Chapter 4 Study Guide PDF

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Completed study guide for exam 4 of EPSY 200....

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Learning Activity #1 – Exam 4 EPSY 200 – Leagjeld – Fall 2016 1. Would the fact that deaf infants coo and babble due to genes be more closely associated with Chomsky or Skinner’s theory on language? What is the point of view of each researcher? (p. 510) Chomsky- Views all humans having the same language with small variations. Skinner- Anything that cannot be learned cannot be selected for through evolution. 2. How do infants learn new words through statistics? (p. 511 – Box 12.1) -They understand the ending of words which gives them an understanding of when a new word will begin. -Recognize repeated words in a sentence -Frequency of words around an object helps them learn the object 3. Skinner was a behaviorist. He believed that humans learn language by reinforcement. What are contemporary views on language development? (p. 510) Vocab depends on practice and modeling by active learning 4. Which researcher do your views on core knowledge more closely align with: Chomsky or Skinner? Explain. (p. 510) Chomsky – babies are born with innate language skills Skinner – babies learn language through operant conditioning (reinforcement) I personally side with Skinner because every child is able to pick up different skills (including language) when they are exposed to it throughout their life. The constant reinforcement of their language allows them to continue to shape it and grow with it. 5. What is the definition of fast mapping? (p. 509) Fast mapping is the ability to learn a new word from a single, or very minimal, exposure without deliberate instruction or correct feedback 6. What is child-directed speech (motherese)? (p. 508) Is it just used by mothers? Child-directed speech is a style of speech used with young children that involves higher pitch, exaggerated ups and downs in pitch, slower tempo, and more rhythm than other speech. It is also referred to as motherese. Adults across many cultures use this. Even preschoolers use it towards younger children. 7. Define syntax and give an example. (p. 505) Syntax is the way words are organized into phrases and sentences in a language. An

example is a verb followed by a noun, or preceded by an adverb. I.e. “He reads the book” is typical syntax i n English, but “The book he reads” is typical in Turkish.

8. Define pragmatics and give an example. (p. 505) Pragmatics is the study of how language is used in social context. For example, you adjust your speech based on whether you are asking a favor or giving a command, and whether you are talking to a child or to your boss. 9. What is the difference between phonemes and morphemes? (pp.504-505) Phoneme is a sound in speech. The most basic unit of language. Morphemes are the smallest unit of language that contains meaning. It can include word roots, suffixes, and prefixes. 10. What is the difference between receptive and expressive language? (p. 504) Receptive language refers to understanding others’ speech Expressive language refers to making one’s thoughts known to others

Learning Activity #2 – Exam 4 EPSY 200 – Leagjeld – Fall 2016 1. What are the benefits of bilingualism? (p. 517) Bilingualism has cognitive benefits. Bilingual students are better at tests of executive functions, working memory, inhibitory control, math skills, and theory of mind 2. What are some ways teachers can help their students develop better language ability? (pp. 518-519) **Be responsive to children’s talk **Encourage children to use Standard English **Use uncommon words in your talk **Read to children, or encourage them to read to themselves **Explicitly teach vocabulary **Help students use new words in multiple ways 3. Define self-esteem and global self-concept. How are the two related? (p. 550) Self-esteem - one’s feelings of worth; it is a broad concept

Self-concept - the differentiated conception of self that includes categories such as academic self-concept, social self-concept, and athletic self-concept. Global self-concept, is sometimes used synonymously with self-esteem. 4. Read about Erikson’s Psychosocial Stages on p. 551. In regards to a child’s school years (age 3 through adolescence), which stage could a child become part of a clique? What are some other descriptors of this stage? Initiative Versus guilt

3 to 6 years

The child attempts to gain the mother’s affection and is eager for cooperation with age mates. If parents demand excessive self-control, children become overcontrolled and lose their identity.

Phallic

Industry versus inferiority

6 to 11 years

The child begins to work and win recognition by producing things. This is linked with systematic instruction, which may occur in schools. If unsuccessful, the child feels inferiority and inadequacy. The stage is a lull before the storm of adolescence.

Latency

Identity versus identity confusion

Adolescence

The child seeks an identity and a profession or occupation. The child may experience role confusion, including sexual identity, and may become clannish or cliquish.

Genital

The child is more likely to become part of a clique during adolescence 5. Give three examples of statements made by someone with low self esteem/global self-concept (someone who has a general feeling of low self worth – not specific areas). Give three examples of statements made by someone with high self-esteem/global self concept (someone who has a general feeling of high self worth) – not specific areas). (p. 550) Low: 1) I can’t figure this out because I’m not smart enough. 2) I’m too slow to tryout for sports. 3) I’m not pretty enough to try out for the play. High 1) I can get an A on this exam if I study.

