CDE 430 exam 1 Practice Questions and Answers

CDE 430 exam 1 Practice Questions and Answers four big questions - Ans:-1. what are the assumptions about human nature? are children inherently good, bad, or neither? 2. nature vs. nurture (or is this misleading)? 3. developmental change: continuous vs. discontinuous 4. active vs. passive assumptions about human nature (Blake, Rousseau, Locke) - Ans:-Rousseau: children are good, let them grow on their own Blake: children are bad, require great deal of discipline, have to teach and regulate Locke: blank slate, come into the world with no innate tendencies, experience is everything, guidance and discipline nature vs. nurture - Ans:-nature: Gessell, gene's matter and parenting does not, biology and maturation are key in development ©GRACEAMELIA 2024/2025 ACADEMIC YEAR. ALL RIGHTS RESERVED FIRST PUBLISH OCTOBER 2024 Page 2/17 nurture: Watson, experience and environment determine development continuity vs. discontinuity - Ans:-continuous: changes occurs gradually over time (developmental change, tree growing over time) discontinuous: changes are more abrupt or categorial (developmental stages, butterfly growing into different beings) active vs. passive - Ans:- psychodynamic theories (in clinical) - Ans:- ethological/evolutionary theories (in biological) (pg. 21) - Ans:-way to understand the relationships between and within multiple system levels from person to society that shape the development of infants into adulthood the child: these are the relationships occurring within the individual microsystem: made up of the relationships between the infant and the environments with which the infant comes to contact mesostyem: includes the relationships between the major settings in which children are found, such as the interaction between the family and the day care center ecosystem: includes other social systems that do not directly contain the developing child but have some effect on him or her ©GRACEAMELIA 2024/2025 ACADEMIC YEAR. ALL RIGHTS RESERVED FIRST PUBLISH OCTOBER 2024 Page 3/17 macrosystem: all of the above: beliefs, laws, and values of the culture learning approaches (classical conditioning, operant learning, social learning) - Ans:-classical conditioning: unlearned stimulus and pair with something neutral that will get associated with the unlearned stimulus (Pavlov's drooling dogs) (Watson: begin when child is born, feed, sleep, at same time) operant learning: use consequences to change the probability of a consequence happening (Skinner pigeon) reinforcement will make a behavior increase and punishment will make a behavior decrease positive reinforcer- an action or reared that follows the operant and increases its frequency negative reinforcer- removal of an aversive stimulus, the absence of a consequence that increases the frequency of the operant social learning: learning from modeling other's behavior especially if observing behavior and consequences (Bandura) (child wants to stay up late, parents say no and child throws a tantrum- gets 15 more minutes and little brother does the same thing to get the same reward) cognitive developmental approaches (Piaget, information processing) (pg. 16 & 17 & 18) - Ans:- knowledge is conceived not as a static library of information but as an active process of co-construction (what one knows depends upon how one acts on the environment and how the environment responds in return to those actions) between the knower and what is to be known ©GRACEAMELIA 2024/2025 ACADEMIC YEAR. ALL RIGHTS RESERVED FIRST PUBLISH OCTOBER 2024 Page 4/17 cognitive developmental stages: 0-2 sensorimotor, 3-7 pre-operational, 7-11 concrete operational, 12- adult formal operation assimilation: refers to the process by which individuals use their existing abilities in response to challenges from the environment accommodation: the alteration of existing abilities to better fit the requirements of the task or situation systems theory, especially ecological perspective (pg. 21 & 23) - Ans:-bio-ecological systems theory: way to understand the relationships between and within multiple system levels- from person to society- that shape the development and infants into adulthood dynamic systems theory: takes account of the process of change in human development by understanding the ways in which the interactions between components of the system can change the scientific method - Ans:-a system of rules used by scientists to conduct and evaluate research methods of gathering data - Ans:-physiological measures: measurements of heart rate, respiration, brain activity, normal activity central nervous system: EEG (activity of the cortex) ERP (event-related potentials, active of a population of neurons) shows amount of brain activity when infant is doing ordinary tasks Autonomic nervous system: heart rate response (the rate that the heart beats changes as a function of stimuli) ©GRACEAMELIA 2024/2025 ACADEMIC YEAR. ALL RIGHTS RESERVED FIRST PUBLISH OCTOBER 2024 Page 5/17 Hormonal activity: cortisol response (from drool or pee) Limitations of using physio: hard to know precise meaning of a change in a physiological measure Behavioral: conditioning, behavioral, observation, interviews/survey, tests correlational and experimental research - Ans:-experimental: which one aspect of the situation is manipulated while all other aspects are held constant or controlled correlational: a mutual relationship or connection between two or more things cross sectional and longitudinal research - Ans:-cross sectional: in which the researcher selects a different group of children at each age period of interest (advantages of giving us a sense of age change in development without having to wait for the children to grow up) longitudinal research: researchers follow the same group of children as they get older (important for determining how particular early experiences of individuals affect their later development and also for revealing patterns of change over time) dominant and recessive genes - Ans:-dominant (T) more lik