edu 144 ch 2 flashcards
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FLASH CARDSChapter 2
EDU 144Child Development I
The central process of social learning, by which a person observes the actions of
others and then copies them.
The central process of social learning, by which a person observes the actions of
others and then copies them.
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modeling
The central process of social learning, by which a person observes the actions of
others and then copies them.
The central process of social learning, by which a person observes the actions of
others and then copies them.
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A grand theory of human development that holds that irrational, unconscious drives and motives, often originating in
childhood, underlie human behavior.
A grand theory of human development that holds that irrational, unconscious drives and motives, often originating in
childhood, underlie human behavior.
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Psychoanalytic theory
A grand theory of human development that holds that irrational, unconscious drives and motives, often originating in childhood, underlie human behavior.
A grand theory of human development that holds that irrational, unconscious drives and motives, often originating in childhood, underlie human behavior.
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A grand theory of human development that studies observable behavior; also
called learning theory because it describes the laws and processes by which
behavior is learned.
A grand theory of human development that studies observable behavior; also
called learning theory because it describes the laws and processes by which
behavior is learned.
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behaviorism
A grand theory of human development that studies observable behavior; also
called learning theory because it describes the laws and processes by
which behavior is learned.
A grand theory of human development that studies observable behavior; also
called learning theory because it describes the laws and processes by
which behavior is learned.
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Theories that are comprehensive, enduring, and widely applied in the field
of human development i.e. psychoanalytic theory, behaviorism and cognitive theory.
Theories that are comprehensive, enduring, and widely applied in the field
of human development i.e. psychoanalytic theory, behaviorism and cognitive theory.
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Grand theories
Theories that are comprehensive, enduring, and widely applied in the field
of human development i.e. psychoanalytic theory, behaviorism and
cognitive theory.
Theories that are comprehensive, enduring, and widely applied in the field
of human development i.e. psychoanalytic theory, behaviorism and
cognitive theory.
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A technique for conditioning behavior in which that behavior is followed by
something desired, such as food for a hungry animal or a welcoming smile for a
lonely person.
A technique for conditioning behavior in which that behavior is followed by
something desired, such as food for a hungry animal or a welcoming smile for a
lonely person.
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reinforcement
A technique for conditioning behavior in which that behavior is followed by
something desired, such as food for a hungry animal or a welcoming smile for
a lonely person.
A technique for conditioning behavior in which that behavior is followed by
something desired, such as food for a hungry animal or a welcoming smile for
a lonely person.
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In sociocultural theory, a technique in which skilled mentors help novices learn not only by providing instruction but also by allowing direct, shared involvement in
the activity.
In sociocultural theory, a technique in which skilled mentors help novices learn not only by providing instruction but also by allowing direct, shared involvement in
the activity.
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Guided participation
In sociocultural theory, a technique in which skilled mentors help novices
learn not only by providing instruction but also by allowing direct, shared
involvement in the activity.
In sociocultural theory, a technique in which skilled mentors help novices
learn not only by providing instruction but also by allowing direct, shared
involvement in the activity.
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According to behaviorism, the processes by which responses become linked to a particular stimuli and learning takes
place; used to emphasize the importance of repeated practice, as when an athlete
trains for a long time.
According to behaviorism, the processes by which responses become linked to a particular stimuli and learning takes
place; used to emphasize the importance of repeated practice, as when an athlete
trains for a long time.
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conditioning
According to behaviorism, the processes by which responses become linked to a
particular stimuli and learning takes place; used to emphasize the importance of repeated practice, as when an athlete
trains for a long time.
According to behaviorism, the processes by which responses become linked to a
particular stimuli and learning takes place; used to emphasize the importance of repeated practice, as when an athlete
trains for a long time.
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An extension of behaviorism that emphasizes the influence that other
people have over a person’s behavior. Even without reinforcement, every
individual learns many things through observation and imitation of other people.
An extension of behaviorism that emphasizes the influence that other
people have over a person’s behavior. Even without reinforcement, every
individual learns many things through observation and imitation of other people.
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Social learning theory
An extension of behaviorism that emphasizes the influence that other people have over a
person’s behavior. Even without reinforcement, every individual learns many things through observation and
imitation of other people.
An extension of behaviorism that emphasizes the influence that other people have over a
person’s behavior. Even without reinforcement, every individual learns many things through observation and
imitation of other people.
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An emergent theory of development that considers both the genetic origins of
behavior (within each person and within each species) and the direct, systematic
influence that environmental forces have, over time, on genes.
An emergent theory of development that considers both the genetic origins of
behavior (within each person and within each species) and the direct, systematic
influence that environmental forces have, over time, on genes.
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Epigenetic theory
An emergent theory of development that considers both the genetic origins of
behavior (within each person and within each species) and the direct,
systematic influence that environmental forces have, over time, on genes.
An emergent theory of development that considers both the genetic origins of
behavior (within each person and within each species) and the direct,
systematic influence that environmental forces have, over time, on genes.
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A grand theory of human development that focuses on changes in how people
think over time. According to this theory, our thoughts shape our attitudes, beliefs,
and behaviors.
A grand theory of human development that focuses on changes in how people
think over time. According to this theory, our thoughts shape our attitudes, beliefs,
and behaviors.
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Cognitive theory
A grand theory of human development that focuses on changes in how people
think over time. According to this theory, our thoughts shape our
attitudes, beliefs, and behaviors.
A grand theory of human development that focuses on changes in how people
think over time. According to this theory, our thoughts shape our
attitudes, beliefs, and behaviors.
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The approach taken by most developmentalists, in which they apply
aspects of each of the various theories of development rather than adhering
exclusively to one theory.
The approach taken by most developmentalists, in which they apply
aspects of each of the various theories of development rather than adhering
exclusively to one theory.
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Eclectic perspective
The approach taken by most developmentalists, in which they apply
aspects of each of the various theories of development rather than adhering
exclusively to one theory.
The approach taken by most developmentalists, in which they apply
aspects of each of the various theories of development rather than adhering
exclusively to one theory.
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Vygotsky’s term for a person whose cognition is stimulated and directed by
older and more skilled members of society.
Vygotsky’s term for a person whose cognition is stimulated and directed by
older and more skilled members of society.
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Apprenticeship in thinking
Vygotsky’s term for a person whose cognition is stimulated and directed by
older and more skilled members of society.
Vygotsky’s term for a person whose cognition is stimulated and directed by
older and more skilled members of society.
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In sociocultural theory, a metaphorical area, or “zone” surrounding a learner that includes all the skills, knowledge, and concepts that the person is close to
acquiring but cannot yet master without help.
In sociocultural theory, a metaphorical area, or “zone” surrounding a learner that includes all the skills, knowledge, and concepts that the person is close to
acquiring but cannot yet master without help.
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Zone of proximal development (ZPD)
In sociocultural theory, a metaphorical area, or “zone” surrounding a learner that includes all the skills, knowledge, and concepts that the person is close to
acquiring but cannot yet master without help.
In sociocultural theory, a metaphorical area, or “zone” surrounding a learner that includes all the skills, knowledge, and concepts that the person is close to
acquiring but cannot yet master without help.
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