoning - Answer-Children mentally connect specific experiences
whether or not there is a logical casual relationship
Seriation - Answer-This is the ability of a child to arrange objects in logical progression
,Symbolic function substage - Answer-The child uses words and images to form mental
representations to remember objects without being physically present
Transitive Inference - Answer-The ability to draw conclusions about a relationship
between two objects by knowing the relationship to a third object
Educational Implications of Piaget's Stages of Cognitive Development - Answer-1.
Piaget's theory of cognitive development provides an alternative to behavior theorists'
belief that children are merely passive learners. Children actively move through
operational stages.
2. Piaget quantified the conceptual-learning process, suggesting that there are
predictable and orderly developmental accomplishments. Children can be tested at
each stage to verify their level of cognitive understanding.
3. Piaget suggested that a child's mind seeks a state of equilibrium. At each stage,
children form a new way to operate and adapt to the world.
4. By understanding Piaget's stages of cognitive development, teachers can avoid
presenting material in the classroom that is beyond the child's cognitive ability.
Moral Development or Morality - Answer-An internalized set of rules influencing the
feelings, thoughts and behavior of an individual in deciding what is right and wrong.
Kohlberg's three stages of moral development - Answer-Preconventional, conventional,
postconventional
Preconventional - Answer-Ages 4 to 10 in which children obey because they're parents
tell them to and fear consequences, Kohlberg's stage of moral development in which
rewards and punishments dominate moral thinking
Conventional - Answer-Ages 10 -13 in which children are more concerned about the
opinions of their peers. Second level of Kohlberg's stages of moral development in
which the child's behavior is governed by conforming to the society's norms of behavior
Postconventional - Answer-Ages 13 to adult in which morality is judged by abstract
principles rather than existing rules that govern society and looking into oneself,
Involves working out a personal code of ethics. Allows for the possibility of
noncompliance with society's rules if they conflict with personal ethics.
Educational Implications of Moral Development - Answer-1. Teachers must recognize
that children internalize what is right and wrong based upon their basic values and
sense of self.
2. Teachers must recognize the sequential foundation upon which higher moral
principles are based.
3. Teachers must recognize that children respond differently to various moral dilemmas
depending upon age, education, and socioeconomic influences.
, Classical conditioning - Answer-Children respond automatically since they have formed
an association between a stimulus and the response
Operant conditioning - Answer-Children learn from operating in the environment
Behavior modification - Answer-Altering the environment or situation to produce a more
favorable outcome
Erik Erikson's Psychosocial Stages of Development - Answer-Personality develops
through a series of conflicts that are influenced by society. Eight Stages of age specific
crisis we pass through in order to create an equilibrium between our self and society.
Turning Points.
Erikson stage one - Answer-Trust vs. Mistrust- infancy to 1st year
Physical comfort, minimal fear and low apprehension about the futur. Sets stage for life
long expectation that world is good. The absence of trust can result in eaving the infant
feeeling suspicious, guarded and withdrawn from relationships.
Erikson stage two - Answer-Autonomy vs. Shame and doubt (1-3yrs) - virtue - Will
• Central issue: Can I act on my own? toddler learns how to explore, experiment, make
mistakes and test limits to gain self independence of self reliance,
• Child must learn to assert their wills and do things for themselves
• If child cannot act on own (and parents humiliate or harshly punish them) the child
doubts their abilities and believe that they are "bad" Shame leaves the toddler feeling a
sense of dislikefor himself. He may also be retcent ot try new activities.
Erikson stage three - Answer-Initiative vs. Guilt (3-5 years- preschool years)
- As challenges occur, initiative is needed for purposeful behavior, responsibility for
body, behavior, toys, pets, etc...
- Responsibility increases initiative
- Guilt occurs if child is irresponsible or is too anxious guilt may dissipate if a sense of
accomplishment occurs
The child may feel like anything he does may dissappoint people around him.
Erikson stage four - Answer-Stage 4: Industry vs. Inferiority (6 years- puberty)
- Mastering knowledge and intellectual skills, enthusiastic about learning, imagination.
- Inferiority if feelings of incompetence and unproductiveness arise.
If inferiority out weights industry, low self esteem may result. Sometimes these children
may appear lazy or lack goals and motivation.
Erikson stage five - Answer-Stage 5: Identity vs. Identity Confusion (10-20 years-
adolescence)
- Finding out who they are, what they are all about, where they are going in life.
- Confronted with new roles and adult statuses (vocational and romantic)
- Identity confusion occurs when identity is pushed on the adolescent by parents, if roles
are not explored, and if a positive future path is not defined.
HUMAN DEVELOPMENT EXAM Q&A
Stage 4- Formal operations period - Answer-The 4th of Piaget's periods: beginning from
11 years. Form of intelligence in which higher level mental operations make possible
logical reasoning with respect to abstract and hypothetical events and not merely
concrete objects. Hypothetical Deductive Reasoning.
