CLEP HUMANITIES (Human Growth and
Development) LATEST UPDATED STUDY GUIDE
A+ VERIFIED.
HOME Inventory
(Home Observation for Measurement of the Environment)
Scale developed by Caldwell and Bradley to asses the amount of intellectual
stimulation in the household (looking at appropriate play materials, parental
involvement, etc.) High scores correlate in high IQ scores and vise-versa (this is the
case for European-American and African-American households but not Mexican-
American).
Scheme in Piaget's cognitive development theory
Grouping of similar actions and thoughts.
A set of linked mental representations of the world, which we use both to
understand and to respond to situations.
Both the category of knowledge as well as the process of acquiring that
knowledge.
Nature
States that development is an unfolding process guided by preprogrammed genetic
information. Development is seen as predictable, predetermined unfolding of
inherited traits and abilities.
Nurture
States that at birth, the human mind is a tabula rasa, after conception, our mind is
shaped by all the nurturing care and environmental influences that impact us.
Tabula rasa
Implication that the human mind is in the absence of preconceived ideas, like a
blank slate that experience writes on
,Stage/Discontinuity views of development (?????????????????)
Argues that development progresses through a series of stages. Each stage involves
a specific task. Once the stage is completed the child moves on to the next stage.
The developing person is changing qualitatively, not quantitatively.
Continuity views of development
States that the development is gradual and cumulative (e.g A person crawls, then
walks, then runs).
Child Development vs. Life Span
Some theories of development argue that development is complete at the end of
childhood/adolescence (Sigmund Freud and Jean Piaget are examples).
Life Span theories of development argue that growth and change continue to occur
throughout the entire life span (Erick Erickson took a life span perspective).
Universality vs. Context specific
An issue (theory) in development that focuses on whether the same general path is
followed by all people or is fundamentally different because of the sociocultural
context.
(Nature Vs. Nurture, Continuity Vs. Discontinuity & Universality Vs. Constant Specific)
Collectivist cultures
Cultures that emphasize family and group goals and needs rather than individual
achievements.
Individualistic cultures
A society which is characterized by individualism, which is the prioritization, or
emphasis, of the individual over the entire group.
Accommodation
Term in the adaptation process by Jean Piaget which involves altering one's existing
schemas, or ideas, as a result of new information or new experiences. New schemas
may also be developed during this process
,Assimilation
Cognitive process by Jean Piaget that manages how we take in new information
form the world and incorporate that new information into our existing knowledge.
Disequilibrium in Piaget's cognitive development theory
Happens when a person understands the world in a particular way (their scheme)
then sees something happen that can't fit into that understanding.
Constructivism in Piaget's cognitive development theory
Piaget's position that argues that children construct schema (organized patterns of
thought or action) based on experiences they have actively exploring the
environment.
Piaget's stages of cognitive development
*Sensorimotor
*Preoperational
*Concrete operations
*Formal operations
(each stage represents a qualitatively different way of thinking instead of just
acquiring more information over time)
Sensorimotor stage
Stage in Piaget's congitive development theroy that goes from 0-2 years old. Lacks
concept of object permanence until the end of this stage & knows what they can do
with their senses.
By the end of this stage, they also have symbolic representation (when one thing
stands for another thing) and deferred imitation (imitating a model's behaviour
awhile after it was observed).
Permanence in Piaget's cognitive development
The understanding that objects continue to exist even when their presence can't be
sensed
Preoperational Stage
, The stage in Piaget's cognitive developmetn theory that goes from 2-7 years old in
which
Children think symbolically (e.g. language), are egocentric, use transductive
reasoning (not reasoning logically about cause and effect),
use animitic thinking (projecting human abilities and traits onto inanimate objects),
and think semi logically.
Egocentrism in Piaget's cognitive development
Having trouble seeing things from others' perspectives
Concrete operations stage
Stage in Piaget's cognitive development that goes from 7-11 years old.
Children in this stage can understand transformation (an object changing form is still
the same object), reversibility (starting with the conclusion and working back to the
start),
conservation (an objects mass, volume, weight, etc. doesn't change because its
appearance changes), can group things into categories,
and think logically as long as it is not abstract. Piaget.
Formal Operations Stage
Stage in Piaget's cognitive development theory that starts at 12+ years old. People
at his stage can handle hypotheticals/abstract and scientific reasoning, logical and
systematic thinking (algebra, literary, metaphor). Although he thought not all people
reach this stage of cognitive development, the end goal is hypothetico-deductive
reasoning. Piaget.
Information processing approach
A relatively new approach that uses the computer as a metaphor for the human
mind (they use the two-store model of memory: sensory register, short-term memory
and long-term memory)
Learning theory or the behaviorist perspective
Describes developmental change as a product of learning (Nurture vs. Nature &
continuity vs discontinuity theories).
