Rousseau

Locke's Theory?

Environmentalism

Environment molds the mind

child's mind tabula rasa/blank slate

Person's experience comes from enviroment

children were fully formed miniature adults

children born preformed in adult mold

*children were not blank slates, have their own modes of feeling and thinking

*grow according to nature's plan 

*learn own ways separate from environment

*was vital for us to give nature a chance to guide the child's growth

*Father of developmental psychology

Maturational

Biological Maturation

*child's growth or development is influenced by two major forces(product of his own environment; action of genes)

*maturational development always unfolds in fixed sequence

*1. heart

2. cells form central nervous system-brain and spinal cord

3. brain and head

4. arms and legs

*Sequential development continues after birth(lips, tongues, neck, shoulders, arems, hands, fingers, trunk, legs, and feet)

*Children vary in rates of development but in same sequences

*inner time table

*opposed to teaching things ahead of schedule

*children will sit up, walk and talk when they are ready and their central nervous systems have sufficiently matured

How does Locke reward and punish?

* Opposed to physical punishment

*physical punishment often ineffective

*opposed use of money or sweets

*best rewards praise and flattery

*best punishment is disapproval

*gentle degrees

*if child fears animal, let someone else sit beside the animal at some distance until child can watch it without fear

*instruction is most effective when children enjoy it

*take advantage of a child's natural curiousity

association

repitition

imitation(modeling)

rewards and punishments

*child has strength to control his own desires

*parental discipline does establish good habits

*rewards and punishments (natural not sweets)

*gentle degrees to eliminate fear

Rousseau's Theory of Development

*Stage 1  Infancy (birth to about 2 years)

infants experience the world directly through senses

* Childhood (about 2 to 12 years)

children gain  a new independence(walk, talk, feed themselves and run)

*Late Childhood (transition between childhood and adolescence: about 12-15)

physical strength, work of adults

make substantial progress in cognitive sphere(do well in geometry and science)

*during these three stages they are all about themselves, presocial and self-centered

Adolescence (15 up)

*social

*begins with puberty

*"children's second birth"

"presence of opposite sex"

Gessel's 3 main points

and  3 Principles of  Growth or Development

1. detailed behavior norms

2. infant intelligence

3. child centered approach to raising children (eat when hungry, sleep when sleepy)

1.  reciprocal interweaving-developmental process by which two tendencies gradually reach an effective organization

2. functional asymmetry-confront world at an angle (right handed, or tonic neck reflex in babies

3.  self regulation-believed we can regulate our own development (eat when hungry, sleep when sleepy)

What is Gessel know for?

*just like rousseau....focused on self-learning of children

* just like rousseau-the thinking patterns of children are different from adults

*blocks of time when children are eager to learn- called The Sensitive Period (teachable moment)

*concentration-happens when child finds a task that meets that inner needs during a sensitive period

*education begins with parents

*allowing them free choice to explore

*natural setting

*appreciate the outdoors

*rewards and punishments

*child leads teacher follows

*adults should not encourage fantasy

*quiet

*develops independence

*the education outcomes should be secondary to the development of the child

Piaget's 4 Developmental Periods

1. Sensory Motor Intelligence (Birth to Two)

2. PreOperational Thought (Two to Seven)

3. Concrete (Seven to Eleven)

4. Formal Operational (12 up

*children pass through stages at different rates but same order (can't skip, but can move into them at different times)

*developmental change, not maturational, in children guide their change by exploring their environment

*children can move from stage to stage by cultural and enviromenmental factors

1. knowing a students age is never a guarantee of what stage that child is in

2. students can operate at more than one stage depending on the problem

3. one stage builds upon the other-a definite continuity of thinking at each stage

1. Assimilation

2. Accomodation

3. Organization

The process by which the child tries to interpret new experiences in terms of existing models of the world-the schemata that she already possesses

Seeing an airplane in the sky prompts child to call the flying object a birdie

 process of modifying existing schema in order to incorporate or to better account for or to adapt to a puzzling new experience.

Child now experience unequilibrum or conflict upon noticing that the new birdie has no feathers and doesn't flap its wings.  Concludes that it is not a bird and either renames it or asks what it is.

*Harmony between one's schemes and one's experience

The world makes sense

Maturation

Activity

Social Transmission

Equilibration

What are the four factors that influence development according to Piaget?

