WGU D307 Objective Assessment Prep V1 (New 2026/ 2027 Update) Educational Psychology and Human Development of Children and Adolescents | Questions and Verified Solutions | 100% Correct| Grade A

WGU D307 Objective Assessment Prep V1 (New 2026/ 2027 Update) Educational Psychology and Human Development of Children and Adolescents | Questions and Verified Solutions | 100% Correct| Grade A Q. Four stages of physical development (IEMA) ANSWER 1. Infancy (birth - 2) 2. Early Childhood (2-6) 3. Middle Childhood (6-10) 4. Adolescence (10-18) Q. Piaget's Cognitive Development (SPCF) ANSWER 1. Sensorimotor (birth -2) 2. Preoperational (2-7) - PREtending 3. Concrete (7-11) - linear thinking 4. Formal (12+) - Hypothesize *Schemes Q. Vygotsky Focused on social interactions ANSWER 1. ZPD 2. MKO 3. Scaffolding Q. Chomsky ANSWER 1. LAD - born with ability to learn language 2. Universal grammar Q. Skinner Learn language based on reinforcement ANSWER - prompting, imitating, shaping, positive reinforcement Q. Stages of language ANSWER 1. Babbling - repeated sounds 2. Two-word - 2 separate words 3. Holophrastic - single word that contains whole phrase 4. Telegraphic - tells tales Q. Learning Barriers ANSWER 1. Cognitive - brain and learning 2. Social and emotional - can be intrinsic or extrinsic 3. Language 4. Physical Q. Spearmans intelligence ANSWER S = single factor - if smart in one area they are smart in other areas Q. Sternberg intelligence (CAP) ANSWER T = tri C - creative A - analytical P - practical Q. Gardner intelligence ANSWER Multiple intelligences intrApersonal - A before E - all about me intErpersonal - everyone else Q. Learning needs for cognitive barriers Brain and learning ANSWER 1. Support with organization 2. Repeat instructions Q. Learning needs for social and emotional barriers ANSWER 1. Routine and structure 2. Clear expectations 3. Low stress 4. Positive feedback Q. Learning needs for language barriers ANSWER 1. Reading and writing support 2. Advanced notice when being called upon Q. Learning needs for physical barriers ANSWER 1. Assistive tech 2. Accessible environments 3. Trauma sensitive teaching Q. Behaviorism Skinner/Hunter ANSWER 1. Teacher directed 2. Basic skills and Mastery 3. Direct instruction Q. Humanism Maslow ANSWER 1. Choices 2. Motivation 3. Growth mindset Q. Cognitivism Bandura/Information processing ANSWER 1. Memory 2. Mnemonics 3. Attention getting 4. Concept Maps Q. Constructivism Piaget/Vygotsky ANSWER 1. Student centered 2. Social aspect 3. Real-world 4. Scaffolding Blooms Taxonomy (RUApAEC) 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create Assessment Types (DFS) 1. Diagnostic - given before 2. Formative - during class, ungraded 3. Summative - SUM, check for mastery Assessment types 2 (OSPCCrN) 1. Objective - O=one right answer 2. Subjective - sub/rub = rubric, judgment 3. Performance-based - ability to do something 4. Competency - test for mastery 5. Criterion - strengths/weakness, checks progress 6. Norm-referenced - bell-curve, compares students to each other (ACT) Reciprocal teaching I teach you - then you teach others Bandura (ARRM) A - attention/focus R - retention - all about memory R - reproduction - recreate behavior M - motivation - reason behind wanting to do (reward) Erickson Psychological Development (TAGIdR) 1. Trust v. Mistrust - infants 2. Autonomy v. Shame & doubt - Me do stage 3. Initiative v. Guilt - exploration, asking questions 4. Industry v. Inferiority - elementary, industry = wanted success 5. Identity v. Role Confusion - high school Learning Styles (PICC) 1. Problem-based 2. Inquiry-based - look at parts of the question 3. Collaborative - similar ability, student-led 4. Cooperative - mixed ability, teacher-led, P = product Memory Types (SLEI) 1. Short-term/working - rehearsal to remember for a short time 2. Long-term - storage and retrieval 3. Explicit - can explain with words 4. Implicit - can't describe Piaget Believed we learn from interaction with peers and environment Preconventional All about me Conventional All about rules or laws Postconventional All about others Kohlberg Stages of Moral Development- Preconventional, Conventional, Postconventional Chomsky Theory of Universal Grammar- Innate/Biological Babbling- 6 to 8 months Consonant-vowel combinations (ba-ba, ma-ma) Holophrastic- 9 to 18 months Single words