EDUS 220 Learning Psychology

1. Final Examination Review Units 1-11 EDUS 220 Learning Psychology Dr. Dean Owen Middle East Technical University Northern Cyprus Campus

2. Final Examination: 09:30-12:30 Monday 30 May 2011

3. Final Examination: 60 4-option multiple-choice items and two short answer items.

4. Human Development in five domains….. 1. Neurological / Physical

5. Human Development in five domains….. 2. Cognitive

6. Human Development in five domains….. 3. Emotional

7. Human Development in five domains….. 4. Social

8. Human Development in five domains….. 5. Moral

9. Sources The forces that dictate or stimulate human change over time. The Four Developmental Perspectives: 1. Biological determinism 2. Environmental shaping 3. Active adaptation 4. Cultural Contextualism

10. Biological determinism The perspective posits that physiological and neurological conditions determine the vast majority of human qualities and genetics is the primary determiner of who and what we are. Sigmund Freud 1856-1939 A strong proponent of the idea of biological determinism he held that all mental conditions had causes beyond human control and much of human development was regulated by deeply ingrained biologic drives.

11. Environmental Shaping The perspective posits it is the specific learned associations that are acquired through life experience that are most significant in determining how individuals develop. Life experiences and one’s environment determine the course of development. The learning theorists Ivan Pavlov John B. Watson B.F. Skinner Albert Bandura Creating the right set of environmental conditions is thought to produce the desired effect.

12. Active Adaptation The perspective posits that individuals play an active role in their own development and see the mental maturity of the individual as critical in determining what is learned from the environment and experience. Jean Piaget Explained cognitive, linguistic and emotional development Believed in reciprocity of endogenous and exogenous forces An individual’s ability to benefit from events depends upon motivation and level of maturity. 1896-1980

13. Cultural Contextualism The perspective posits human development cannot be understood by studying the individual alone but must be considered within the context of culture and social interaction. Lev Vygotsky Human development is a socially motivated and socially experienced process. Human development in many ways is different for individuals in Munich Germany than it is for children growing up in rural Nepal. 1896-1934

14. Principles of Biological and Neurological Development 3a. Cephalo-caudal development describes the progression of body control from the head to the lower parts of the body. For example, an infant will achieve head, upper trunk, and arm control before lower trunk and leg control.

15. Physical Development Patterns of physical maturation Cephalocaudal development

16. Principles of Biological and Neurological Development 3b. Proximo-distal development describes progress from the central portions of the body (i.e., the spinal cord) to the distal or peripheral parts. In this developmental progression, gross motor skills and competencies precede fine motor skills.

17. Physical Development Patterns of physical maturation Proximodistal development

18. Biological bases for development Rapid brain growth… 3 months before birth to 24 months At birth the brain is 25% of adult size At 24 months = it is 75% of adult size

19. Patterns of Growth and Development By age 6 the brain has acquired 95% of its adult size The process of gray matter development peaks at the beginning of puberty (in girls at 11 and at 12 for boys). There is a thinning of the neural pathways during the early teen years… "Use it or lose it." Those cells and connections that are used will survive and flourish. Those cells and connections that are not used will wither and die.

20. Patterns of Growth and Development Sleep Patterns: Teenagers circadian rhythms: Upset by lifestyle and social demands…. Sleep Debt: 9-1/4 hours needed but rarely achieved since most teenagers typically get around 7 hours of sleep nightly.

21. Patterns of Growth and Development Sleep Patterns: Teenagers Sometime in late puberty, the body secretes the sleep-related hormone melatonin at a different time than it normally does. This changes the circadian rhythms that guide a person's sleep-wake cycle. For instance, if you told your teen to go to bed at 10 p.m., she may end up staring at the ceiling until 1 or 2 a.m. waiting to fall asleep. At about 7:30 p.m. a teen feels wide awake and fully alert, unlike an adult who is starting to "wind down" and feel sleepier as the evening progresses so that at 10 p.m. the adult is ready to go to bed. The teen-agers "wind down" time takes place much later. Source: http://www.stanford.edu/~dement/adolescent.html

22. Patterns of Growth and Development Sleep Patterns: Teenagers How Much Sleep Do They Need? Adolescents need 9 hours and 15 minutes of sleep. Children need 10 hours and adults need 8 1/4 hours. They rarely get that much due to early school start time, inability to fall asleep until late at night, work, social life and homework. Parents may need to adjust their child's schedule to allow more sleep. Most teens are chronically sleep deprived and try to "catch up" on their sleep by sleeping in on the weekends. Ultimately they should go to bed and wake up at the same time. That is considered "good sleep hygiene." Source: http://www.stanford.edu/~dement/adolescent.html

23. Patterns of Growth and Development Sleep Patterns: Teenagers How Does Sleep Deprivation Affect the Teen-ager? Sleep deprivation can impair memory and inhibit creativity making it difficult for sleep deprived students to learn. Teens struggle to learn to deal with stress and control emotion -- sleep deprivation makes it even more difficult. Irritability, lack of self confidence and mood swings are often common in a teen, but sleep deprivation makes it worse. Depression can result from chronic sleep deprivation. Not enough sleep can endanger their immune system and make them more susceptible to serious illnesses. Judgment can be impaired. We don't know how many car crashes involving teen drivers are sleep related, but it is certainly a safety risk. Source: http://www.stanford.edu/~dement/adolescent.html

24. Jean Piaget Born: August 9, 1896Neuchâtel, SwitzerlandDied: September 17, 1980Geneva, SwitzerlandSwiss psychologist (Genetic Epidemiologist)

25. The study of children Piaget found four stages of mental growth while studying children, particularly his own: A sensory-motor stage, from birth to age two, A pre-operational stage, from two to seven, A concrete operational stage, from seven to eleven, and A formal operational stage from age eleven.

