PEDAGOGY UPDATED SCRIPTED EXAM QUESTIONS AND
ANSWERS GUARANTEE A+
✔✔*Phenotype* - ✔✔a set of directly observable characteristics
✔✔*Genotype* - ✔✔the complex blend of genetic information that is encoded in each
organism
✔✔Chromosomes - ✔✔store and transmit genetic information
Humans have 46 chromosomes (23 pairs)
✔✔Gene - ✔✔- a segment of DNA along the length of the chromosome - genes can be
of different lengths
✔✔X-linked Inheritance - ✔✔males are at a disadvantage and tend to be more likely to
inherit *X-linked diseases* (e.g. color blindness, hemophilia).
✔✔Chromosomal Abnormalities - ✔✔- damages more serious than mutations of single
genes
- a chromosome pair may fail to separate properly or part of a chromosome may break
off
- e.g. Down syndrome
✔✔The Psychological Impact of Pubertal Changes: Factors affecting the timing of
sexual maturation - ✔✔- heredity
- diet
- body weight
- athletic training
- physical health
- the quality of family ties
✔✔The Psychological Impact of Pubertal Changes: Early maturing boys - ✔✔relaxed,
independent, self- confident, physically attractive, popular
✔✔The Psychological Impact of Pubertal Changes: Late maturing boys - ✔✔anxious,
talkative, attention- seeking
✔✔The Psychological Impact of Pubertal Changes: Early-maturing girls - ✔✔unpopular,
withdrawn, lacking in self-confidence, anxious, more involved in deviant behavior, lower
in academic performance
✔✔The Psychological Impact of Pubertal Changes: Late-maturing girls - ✔✔physically
attractive, lively, sociable, holding leadership positions
,✔✔Risk Factors in Physical Development - ✔✔- Anemia
- Malnutrition
- Obesity
- Lack of affection and attention
- Eating disorders in adolescence
✔✔Obesity - ✔✔Effects: social and emotional difficulties, health problems (heart
disease, diabetes, cancer)
Causes: heredity, socio-economic factors, parenting models.
✔✔Lack of affection and attention - ✔✔1. Nonorganic failure to thrive (18 ms)
All signs of marasmus, apathy, withdrawal, anxious tracking of nearby adults
Cause: mothers who are cold and distant, at times controlling, impatient, and hostile
2. Deprivation dwarfism (2-15 yrs)
Below average stature, immature skeletal age
✔✔Eating disorders in adolescence - ✔✔1. Anorexia nervosa
- self-imposed radical diet, strenuous exercising, extremely distorted body image
- difficulties with treatment
2. Bulimia
- binge eating followed by deliberate vomiting, purging with laxatives, and strict dieting
- disengaged and emotionally unavailable parents Lack of control in other areas
- more responsive to treatment
✔✔Jean Piaget: Basic Premises about Cognitive Development - ✔✔- Cognitive
development is based on *independent exploration* and *discovery* ("child as
scientist").
- Children move from *egocentrism* to *sociocentrism*.
- Cognitive development occurs in *stages*. - Cognitive development is based on the
process of *adaptation* (*assimilation + accommodation*)
✔✔*Accommodation* - ✔✔improving our current understanding in response to new
experiences
- Child sees a cow calls it a dog (child only knows dogs 4 legged animals) -> someone
points out that a cow is not a dog -> now child knows that there are different kinds of 4
legged animals.
✔✔*Assimilation* - ✔✔incorporating incoming information into concepts we already
understand
- Child has a brown dog -> sees a white dog -> s/o tells his it is also the dog -> child
knows that dogs come in different colours
✔✔Jean Piaget: The 4 Stages of Cognitive Development - Sensorimotor (0-2) -
✔✔*object permanence*
, ✔✔Preoperational (2-7) - ✔✔*symbolic thought*
✔✔Concrete operational (7-11) - ✔✔*conservation*
✔✔Formal operational (11-) - ✔✔*abstract reasoning*
✔✔Jean Piaget: Contributions - ✔✔- his theories were drawn from numerous
*observations*
- children's thinking is *qualitatively different* than the thinking of adults
- children are *active explorers* who learn about the world through independent
experimentation
- his ideas encouraged the development of educational philosophies and programs
(*discovery learning*)
✔✔Jean Piaget: Limitations - ✔✔- *underestimating the competencies*
of children (unfamiliar tasks, objects, and examples; insisting on full task completion)
- Failure to account for *cultural variations*
✔✔Jean Piaget and Education - ✔✔- an emphasis on *discovery learning*: independent
discovery through spontaneous interaction with the environment
- sensitivity to children's readiness to learn: building on children's current level of
thinking
- acceptance of individual differences:
planning activities for individuals and small groups, not for the whole class; evaluation
by comparison to previous development not to peers
✔✔Lev Vygotsky: Cognitive Development - Main Ideas - ✔✔- children are not a solitary
agents, but their cognition is structured by rich *social and cultural contexts*
- *language* is a major factor contributing to cognitive development
- *private speech* serves self-guidance and self-direction; it is gradually internalized as
silent, *inner speech*
- *Zone of Proximal Development (ZPD)*, learning precedes development
- the need for a *More Knowledgeable Other (MKO)*
- *Scaffolding*: direct instruction in a new task; less help as competence increases
✔✔*ZPD* (Zone of Proximal Development) - ✔✔what children could do if were given
the appropriate guidance
✔✔*MKO* (More Knowledgeable Another) - ✔✔a person you need to reach ZPD
✔✔Culture actively shapes development influencing all of our major *mental functions*:
- ✔✔- memory
- attention
- perception
- sensation
ANSWERS GUARANTEE A+
✔✔*Phenotype* - ✔✔a set of directly observable characteristics
✔✔*Genotype* - ✔✔the complex blend of genetic information that is encoded in each
organism
✔✔Chromosomes - ✔✔store and transmit genetic information
Humans have 46 chromosomes (23 pairs)
✔✔Gene - ✔✔- a segment of DNA along the length of the chromosome - genes can be
of different lengths
✔✔X-linked Inheritance - ✔✔males are at a disadvantage and tend to be more likely to
inherit *X-linked diseases* (e.g. color blindness, hemophilia).
