Term
| concrete operational stage |
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Definition
| piaget's third stage of cognitive development, roughly from 7 to 11 or 12 years, during which thinking is logical, flexible and organized in its applications to concrete info. However, abstract thinking is not yet present. |
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| the ability to focus on several aspects of a problem at once. Ex. looking at height + width at the same time. |
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| the ability to mentally go through a series of steps in a problem and then reverse direction, returning to the starting point. Ex. 2+3=5; 5-3=2 |
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the ability to seriate (order items along a quantitative dimension) mentally.
Ex. line up against the wall tall-shortest. A is bigger than B, C is smaller than B, so A is the biggest. |
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| irregular development within a piagetian stage and or partial advancement to the next stage. Certain number of children are in transition to Concrete Operational stage, some are still in preoperational. Some will fail b/c they do not have the abilities. |
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| strategy for improving short term memory by repeating information. Ex. reviewing before test, constant repetition. |
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| strategy for increasing memory by grouping together related items in order to get more into short termed memory. |
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| strategy for improving memory retrieval by creating meaningful and efficient storage systems |
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| strategy for improving memory by connecting new information to already established memories. |
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| ability to concentrate on relevant information and ignore distractions-focus on what professor is saying when people around you are talking. |
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| ability to concentrate on more than one thing simultaneously (multi tasking)-focus on what professor is saying and on what people around you are talking about. |
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| an approach to beginning reading instruction that parallels children's natural language learning and keeps reading materials whole and meaningful. |
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| an approach to beginning reading instruction that emphasizes learning the sounds of each letter before beginning to decipher simple words. |
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| approach to learning a second language in which the learner is placed in an environment where only the second language is spoken. |
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| approach to teaching a second language that also advances knowledge in the first language-instruction occurs side by side in two languages. |
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| an elementary school classroom based on the educational philosophy that children are passive learners who acquire info presented by teachers. Pupils evaluated by how well they keep up with a uniform set of standards. |
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| an elementary school classroom based on the educational philosophy that children are passive learners who acquire info presented by teachers. Pupils evaluated by how well they keep up with a uniform set of standards. |
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| educational self fulfilling prophecy |
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Definition
| the idea that children may adopt teacher's positive or negative attitudes toward them and start to live up or down to these views. |
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| family and community resources upon which a child can draw for assistance with school work. Ex. Difference in communities. Some kids have access to internet others have trouble. |
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| Kohlberg's Three Global levels of Moral Development |
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Definition
| Preconventional, Conventional and Postconventional. |
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| 1st level in which moral understanding is based on rewards, punishments, and the power of authority figures. |
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| 2nd level in which moral understanding is based on conforming to social rules to ensure positive human relationships and societal order. |
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| highest level in which the individual defines morality in terms of abstract principles and values that apply to all situations and societies. |
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| Children busily learn to be competent and productive in mastering new skills or feel inferior, unable to do anything as well as they wish they could. This is the stage where basic skills are learned to be fulfilled of society. Ex. growing up in Africa, learn how to find water+food. If things don't go well then the child thinks there's something wrong with them. If a kid can't do what others can, they label them as special ed, etc. This sticks with them for the rest of their lives. |
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| judgments of appearance, abilities, behavior and other characteristics in relation to those of others-becomes an important part of self concept formation during middle school. |
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| mastery oriented attributes |
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Definition
| attributions that credit success to high ability and failure to insufficient effort-leads to high self esteem and a willingness to approach challenging tasks. |
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| attributions that credit success to luck and failure to low ability-leads to anxious loss of control in the face of challenging tasks. |
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| girls when mad tend to not bother anyone but themselves ex. pulling hair, digging nails to skin, etc. |
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| when boys get mad, angry, they hit, scream, yell, etc. disruptive to other people. |
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| beliefs about how to divide materials good fairly-goes from strict equality to merit to benevolence. |
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| everybody gets the same, but johnny gets more b/c he won. |
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| everyone gets the same, except johnny b/c his mom forgot to pack his lunch. kindness. |
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| children who are well liked and get many positive votes |
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| children who are actively disliked and get many negative votes. |
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| children who get a large # of positive and negative votes. Ex. George bush/Clinton a lot of people like them or dislike them. Never neutral. |
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| children who are seldom chosen, either positive or negatively. Nobody likes or dislikes them |
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| Rejected Aggressive Children |
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| a subgroup of rejected children who engage in high rates of conflict and hostility. Ex. bullies. |
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| Rejected Withdrawn children |
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| a subgroup of rejected children are passive and socially awkward. Ex. nerds, geeks, dorks. |
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| boys and girls generally tend to pursue gender stereotyped behavior, but girls are much more likely to cross gender lines than boys. Ex. Girls play sports, climb trees not a bad thing; eg. a tomboy. Boys who play with dolls are called sissys. Bad rep for boys. |
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| a transitional form of supervision in which parents exercise general oversight while permitting children to be in charge of moment to moment decisions. Ex. Give them an opportunity to regulate their own behavior and experience. Ex. Rob's parents micromanaged his whole life. When it came to checking accounts he didn't know what to do just wrote checks. As long as he had checks he was fine. |
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somewhat artificial concept based on biology and social concerns. Back then people said childhood to adulthood. No clear cut marks.