MASE

*Learning from others.  Without this, people would need to reinvent all the knowledge already offered by their culture.

* The actual changes in thinking take place through the process of?

children are RAPIDLY ACQUIRING COGNITIVE OPERATIONS and applying these important new skills when thinking about objects, situations, and events that have seen, heard, or otherwise experienced. They now understand REVERSIBILITY. The operations of cognitive ADDITION and SUBTRACTION permit the child to discover the logical relation between whole classes and subclasses by mentally adding the parts to form a super-ordinate whole and then reversing this action (subtracting) to once again think of the whole as a collection of sub-classes.

Between four and 12 months, the infant turns to __________________________, which involve an act that extends out to the environment:  She may squeeze a rubber duckie.  It goes “quack.”  That’s great, so do it again, and again, and again.  She is learning “procedures that make interesting things last.”

At this point, other things begin to show up as well.  For example, babies become ticklish, although they must be aware that someone else is tickling them or it won’t work.  And they begin to develop object permanence.  This is the ability to recognize that, just because you can’t see something doesn’t mean it’s gone!  Younger infants seem to function by an “out of sight, out of mind” schema.  Older infants remember, and may even try to find things they can no longer see.

Between one and four months, the child works on ___________ -- just an action of his own which serves as a stimulus to which it responds with the same action, and around and around we go.  For example, the baby may suck her thumb.  That feels good, so she sucks some more...  Or she may blow a bubble.  That’s interesting so I’ll do it again....

Between 12 months and 24 months, the child works on ________________ They consist of the same “making interesting things last” cycle, except with constant variation.  I hit the drum with the stick -- rat-tat-tat-tat.  I hit the block with the stick -- thump-thump.  I hit the table with the stick -- clunk-clunk.  I hit daddy with the stick -- ouch-ouch.  This kind of active experimentation is best seen during feeding time, when discovering new and interesting ways of throwing your spoon, dish, and food.

The ________________ lasts from about two to about seven years old.  Now that the child has mental representations and is able to pretend, it is a short step to the use of symbols.

On the other hand, the child is quite _________ during Preoperational stage, that is, he sees things pretty much from one point of view:  his own!  She may hold up a picture so only she can see it and expect you to see it too. Or she may explain that grass grows so she won’t get hurt when she falls.

The concrete stage begins with progressive decentering.  By six or seven, most children develop the ability to _______ number, length, and liquid volume. 

[image]

From around 12 on, we enter the _______ __________ stage.  Here we become increasingly competent at adult-style thinking.  This involves using logical operations, and using them in the abstract, rather than the concrete.  We often call this hypothetical thinking.

n  Gathering information and organizing it in relation to what you already know

  Getting at information when needed

1. learner actively involved in own learning

2. information must be relavant

3. responsible for own learning

according to Information Processing what are the 3 keys to active learning?

1. Memory Structures or Stores

2. Cognitive Processes

1. sensory register (memory)

2. short-term memory

3. long-term memory

1. attention

2. perception

3. rehearsal

4. encoding

5. searching (retrieval)

What are the basic processes of the IPM?

Sensory Register

1. vision

2. auditory

1. 1/2

2. 4

______ of a second for visual

up to _______ seconds for auditory

1. Perception

2. Attention

1. selected

2. meaning

1. prior learning or experiences

2. what we think if important/ directions given to the learner

3. motivation of learner

What three sources do expectancies arise from?

1. 18

2. rehearse

Info (is or is not) stored as an exact replica in STM as it is in the sensory register

1. 6-7

2. 18

Research studies now suggest that little forgetting is attibuted to decay  but mostly now to _____________

1. Decay

2. Inference

3. Displacement

Info can be maintained in STM indefinitely as long as it is _____________---that is focused on and REPEATED mentall or aloud

7+-2

1. rehearsal

2. chunking

____________ determines which and how long info stays in STM, and _____________ determines how much infor stays in STM

1. Maintence Rehearsing

2. Elaborative Encoding

1. Retrieval failure

2. Interference

3. Decay

retrieval failure

LTM to Response Generator

automaticity

The response generator organizes the response sequences and guides the _________

Respondent (Pavlovian and classical) and operant(instrumental)

occurs without an observable external stimulus

Operates on the organism’s environment

The behavior is instrumental in securing a stimulus more representative of everyday learning