✔✔Chromosomal Abnormalities - ✔✔- damages more serious than mutations of single
genes
- a chromosome pair may fail to separate properly or part of a chromosome may break
off
- e.g. Down syndrome
✔✔The Psychological Impact of Pubertal Changes: Factors affecting the timing of
sexual maturation - ✔✔- heredity
- diet
- body weight
- athletic training
- physical health
- the quality of family ties
✔✔The Psychological Impact of Pubertal Changes: Early maturing boys - ✔✔relaxed,
independent, self- confident, physically attractive, popular
✔✔The Psychological Impact of Pubertal Changes: Late maturing boys - ✔✔anxious,
talkative, attention- seeking
✔✔The Psychological Impact of Pubertal Changes: Early-maturing girls - ✔✔unpopular,
withdrawn, lacking in self-confidence, anxious, more involved in deviant behavior, lower
in academic performance
✔✔The Psychological Impact of Pubertal Changes: Late-maturing girls - ✔✔physically
attractive, lively, sociable, holding leadership positions
,✔✔Risk Factors in Physical Development - ✔✔- Anemia
- Malnutrition
- Obesity
- Lack of affection and attention
- Eating disorders in adolescence
✔✔Obesity - ✔✔Effects: social and emotional difficulties, health problems (heart
disease, diabetes, cancer)
Causes: heredity, socio-economic factors, parenting models.
✔✔Lack of affection and attention - ✔✔1. Nonorganic failure to thrive (18 ms)
All signs of marasmus, apathy, withdrawal, anxious tracking of nearby adults
Cause: mothers who are cold and distant, at times controlling, impatient, and hostile
2. Deprivation dwarfism (2-15 yrs)
Below average stature, immature skeletal age
✔✔Eating disorders in adolescence - ✔✔1. Anorexia nervosa
- self-imposed radical diet, strenuous exercising, extremely distorted body image
- difficulties with treatment
2. Bulimia
- binge eating followed by deliberate vomiting, purging with laxatives, and strict dieting
- disengaged and emotionally unavailable parents Lack of control in other areas
- more responsive to treatment
✔✔Jean Piaget: Basic Premises about Cognitive Development - ✔✔- Cognitive
development is based on *independent exploration* and *discovery* ("child as
scientist").
- Children move from *egocentrism* to *sociocentrism*.
- Cognitive development occurs in *stages*. - Cognitive development is based on the
process of *adaptation* (*assimilation + accommodation*)
✔✔*Accommodation* - ✔✔improving our current understanding in response to new
experiences
- Child sees a cow calls it a dog (child only knows dogs 4 legged animals) -> someone
points out that a cow is not a dog -> now child knows that there are different kinds of 4
legged animals.
✔✔*Assimilation* - ✔✔incorporating incoming information into concepts we already
understand
- Child has a brown dog -> sees a white dog -> s/o tells his it is also the dog -> child
knows that dogs come in different colours
✔✔Jean Piaget: The 4 Stages of Cognitive Development - Sensorimotor (0-2) -
✔✔*object permanence*
, ✔✔Preoperational (2-7) - ✔✔*symbolic thought*
✔✔Concrete operational (7-11) - ✔✔*conservation*
✔✔Formal operational (11-) - ✔✔*abstract reasoning*
✔✔Jean Piaget: Contributions - ✔✔- his theories were drawn from numerous
*observations*
- children's thinking is *qualitatively different* than the thinking of adults
- children are *active explorers* who learn about the world through independent
experimentation
- his ideas encouraged the development of educational philosophies and programs
(*discovery learning*)
✔✔Jean Piaget: Limitations - ✔✔- *underestimating the competencies*
of children (unfamiliar tasks, objects, and examples; insisting on full task completion)
- Failure to account for *cultural variations*
✔✔Jean Piaget and Education - ✔✔- an emphasis on *discovery learning*: independent
discovery through spontaneous interaction with the environment
- sensitivity to children's readiness to learn: building on children's current level of
thinking
- acceptance of individual differences:
planning activities for individuals and small groups, not for the whole class; evaluation
by comparison to previous development not to peers
✔✔Lev Vygotsky: Cognitive Development - Main Ideas - ✔✔- children are not a solitary
agents, but their cognition is structured by rich *social and cultural contexts*
- *language* is a major factor contributing to cognitive development
- *private speech* serves self-guidance and self-direction; it is gradually internalized as
silent, *inner speech*
- *Zone of Proximal Development (ZPD)*, learning precedes development
- the need for a *More Knowledgeable Other (MKO)*
- *Scaffolding*: direct instruction in a new task; less help as competence increases
✔✔*ZPD* (Zone of Proximal Development) - ✔✔what children could do if were given
the appropriate guidance
✔✔*MKO* (More Knowledgeable Another) - ✔✔a person you need to reach ZPD
✔✔Culture actively shapes development influencing all of our major *mental functions*:
- ✔✔- memory
- attention
- perception
- sensation
