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developmental milestones

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new, developmentally more advanced behaviors

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universals

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similar patterns in how children change over time despite considerable diversity in the environments i which they grow up

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stage theory

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theory that depicts development as a series of relatively discrete periods, or stages

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maturation

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unfolding of genetically controlled changes as a child develops

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culture

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behaviors and belief systems of a long-standing social group

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sensitive period

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age range during which a certain aspect of a child's development is especially susceptible to environmental conditions

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neurons

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cell in teh brain or another part of the nervous system that transmits information to other cells

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synapse

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junction between two neurons that allows transmission of messages from one to another

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neurotransmitter

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chemical substance through which one neuron sends a message to another

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cortex

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upper part of the brain; site of complex, conscious thinking processes

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synaptogenesis

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universal process in early brain development in which many new synapses spontaneously appear

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synaptic pruning

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universal process in brain development in which many previously formed synapses wither away

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myelination

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growth of a fatty sheath (myelin) around the axons of neurons, enabling faster transmission of messages

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constructivism

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theoretical perspective proposing that learners construct, rather than absorb, a body of knowledge from their experiences

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scheme

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organized group of similar actions or thoughts that are used repeatedly in response to the environment

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assimilation

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process of dealing with a new event in a way that is consistent with an existing scheme

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accommodation

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process of dealing with a new event by either modifying an existing scheme or forming a new one

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equilibrium

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state of being able to address new events with existing schemes

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disequilibrium

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state of being unable to address new events with existing schemes; typically accompanied by some mental discomfort

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equilibration

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movement from equilibrium to disequilibrium and back to equilibrium, a process that promotes development of more complex thought and understandings

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sensorimotor stage

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piaget's first stage of cognitive development, in which schemes are based largely on behaviors and perceptions

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symbolic thought

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ability to represent and think about external objects and events in one's mind

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preoperational stage

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piaget's second stage of cognitive development, in which children can think about objects and events beyond their immediate view but do not yet reason in logical, adultlike ways

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egocentric speech

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act of speaking without taking the perspective and knowledge of the listener into account

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conservation

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realization that if nothing is added or taken away, amount stays the same regardless of alterations in shape or arrangement

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concrete operations stage

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piaget's third stage of cognitive development, in which adultlike logic appears but is limited to concrete reality

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deductive reasoning

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process of drawing a logical interence about something that must be true, given other information that has already been presented as true

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formal operations stage

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piaget's fourth and final stage of cognitive development, in which logical reasoning processes are applied to abstract ideas as well as to concrete objects

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formal operational egocentrism

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inability of adolescents in piaget's formal operations stage to separate their own abstract logic from the perspectives of others and from practical considerations

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sociocultural perspective

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theoretical perspective emphasizing the importance of society and culture in promoting cognitive development

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cognitive tool

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concept, symbol, strategy, procedure, or other culturally constructed mechanism that helps people think about and respond to situations more effectively

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self-talk

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process of talking to oneself as a way of guiding oneself through a task

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inner speech

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process of "talking" to and guiding oneself mentally rather than aloud

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internalization

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process through which a learner gradually incorporates socially based activities into his or her internal cognitive processes

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actual developmental level

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upper limit of tasks that a learner can successfully perform independently

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level of potential development

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upper limit of tasks that a learner can successfully perform with the assistance of a more competent individual

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zone of proximal development

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range of tasks that a learner can perform with the help and guidance of others but cannot yet perform independently

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mediated learning experience

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discussion between an adult and a child in which the adult helps the child make sense of an event they have mutually experienced

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scaffolding

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support mechanism that helps a learner successfully perform a task within his or her zone of proximal development

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guided participation

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a child's performance, with guidance and support, of an activity in the adult world

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apprenticeship

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mentorship in which a novice works intensively with an expert to learn how to perform complex skills

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cognitive apprenticeship

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mentorship in which a teacher and a student work together on a challenging task and the teacher gives guidance in how to think about the task

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semantics

answer

meanings of words and word combinations

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syntax

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set of rules that one uses, often unconsciously, to put works together into sentences

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pragmatics

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knowledge about culture-specific social conventions guiding verbal interactions

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metalinguistic awareness

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ability to think about the nature of language itself

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phonological awareness

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ability to hear the distinct sounds that comprise spoken words

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immersion

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second-language instruction in which students hear and speak that language almost exclusively in the classroom

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bilingual education

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second-language instruction in which students are instructed in academic subject areas in their native language while simultaneously being taught to speak and write in the second language

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personal development

answer

development, wich age, of distinctive behavioral styles and increasingly complex self-understandings

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social development

answer

development, with age, of increasingly sophisticated understandings of other people and of society as a whole, as well as increasingly effective interpersonal skills and more internalized standards for behavior

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personality

answer

characteristic ways in which an individual behaves in a wide range of circumstances

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temperament

answer

genetic predisposition to respond in particular ways to one's physical and social environments

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attachment

answer

strong, affectionate bond formed between a child and a caregiver

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parenting style

answer

general pattern of behavior that a parent uses in rearing his or her children

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authoritative parenting

answer

parenting style characterized by emotional warmth, high standards for behavior, explanation and consistent enforcement of rules, and inclusion of children in decision making

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child maltreatment

answer

consistent neglect or abuse of a child that jeopardizes the child's physical and psychological well-being

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socialization

answer

process of molding a child's behaior and beliefs to be appropriate for his or her cultural group

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culture shock

answer

sense of confusion when a student encounters a culture with behavioral expectations very different from those previously learned

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sense of self

answer

perceptions, beliefs, judgments, and feelings about oneself as a person; includes self-concept and self-esteem

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ethnic identity

answer

awareness of one's membership in a particular ethnic or cultural group and willingness to adopt behaviors characteristic of the group

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imaginary audience

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belief that one is the center of attention in any social situation

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personal fable

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belief that one is completely unlike anyone else and so cannot be understood by others

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identity

answer

self-constructed definition of who one is and what things are important in life

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peer pressure

answer

phenomenon whereby age-mates strongly encourage some behaviors and discourage others

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self-socialization

answer

self-motivated tendenct to conform to what one believes are other people's expectations for behavior

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clique

answer

moderately stable friendship group of perhaps three to ten members

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crowd

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large, loose-knit social group that shares common interests and attitudes

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subculture

answer

group that resists the ways of the dominant culture and adopts its own norms for behavior

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gang

answer

cohesive social group characterized by initiation rites, distinctive colors and symbols, territorial orientation, and feuds with rival groups

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social cognition

answer

process of thinking about how other people are likely to think, act, and react

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perspective taking

answer

ability to look at a situation from someone else's viewpoint

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recursive thinking

answer

thinking about what other people may be thinking about oneself, possibly through multiple iterations

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self-concept

answer

assessments of one's own characteristics, strengths, and weaknesses

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self-esteem

answer

judgments and feeling about one's own value and worth

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self-worth

answer

belief in your own capabilities

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Trust vs. mistrust

answer

learn to trust if caregivers are dependable (infants)

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autonomy vs. shame and doubt

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confidence in their ability to do things for themselves (toddlers)

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initiative vs. guilty

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independence in planning and undertaking activities (preschoolers)

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industry vs. inferiority

answer

self-confidence, diligence in completing tasks (elementary school)

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identity vs. confusion

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role confusion (adolescence)

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intimacy vs. isolation

answer

forming intimate, reciprocal relationships (young adulthood)

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generativity vs. stagnation

answer

sense of accomplishment (middle years)

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integrity vs. despair

answer

retrospection (analyze whether they have led a happy, fulfilling life or not)

Educational Psychology Test 1 Test Questions – Flashcards

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