2) I can beat my mile time the next race. 3) My art can be in the school art show if I put the work in. 6. What are three interventions that are used with students who have dyslexia? (p. 529) 1) Letter knowledge 2) Phonological awareness 3) Decoding 4) Word recognition strategies 7. What are print concepts? Give some examples. (p. 524) Print concepts are basic concepts of how print symbolizes language, such as English books are read from left to right and spaces separate words. A key part of emergent literacy. 8. What is the difference between additive and subtractive bilingualism? Which is a better way to educate ELL students? (p. 523) Additive bilingualism is acquiring a second language while still maintaining and valuing the heritage language Subtractive bilingualism is acquiring a second, majority language in a way that undermines ability in heritage language Additive bilingualism would be a better way to educate ELL students because students who are fluent in both English and their heritage language fare better academically and are less likely to drop out of school. 9. Think about the podcast of the man who learned to “see” without having actual eyes. How does that relate to the Pygmalion Effect? Why is it important for teachers to be aware of this effect? (p. 521) Body language and behavior can indicate teachers feelings of students success without the teacher’s knowledge. Belief in the student’s ability results in the creation of that ability. 10. What are some of the benefits of using gestures during instruction? Why are they effective? (p. 520) Gestures help students learn, understand, and problem solve. Gestures lighten the cognitive load as students talk about concepts they cannot fully articulate yet. Gestures serve as a bridge between concrete experiences and abstract concepts.

Learning Activity #3 – Exam 4 EPSY 200 – Leagjeld – Fall 2016 1. What helps young children in early childhood (3-5 years) to not give up even though their levels of incompetence are still high? (p. 553) They are not good at social comparison yet and therefore inflates their self esteem which causes them to not give up. 2. What is the big-fish-little-pond effect? In regards to this effect, what is a disadvantage for students who attend high-achieving schools? (p. 558) Have you ever experienced this effect – either positively or negatively? Give your own example. This is an effect that in that students with the same ability tend to have higher academic self-concept in schools with low-average achievement than in high- achieving schools. Attending a school where most students have high standardized test scores and go on to elite universities lowers students’ academic self-concept. 3. Look at the graph on p. 559. Which two domains do boys have a significantly greater self-concept than girls? Is there anything you can do to promote higher self esteem among all learners in your classroom? (pp. 559-560) Boys have greater self-concept in athletics and appearance. Classroom implications to promote higher self-esteem: ● Improve learners’ competence in areas such as athletics, academics, or social skills ● Improve learners’ relationships with others and yourself ● Recognize that self-concept is multifaceted ● Be honest about academic achievement 4. What is gender constancy and when does it develop in children? (p. 562) Gender constancy = understanding that gender is a fundamental part of someone’s identity across time and situations Example = realize that gender does not change just because a boy puts a skirt on Gender constancy emerges between 3-4, but may not be fully developed until around age 7 or later 5. Read about stereotype threat on pp. 568-570. Define this concept and give an example. Stereotype threat = concern that one’s performance will confirm negative stereotypes about one’s group Example = African Americans and Latinos may feel stereotype threat when taking

standardized tests because the achievement gap for standardized tests is widely known Example = girls may feel stereotype threat on mathematics and science tests because boys are known to do better in these subjects than girls 6. What are the four main sources of self-efficacy? Give a brief explanation of each. (pp. 576-577) Give an example of yourself experiencing one of the four. 1. Previous Experience a. If you have a history of success, you tend to expect success in the future 2. Vicarious experience of models a. Experience you have through observing someone else 3. Verbal persuasion a. Other people can persuade you to feel more confident about your abilities 4. Physiological reactions a. Emotional arousal, racing pulse Book example of vicarious experience of models = “A six-year-old boy quit trying to ride a bike because he kept falling over. Then he saw a younger neighbor riding a bike. He seemed to think, “If that little kid can, I can.” The boy got back on his bike and quickly learned to ride. 7. Students with learned helplessness think that their skill levels are fixed and cannot be changed despite their efforts. Which learners are more vulnerable to this perception? What are its negative effects? (p. 578) Low-SES learners are more vulnerable to helplessness at school than high-SES children Learned helplessness has negative effects including: less motivation, lower self-esteem 8. Students may develop learned helplessness when they see that their choices and actions do not have influence. What are some ways teachers can help students feel like they are capable? (pp. 578-579) ● Provide models of success ○ Peer models ○ Multiple models ○ Coping models ● Promote a growth mindset ● Attribute success to effort rather than ability ● Change learners’ attribution style 9. What can teachers do to help students create effective goals? (p. 581) Goals are most effective if they are: ● Specific