Learning is a change in observable behavior (behavior is controlled by stimuli in the
Development) LATEST UPDATED STUDY GUIDE
A+ VERIFIED.
HOME Inventory
(Home Observation for Measurement of the Environment)
Scale developed by Caldwell and Bradley to asses the amount of intellectual
stimulation in the household (looking at appropriate play materials, parental
involvement, etc.) High scores correlate in high IQ scores and vise-versa (this is the
case for European-American and African-American households but not Mexican-
American).
Scheme in Piaget's cognitive development theory
Grouping of similar actions and thoughts.
A set of linked mental representations of the world, which we use both to
understand and to respond to situations.
Both the category of knowledge as well as the process of acquiring that
knowledge.
Nature
States that development is an unfolding process guided by preprogrammed genetic
information. Development is seen as predictable, predetermined unfolding of
inherited traits and abilities.
Nurture
States that at birth, the human mind is a tabula rasa, after conception, our mind is
shaped by all the nurturing care and environmental influences that impact us.
Tabula rasa
Implication that the human mind is in the absence of preconceived ideas, like a
blank slate that experience writes on
,Stage/Discontinuity views of development (?????????????????)
Argues that development progresses through a series of stages. Each stage involves
a specific task. Once the stage is completed the child moves on to the next stage.
The developing person is changing qualitatively, not quantitatively.
Continuity views of development
States that the development is gradual and cumulative (e.g A person crawls, then
walks, then runs).
Child Development vs. Life Span
Some theories of development argue that development is complete at the end of
childhood/adolescence (Sigmund Freud and Jean Piaget are examples).
Life Span theories of development argue that growth and change continue to occur
throughout the entire life span (Erick Erickson took a life span perspective).
Universality vs. Context specific
An issue (theory) in development that focuses on whether the same general path is
followed by all people or is fundamentally different because of the sociocultural
context.
(Nature Vs. Nurture, Continuity Vs. Discontinuity & Universality Vs. Constant Specific)
Collectivist cultures
Cultures that emphasize family and group goals and needs rather than individual
achievements.
Individualistic cultures
A society which is characterized by individualism, which is the prioritization, or
emphasis, of the individual over the entire group.
Accommodation
Term in the adaptation process by Jean Piaget which involves altering one's existing
schemas, or ideas, as a result of new information or new experiences. New schemas
may also be developed during this process
,Assimilation
Cognitive process by Jean Piaget that manages how we take in new information
form the world and incorporate that new information into our existing knowledge.
Disequilibrium in Piaget's cognitive development theory
Happens when a person understands the world in a particular way (their scheme)
then sees something happen that can't fit into that understanding.
Constructivism in Piaget's cognitive development theory
Piaget's position that argues that children construct schema (organized patterns of
thought or action) based on experiences they have actively exploring the
environment.
Piaget's stages of cognitive development
*Sensorimotor
*Preoperational
*Concrete operations
*Formal operations
(each stage represents a qualitatively different way of thinking instead of just
acquiring more information over time)
Sensorimotor stage
Stage in Piaget's congitive development theroy that goes from 0-2 years old. Lacks
concept of object permanence until the end of this stage & knows what they can do
with their senses.
By the end of this stage, they also have symbolic representation (when one thing
stands for another thing) and deferred imitation (imitating a model's behaviour
awhile after it was observed).
Permanence in Piaget's cognitive development
The understanding that objects continue to exist even when their presence can't be
sensed
Preoperational Stage
, The stage in Piaget's cognitive developmetn theory that goes from 2-7 years old in
which
Children think symbolically (e.g. language), are egocentric, use transductive
reasoning (not reasoning logically about cause and effect),
use animitic thinking (projecting human abilities and traits onto inanimate objects),
and think semi logically.
Egocentrism in Piaget's cognitive development
Having trouble seeing things from others' perspectives
Concrete operations stage
Stage in Piaget's cognitive development that goes from 7-11 years old.
Children in this stage can understand transformation (an object changing form is still
the same object), reversibility (starting with the conclusion and working back to the
start),
conservation (an objects mass, volume, weight, etc. doesn't change because its
appearance changes), can group things into categories,
and think logically as long as it is not abstract. Piaget.
Formal Operations Stage
Stage in Piaget's cognitive development theory that starts at 12+ years old. People
at his stage can handle hypotheticals/abstract and scientific reasoning, logical and
systematic thinking (algebra, literary, metaphor). Although he thought not all people
reach this stage of cognitive development, the end goal is hypothetico-deductive
reasoning. Piaget.
Information processing approach
A relatively new approach that uses the computer as a metaphor for the human
mind (they use the two-store model of memory: sensory register, short-term memory
and long-term memory)
Learning theory or the behaviorist perspective
Describes developmental change as a product of learning (Nurture vs. Nature &
continuity vs discontinuity theories).
Learning is a change in observable behavior (behavior is controlled by stimuli in the