Metacognition - Answer-Think about thinking occurs in the concrete operations period, a
child; s awareness of knowing about one's own knowledge
Animism - Answer-Refers to children believing that non-living objects have lifelike
qualities
Casual Reasoning - Answer-Children believe that their thoughts can cause actions
whether or not the experiences have a causal relationship, when I move the clouds
move, god moves, sun moves, wind currents move
Centration - Answer-The tendency of the child to focus on only one piece of information
at a time while disregarding all others
Egocentrism - Answer-Young children cannot differentiate between their own
perspectives and feelings and someone else’s
Equilibrium - Answer-Development is motivated by the search for a stable balance
toward effective adaptations
Irreversibility - Answer-Children make errors in their thinking because they cannot
understand that an operation moves in more than one direction
Object permanence - Answer-Recognition that objects and events continue to exist
even when they are not visible
Hypothetical deductive reasoning - Answer-Formulating a specific hypothesis from any
given general theory, what might be
Inductive reasoning - Answer-Drawing conclusions from specific examples to make a
general conclusion, even when the conclusion is not accurate
Transducive reasoning - Answer-Children mentally connect specific experiences
whether or not there is a logical casual relationship
Seriation - Answer-This is the ability of a child to arrange objects in logical progression
,Symbolic function substage - Answer-The child uses words and images to form mental
representations to remember objects without being physically present
Transitive Inference - Answer-The ability to draw conclusions about a relationship
between two objects by knowing the relationship to a third object
Educational Implications of Piaget's Stages of Cognitive Development - Answer-1.
Piaget's theory of cognitive development provides an alternative to behavior theorists'
belief that children are merely passive learners. Children actively move through
operational stages.
2. Piaget quantified the conceptual-learning process, suggesting that there are
predictable and orderly developmental accomplishments. Children can be tested at
each stage to verify their level of cognitive understanding.
3. Piaget suggested that a child's mind seeks a state of equilibrium. At each stage,
children form a new way to operate and adapt to the world.
4. By understanding Piaget's stages of cognitive development, teachers can avoid
presenting material in the classroom that is beyond the child's cognitive ability.
Moral Development or Morality - Answer-An internalized set of rules influencing the
feelings, thoughts and behavior of an individual in deciding what is right and wrong.
Kohlberg's three stages of moral development - Answer-Preconventional, conventional,
postconventional
Preconventional - Answer-Ages 4 to 10 in which children obey because they're parents
tell them to and fear consequences, Kohlberg's stage of moral development in which
rewards and punishments dominate moral thinking
Conventional - Answer-Ages 10 -13 in which children are more concerned about the
opinions of their peers. Second level of Kohlberg's stages of moral development in
which the child's behavior is governed by conforming to the society's norms of behavior
Postconventional - Answer-Ages 13 to adult in which morality is judged by abstract
principles rather than existing rules that govern society and looking into oneself,
Involves working out a personal code of ethics. Allows for the possibility of
noncompliance with society's rules if they conflict with personal ethics.
Educational Implications of Moral Development - Answer-1. Teachers must recognize
that children internalize what is right and wrong based upon their basic values and
sense of self.
2. Teachers must recognize the sequential foundation upon which higher moral
principles are based.
3. Teachers must recognize that children respond differently to various moral dilemmas
depending upon age, education, and socioeconomic influences.
, Classical conditioning - Answer-Children respond automatically since they have formed
an association between a stimulus and the response
Operant conditioning - Answer-Children learn from operating in the environment
Behavior modification - Answer-Altering the environment or situation to produce a more
favorable outcome
Erik Erikson's Psychosocial Stages of Development - Answer-Personality develops
through a series of conflicts that are influenced by society. Eight Stages of age specific
crisis we pass through in order to create an equilibrium between our self and society.
Turning Points.
Erikson stage one - Answer-Trust vs. Mistrust- infancy to 1st year
Physical comfort, minimal fear and low apprehension about the futur. Sets stage for life
long expectation that world is good. The absence of trust can result in eaving the infant
feeeling suspicious, guarded and withdrawn from relationships.
Erikson stage two - Answer-Autonomy vs. Shame and doubt (1-3yrs) - virtue - Will
• Central issue: Can I act on my own? toddler learns how to explore, experiment, make
mistakes and test limits to gain self independence of self reliance,
• Child must learn to assert their wills and do things for themselves
• If child cannot act on own (and parents humiliate or harshly punish them) the child
doubts their abilities and believe that they are "bad" Shame leaves the toddler feeling a
sense of dislikefor himself. He may also be retcent ot try new activities.
Erikson stage three - Answer-Initiative vs. Guilt (3-5 years- preschool years)
- As challenges occur, initiative is needed for purposeful behavior, responsibility for
body, behavior, toys, pets, etc...
- Responsibility increases initiative
- Guilt occurs if child is irresponsible or is too anxious guilt may dissipate if a sense of
accomplishment occurs
The child may feel like anything he does may dissappoint people around him.
Erikson stage four - Answer-Stage 4: Industry vs. Inferiority (6 years- puberty)
- Mastering knowledge and intellectual skills, enthusiastic about learning, imagination.
- Inferiority if feelings of incompetence and unproductiveness arise.
If inferiority out weights industry, low self esteem may result. Sometimes these children
may appear lazy or lack goals and motivation.
Erikson stage five - Answer-Stage 5: Identity vs. Identity Confusion (10-20 years-
adolescence)
- Finding out who they are, what they are all about, where they are going in life.
- Confronted with new roles and adult statuses (vocational and romantic)
- Identity confusion occurs when identity is pushed on the adolescent by parents, if roles
are not explored, and if a positive future path is not defined.