represent a sentence (up, juice, mine) Two-Word- 18 to 24 months Mini sentences (doggy bark, me play) Telegraphic- 24 to 30 months Vocabulary increases. Use mostly nouns and verbs, omits auxiliary words (Carrie want ball, I good boy today)- early multiword stage Later multiword stage- 30+ months 5+ word sentences, fastest vocabulary increase. Sentences formed with improving grammar, structure Skinner Operant conditioning and language development- children learn language based on reinforcement Operant Conditioning and Language Development Children learn language based on reinforcement, learn language through imitating, prompting, shaping, they associate words with meanings, correct utterances are positively reinforced- Skinner Vygotsky Social approach to language development Social Approach to Language Development language develops through social interactions, children need interpersonal interactions, Zone of Proximal Development (ZPD), scaffolding (temp support), Private speech (talking to yourself) Spearman General intelligence (g factor) Thurnstone 7 factor intelligence Sternberg successful intelligence Gardner Multiple intelligences Behavioral theory teacher directed, basic skills, direct instruction, immediate feedback & correction, reinforcement- positive/negative, punishment- time-out, shaping, token economy, computer-based tutorials Constructivist Theory Student-centered, building knowledge, lego builders, build schema- student constructs own knowledge, real world, learn from others, scaffolding, ZPD, project based learning, virtual learning Cooperative Collaborative Theory learning together, social butterflies, interacting, mixed groups, encourage each other, individual accountability, equal opportunity for success, model social behaviors Information-processing/Social Cognitive Memory, metacognitive knowledge, sensory register, working memory, Self-regulation/control, modeling, attention getting devices, chunking, concept mapping Humanistic Feelings, emotions, self-perception, motivation, safe-welcoming environment, growth needs, student choice, creative learning Formative Assessment Check FOR learning- progress, occurs during instruction, provides feedback to determine student learning and inform instruction and reteaching Summative Assessment Sum OF learning- focus is on outcome of learning or result, occurs after instruction, provides grades, measures overall student achievement Written Assessment grading is objective (right/wrong, use answer key), measures degree of knowledge, lower level skills Performance Assessment Grading is subjective (based on judgement, use rubric), measures ability to do something, portfolios, demonstrations Selected response multiple choice, true/false, matching Constructed response short answer, essay Norm-Referenced Grading Based on a normed score, compares student's scores to each other, grading on a curve, bell curve, reports how you did compared to how you could have done Criterion-Referenced Grading Based on standards or set criteria, Pass based on mastery or proficiency, reports information about strengths and weaknesses Piaget believed this was important thinking symbolically A child understands that a deflated balloon can be filled with air. According to Piaget, which cognitive level is he demonstrating? Concrete operational According to Vygotsky, what should a teacher do to help a student move through the zone of proximal development? Provide instructional scaffolding Explaining the commutative property in addition is an characteristic example of which stage Concrete operational A child watching his parents brush their teeth is an example of learning from a _________, according to Vygotsky. More knowledgeable other At which stage would a child be expected to tie shoes? Primary school True or false: Females usually complete physical growth before males True Which stage does a child refine motor coordination? Middle childhood physical development stage Who said justifying a moral decision on the basis of self-chosen principles even when their is a conflict with official rules and laws is a characteristic of his final stage of the moral development theory? Kohlberg In which age range does Erikson's industry v. inferiority stage of psychosocial development occur? 