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| personality develops through a series of genetically predetermined stages that interact with social interactions in the environment |
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| when people feel compelled to adjust to the normal guidelines and expectations of society but are not certain that they are prepared to carry out these demands fully |
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| Stages of Pyschosocial Development |
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Industry Vs. Inferiority (6-11 yrs)
Identity Vs. Role Confusion (12-18 yrs) |
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| uncertainty as to what behaviors will elicit a favorable response from others |
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| period of identity development marked by a delay of commitment. Ideally, a time of exploration having a positive or neutral impact on self and society |
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| James Marcia. Style of approach adolescents use to deal with issues such as career goals, gender-role orientation, and religious beliefs. |
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| Not yet experienced. Ideas are easily influenced by feedback. Not self-directed; avoids getting involved |
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| Not experienced but strongly committed to the values of mentors. Close minded, dependent on guidance of authority figures |
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| Partially experienced, has given some thought to identity. May be anxious/ temporarily rejecting traditional values |
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| Fully experienced. Strong commitment; has given full consideration to self-chosen aspects of identity. Introspective, rational, likely to form interpersonal relationships. |
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| human tendency to systematize, to pull together a variety of processes into an overall system |
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| human tendency to make adaptations to our environments |
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| an organized pattern of behavior or thought that children formulate as they interact with their social and physical surroundings |
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| process of fitting new experience into an existing scheme |
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| process of creating or revising a scheme to fit a new experience |
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| Piaget. The view that meaningful learning is the active creation of knowledge structures, rather than a mere transferring of objective knowledge from one person to another. |
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| Birth to 2 years. Develops schemes mainly through sense and motor activities. Object permanence. |
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| 2 to 7 years. Acquires ability to conserve and decenter, but is not capable of operations or mentally reversing actions. |
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| The ability to think of more than one quality of an object or problem at a time |
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| 7-11 years. Capable of operations. Solves problems by generalizing from concrete experiences. Is not able to manipulate conditions mentally unless they have been experienced |
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| 11 years+. Able to deal with abstractions, form hypotheses, solve problems systematically, and engage in mental manipulation. |
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| cognitive devices and procedures with which we communicate and explore the world around us. Vygotsky |
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| Vygotsky. The facts, concepts, and rules that young children acquire as a natural consequence of engaging in everyday activities |
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| Vygotsky. Tools that allow one to systematically and consciously manipulate an environment |
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| use of noticeable characteristics of objects and events to form spontaneous concepts; type of learning typical of young children. Vygotsky |
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| learning how to use psychological tools across a range of settings and problem types to acquire new knowledge and skills |
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| zone of proximal development |
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| Vygotsky's term for the difference between what children can do on their own, and what the child can accomplish with some assistance |
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Definition
supporting learning during its early phases with:
-demonstrations
-hints
-leading questions
As students become more capable, these are withdrawn |
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Definition
| computer scenarios intended to foster cognitive development and overcome misconceptions by allowing students to explore relationships among variables and concepts, and build models of how things work |
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| microcomputer-based laboratories |
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Definition
| Microcomputers with attached sensors that can represent data in order to help students explore concepts, test hypotheses, and repair scientific misconceptions |
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| multi-user virtual environments |
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| several people work together online to solve various types of problems (Quest Atlantis) |
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| Networking technologies used by mentors and instructors to participate in the learning community |
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morality of constraint--
moral realism |
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| children up to age 10. Piaget. Children hold sacred rules that permit no exceptions and make no allowance for intentions |
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Morality of cooperation
moral relativism |
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| Children age 11 and older. Piaget. Morality based on flexible rules and consideration of intent. |
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