● Challenging, but within a learner's ability ● Accompanied by feedback that helps the learner improve ● Committed to ● Divided into subgoals that mark progress toward a long-term goal ● Guided by implementation intentions Mastery goals are better than performance goals Learning Activity #4 – Exam 4 EPSY 200 – Leagjeld – Fall 2016 1. Why is it important for students to attribute their academic achievement to effort rather than ability? (p. 578) When you attribute your successes and failures to effort, it means that the cause is under your control. Thus, you are likely to increase effort in the face of failure rather than giving up. In contrast, when you attribute successes to ability, you may feel proud of your ability, but if you begin to fail you might doubt your ability and give up 2. In your future classroom, how can you promote mastery goals with your students? (p. 583) You promote mastery goals when you emphasize learning new skills, working hard, and that mistakes are part of learning. You also promote mastery goals by showing students how they have improved over time rather than showing them how they compare to others. 3. Give an example of a goal statement made by a student who is performance oriented and a student who is mastery oriented. (p. 581) Mastery oriented: “I do my history assignment because I want to improve my skills.” Performance oriented: “I do my history assignment because I want a higher grade than other students.” 4. What is performance avoidance and why do you think it is the least effective type of goal? Give an example of a statement made by a student with performance avoidance goals. (p. 581) Is the desire to avoid doing worse than others and to avoid looking dumb or incompetent. It is the least effective because they are only doing their homework to avoid looking dumb rather than doing it to get a good grade. “I do my history assignment to avoid looking dumb.” 5. What is self-determination? (p. 582) Using reinforcement ( external incentives such as free-time, treats, extra recess) directly contrasts with this point of view. How do you think you can use self-determination in the classroom? Do you think you will use external control as well? Explain. Self-determination = a need to feel that they have some control over what they do.

Teachers can use self-determination in the classroom by allowing students to be more independent. When you feel that you chose to do a task and it was not imposed on you, you are more likely to feel intrinsic motivation for that task. Students view teachers as more caring if they provide students with choice and autonomy. External control (like recess, treats, and free-time) can be used too, but don’t allow students to become dependent on incentives. Students should want to learn whether there is an incentive or not. 6. Why is a teacher particularly influential when it comes to situational interest? (p. 582, pp. 585-586) Read about the ways you can promote situational interest on pp. 586-587. Give one example of a way you plan to increase situational interest in your classroom. They help motivate the kids to do their work. # 7 said to help students find a purpose for their learning tasks. I found this good because I would use this in my classroom by making the lessons connect with something current happening that way the students would be interested. 7. Why does presenting learners with a discrepancy work as a way to get students interested in a topic? (p. 586) Give an example of discrepancy at work in the classroom. It motivates students to resolve the discrepancy. A biology teacher shows a picture of an animal that looks like a tree branch. The teacher ask if it is a plant or an animal. Students become more curious about the definition of the animal as they debate what it is. 8. What are the child outcomes related to divorce? (p. 597) Which common outcome will most likely influence you as a teacher? Outcomes: Externalizing disorders such as aggression, impulsivity, drug use. Internalizing disorders such as depression, anxiety, and lower self-esteem. Medical problems or illness, insecure attachment. Academic problems like low test scores, low attendance, and dropping out. Relationship problems in adulthood. The one that would most likely influence you as a teacher is kids not doing well on test and not attending class or dropping out. 9. Which externalizing disorder are boys most at risk of following a divorce? (p. 597) What is the possible increase for this group? Aggression. There may be a 300% increase in antisocial behavior among boys from divorced families. 10. In your future classroom, how can you promote parental involvement? What is the difference between school and home involvement? (pp. 606-609) I would promote this in my classroom by getting parents involved in activities at school and having homework they have to take home and do with a parent. School

involvement includes attending parent-teacher conferences. Home involvement means supervising homework, reading to their child, taking them to the library, and providing a good study space. 11. How does child care affect children? What are best practices in childcare? (pp. 615-619) Depending on the care they get, it can be beneficial if the Caregiver is sensitive and warm, rich in language, directly instruct children in emergent literacy and inform math in ways that are not overly structured....