5-12 years True or False: According to Bandura, physical capabilities can affect reproduction. True Removing a restriction if a child pays attention in class, is an example of a negative reinforcement in ___________'s Theory of Operant Conditioning. Skinner Repeating vowel sounds is identified in the _____________ stage of the language development process. babbling Uttering single words is in the ________________ stage of language development. holophrastic When able to make a sentence with a subject, verb and object, the child is in the ____________ stage of language development. Telegraphic A student is most likely experiencing ____ ______ when there is a sudden drop in their grades and the way they dress for school. peer pressure A student being bullied is afraid to go to recess and walk home after school. What effect on learning and performance is this student experiencing? A decrease in self-complacency A key concept of this theory is interactive experiences. Constructivism theory of learning Maslow's Hierarchy of Needs (level 1) Physiological, (level 2) Safety, (level 3) Love and Belonging, (level 4) Esteem, (level 5) Self Actualization Gesell Stages of development Infancy (0-2), Early Childhood (2-6), Middle Childhood (6-10), Adolescence (10-18) Gesell's Infancy Stage Age 0-2, Hold heads up, rolling over, reach, sit, crawl. Age 2 walking w/ coordination, manipulate small toys, feed themselves w/ hands, jump, throw, zipper Gesell's Early Childhood Stage Age 2-6, improvement of gross/fine motor skills, toddlers run, jump, tumble, climb, swing. String beads, print, draw, by 4 print name. Dressing alone and using utensils. Gesell's Middle Childhood Stage Age 6-10, gain weight & grow slowly, speed and coordination grow, improved handwriting, crafts. Gesell's Adolescence Stage Age 10-18, Weigh & Height increase rapidly, puberty (girls earlier than boys), increased hormones may impact behavior. Girls growth slows, boys increase. Piaget's Theory of Cognitive Development A theory made up of sensorimotor period, preoperational period, concrete operations, and formal operations expressed by Jean Piaget Piaget's Sensorimotor Stage Birth-2, using 5 senses & gross motor skills, object permanence. Piaget's Preoperational Stage Age 2-7, Pre=Preschool, Illogical, Egocentric, Can think symbolically Piaget's Concrete Operational Stage Age 7-11, Grade schoolers= factual, logical thinkers, CONCRETE hands-on activities. Piaget's Formal Operational Stage Age 12+, High School (Formal), Middle School, Abstract thinking, use hypothesis, critical thinking skills (they use the most brainpower.) Vygotsky's Sociocultural Theory Cognitive development proceeds as a result of social interactions between members of a culture Zone of proximal development The "just right" place to teach a child. Vygotsky More Knowledge Other (MKO) someone who has a higher level of knowledge than the learner and can provide them with instruction during their learning process (Vygotsky) Scaffolding Ask leading questions, provide hints and clues (Vygotsky) Schema Categories of knowledge (Piaget) Assimilation Taking new info into existing schemas to modify experiences to fit w/ pre-existing beliefs. (Piaget) Accommodation CHANGING existing schemas in light of new info Equilibrium When all your schemas line up and balance. Learning through interaction through hands-on learning & field trips Piaget Learning through interactions with other people. Vygotsky Social Speech (Vygotsky) external communication used to talk to others Silent Inner Speech (Vygotsky) Think it inside my head Private Speech (Vygotsky) Self-talk learners use to monitor and guide themselves as they work through a problem or a task Erikson's Trust vs. Mistrust Stage (0-1 yrs) trust- infant is dependent on others and learns to trust them if needs are met. mistrust- learns to distrust others if their needs are constantly not met. Erikson's Autonomy vs. Shame (1-3) "Me do" stage. Gives them will to believe in themselves. Shame is when they don't succeed right away, "I can't do anything" Erikson's Initiative vs. Guilt 3-6, exploring their environment. Questioning stage. Erikson's Industry vs. Inferiority 6-12, Beginning to compare themselves to peers. Erikson's Identity vs. Role Confusion 12-19, "What am I going to be/do?" Developing a sense of self. Erikson's Intimacy vs. Isolation 19-25+, looking to share lives with others, love, vs. isolation.