Teenagers are angry, moody, depressed b/c they have the right to be. |
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Term
| Primary sexual characteristics |
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Definition
| physical features that involve reproductive organs. Ex. ovaries, sperm. |
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| Secondary sexual characteristics |
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Definition
| features that are visible on the outside of the body that signal sexual maturity but do not involve the reproductive organs. Ex. breasts in females, and facial hair in males. |
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| physical addiction to a drug as indicated by the presence of drug tolerance and withdrawal symptoms. |
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| drug addiction that is based primarily on psychological or emotional needs. |
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| short term use based on curiosity |
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| occasional use for pleasure or recreation. |
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| use to cope with a specific problem (such as need to stay awake) |
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| daily use with elements of dependence |
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| constant use and extreme dependence. |
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| Piaget's final stage, beginning at about 11 or 12 yrs of age, in which adolescents develop the capacity for abstract, scientific thinking. |
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| Hypothetico Deductive reasoning |
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Definition
| a formal operational problem solving strategy in which adolescents begin with a general theory of all factors that could affect an outcome in a problem and deduce specific hypotheses which they test in an orderly fashion. Big picture, systematic scientific thinking. Ex. show a pangellum to elementary students they would say push it harder. Show it to a group of hs students they would talk about about weight, length, force. |
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| a type of formal operational reasoning in which adolescents evaluate the logic of verbal statements without referring to real world circumstances. Ex. is it bad to tell a lie? Adolescents say no not all the time, kindergartners say yes, can't understand. |
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| cognitive development that reflects levels beyond Piaget's formal operational stage. Combine emotions, intuitiveness Ex. spock and startrek9/10 chance you can die, but your gut feeling says you can make it. |
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| adolescent's preoccupation with his/her own thoughts and feelings. |
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| adolescent's belief in the uniqueness of his/her own experience. Ex. i'm the only one no one understands. |
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| adolescent's belief that he/she is the focus of everyone's attention. Ex. everyone is looking at me. |
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| belief of immunity to common dangers such as drugs, reckless driving, unprotected sex, etc. Ex. i didn't know it was going to happen to me. |
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| degree to which a particular environment is conducive to the growth of a particular individual. |
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| potentially explosive situation that arises when an adolescent's individual needs(intellectual, emotional, social) do not match the size, routine, and structure of his/her school. Ex. free spirited student with strict environment. Ex. Breakfast club |
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| a well organized conception of the self made up of values, beliefs and goals to which the individual is solidly committed. |
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| identity v. role confusion |
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Definition
| Adolescents try to figure who am I? They establish sexual, political and vocational identities or they are confused about what roles to play. |
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| the identity status of individual who do not have firm commitments to values and goals are not actively trying to reach them. Ex. just trying to survive each day. not thinking ahead. |
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| the identity status of individuals who have accepted ready made values and goals that authority figures have chosen for them. Ex. counselors, parents set path for you. Doing what they're supposed to do. Miserable whole life. |
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| the identity status of individuals who are exploring alternatives in an effort to find values and goals to guide their life. Ex. timeout, to explore out for myself. Make sure who you are. |
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| the identity constructed by adolescents who explore and adopt values from both their subculture and dominant culture. Ex. Islamic girls want to fit in, but don't want to make parents mad. |
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| increased gender stereotyping of attitudes and behaviors that tends to occur in early adolescence. Ex. girls who are tomboys get away through elementary school, but when it comes to high school it gets hard b/c other girls tease and say you need to get with the program. Be a girl. |
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| greater emphasis on intimacy and loyalty- leads to greater rewards and risks. |
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| a small group of close or good friends, membership based on interaction. Ex. cheerleaders, football, basketball |
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| a large loosely organized group consisting of several cliques membership based on reputation. Ex. jocks, popular kids etc. |
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| tendency to give in to peer pressure greater during early adolescence as compared to later adolescence. |
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| high rates in adolescence, girls rate higher than boys. Girls internalize. |
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| high rates in adolescence girls attempt more, boys succeed more. Boys a more definitive message. Don't care about their brains being over the floor. Girls if they kill themselves want to do it in a clean way. |
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