Exam 3 Cheat Sheet - Summary Approaches to Childhood PDF

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Anastasi 1. influences of hereditary and environmental factors a. deaf child suffers intellectual retardation that can be offset with normal social interaction b. heredity may influence behavior through mechanism of social stereotypes c. environmental behaviors: organic (2 classes) i. those producing organic effects which may in turn influence behavior, ex: food intake or exposure to bacterial infection ii. those serving as direct stimuli for psychological reactions, ex: average, shy woman transformed into beautiful women, effects will alter others’ reactions towards her as well as her own self concept d. environmental behaviors: behavioral i. immediate effect of environmental factors is behavioral change ii. social class membership may serve as illustration of broad, pervasive environmental factor iii. social level may determine range and nature of intellectual stimulation through books, music iv. effects upon interests and motivation: desire to perform abstract tasks, surpass others in competition, succeed in school, or gain social approval 2. tests: a. not pure measures of innate ability b. can do 3 things: (1) permit a direct assessment of prerequisite intellectual skills demanded by many important tasks in our culture (2) assess availability of a relevant store of knowledge or content also prerequisite for many educational and occupational tasks (3) provide an indirect index of the extent to which the individual has developed effective learning strategies, problem-solving techniques and work habits and utilized them in the past c. claims about culture free testing are untrue d. essay vs objective 3. current lines of research to explore association between hereditary and environmental factors: hereditary conditions between selectively bred groups of animals, relations between physiological variables and individual differences in behavior, role of prenatal care in behavior development, cultural differences in child-rearing practices in relation to intellectual and emotional development, mechanisms of somatopsychological relationships, psychological development of twins from infancy to maturity Thomas, Chess, Birch 1. temperaments types a. easy or flexible: calm, happy, regular in sleeping and eating habits, parents need to set time aside to talk about child’s feelings b. difficult, active, or feisty: fussy, irregular in feeding and sleeping habits, fearful of new situation, provide areas for vigorous play, use activity changes and redirection c. slow to warm up: tend to withdraw or react negatively to new situations, gradually warm up w/ cont. exposure d. stability is low in infancy & toddler hood and moderate from preschool years on e. temperament develops with age, becoming more stable after 3 2. activity levels: refers to the level of motor activity, and the proportion of active and inactive periods 3. parents/teachers: need to recognize what a specific child can and cannot do a. child w/ high activity level shouldn’t be required to sit through 8-hour car trip b. nonadaptable child: new food may need to be introduced to him more than one time before he accepts it Ainsworth 1. types of attachments a. Group A babies/insecure avoidant: rarely cry in separation and reunion, avoid mother b. Group B babies/secure: use mothers as secure base, exploration diminishes and distress likely when separated, in reunion episodes they seek contact with mothers c. Group C babies/insecure ambivalent: show some anxiety in preseparation, intensely distressed by separation, mixed reactions with mother in reunion 2. mother vs father a. fathers assume little or no responsibility for day-today care or rearing, focus on playful interaction, engage in more rough and tumble play b. mothers focus on childcare activities such as feeding, bathing

Piaget 1.

substages of sensorimotor stages

Piaget, Inhelder and Mayer 1. egocentrism a. reconstructing mountain model from different POV, not successful until about 9-10 years 2. constructivist style: children produce knowledge and form meaning based on their experiences 3. make believe play a. pros: practice representational schemes, emotional integration, social, language skills, attention, memory, logical reasoning, imagination, creativity 4. four stages of cognitive development a. sensorimotor (0-2): coordination of sense with motor response, sensory curiosity, object permanence b. preoperational (2-7): symbolic representation (make believe, imitation), pay used to assimilate experiences, egocentric, reflective abstraction c. concrete operational (7-11): logical/concrete thinking, law of conservation, see other viewpoints d. formal operational (11+): abstract thinking, what-if scenarios, cognitive maturity, complex decisions, metacognition Vygotsky 1. development of inner speech (four stages): a. primitive or natural stage: preintellectual speech and preverbal thought b. naïve psychology: correct use of grammatical forms and structures without knowledge of logical operations for which they stand, master syntax of speech before syntax of thought c. distinguished by external signs, characterized by egocentric speech, counting on fingers, mnemonic aids d. in growth stage: external operations turn inward- count in head, use logical memory, inner, soundless speech 2. inner speech develops through slow accumulation of functional and structural changes, it branches off from external speech w/ the differentiation of social and egocentric functions of speech, and speech structures mastered by child become the basic structure of thinking 3. thought development is determined by language  development of inner speech depends on outside factors 4. Zone of proximaldevelopment: tasks too difficult for childto do alone butpossible with help ofmore skilled partners...