26. Process of Cognitive Development. Piaget described two processes used by the individual in its attempt to adapt: assimilation and accomodation. Both of these processes are used throughout life as the person increasingly adapts to the environment in a more complex manner. Assimilation is the process of using or transforming the environment so that it can be placed in preexisting cognitive structures. Accomodation is the process of changing cognitive structures in order to accept something from the environment. Both processes are used simultaneously and alternately throughout life.

27. The sensory-motor stage Birth to 24 months In this period (which has 6 stages), intelligence is demonstrated through motor activity without the use of symbols. Knowledge of the world is limited (but developing) because it’s based on physical interactions / experiences. Children acquire object permanence at about 7 months of age (memory). Physical development (mobility) allows the child to begin developing new intellectual abilities. Some symbolic (language) abilities are developed at the end of this stage. Object Permanence: The ability to understand that an object still exists even when it is not in sight.

28. Object permanence refers to the ability of the brain to retain and utilize visual images. It develops at about seven months of age. This faculty is distinct from a baby's recognition memory. For example, a baby is able to recognize and prefers to look at its mother by the third day of life. However, it will not cry upon being left by mother; "Out of sight, out of mind." At around seven months, the child will be exhibit signs of separation anxiety when mother leaves the room. This is because the child can now appreciate what he has just lost - the presence of his mother.

29. The pre-operational Stage 2-7 years Pre-operational stage (Toddler and Early Childhood). In this period (which has two substages), intelligence is demonstrated through the use of symbols, language use matures, and memory and imagination are developed, but thinking is done in a nonlogical, nonreversable manner. Egocentric thinking predominates There is only one way to view the world…from my vantage point. At this stage I lack the ability to appreciate events from another’s point of view. A child can hit another without realizing the pain or discomfort it may cause.

30. The pre-operational Stage 2-7 years Characteristics of the Preoperational Stage: Egocentrism: A B C D Piaget’s View Child’s View

31. The pre-operational Stage 2-7 years Characteristics of the Preoperational Stage: Centration: A common characteristic of the pre-operational period is referred to as centration. Children seem only to be able to concentrate on one attribute of feature of a problem at a time.

32. The pre-operational Stage 2-7 years Characteristics of the Preoperational Stage: Conservation: Another well-known experiment involves demonstrating a child's understanding of conservation. In one conservation experiment, equal amounts of liquid are poured into two identical containers. The liquid in one container is then poured into a different shaped cup, such as a tall and thin cup, or a short and wide cup. Children are then asked which cup holds the most liquid. Despite seeing that the liquid amounts were equal, children almost always choose the cup that appears fuller.Piaget conducted a number of similar experiments on conservation of number, length, mass, weight, volume, and quantity. Piaget found that few children showed any understanding of conservation prior to the age of five.

33. The pre-operational Stage 2-7 years Characteristics of the Preoperational Stage: Conservation:

34. The concrete operational stage 7-11 years • Concrete operational stage (Elementary and early adolescence). In this stage (characterized by 7 types of conservation: number, length, liquid, mass, weight, area, volume), intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects. Characteristics of Concrete Operations: The concrete operational stage begins around age seven and continues until approximately age eleven. During this time, children gain a better understanding of mental operations. Children begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts.

35. The concrete operational stage 7-11 years Decentration: The ability to attend to or consider multiple aspects or features of a situation or problem simultaneously. ?

36. The concrete operational stage 7-11 years Decentration: The ability to attend to or consider multiple aspects or features of a situation or problem simultaneously. : : ?

37. The formal operational stage 11-adult (?) • Formal operational stage (Adolescence and adulthood). In this stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts. Early in the period there is a return to egocentric thought. Only 35% of high school graduates in industrialized countries obtain formal operations; many people do not think formally during adulthood.

38. The formal operational stage 11-adult (?) The ability to think systematically about all the logical relations within a problem. Thinking about abstractions, ideals, and about the process of thinking itself (metacognition). Reality is made Secondary to Possibility Thought operates on a theoretical plane. Thinking about possibilities - what's not immediately present, not directly observed. What might occur. Abstract & Hypothetical Thought deals with propositions, no longer only objects. This is seen in: Thinking ahead - planning for the future. Thinking about hypotheses - counter factuals. Thinking about thought - metacognition. Thinking beyond conventional limits - idealism.

39. The formal operational stage 11-adult (?) IF BIRDS LIVE IN THE GROUND AND A GRONKER LIVES IN A TREE THEN A GRONKER IS NOT A BIRD

40. The formal operational stage 11-adult (?) Propositional Logic If x = 7, then 2x + 4 = ___?___ Arm: body :: Branch: __?__

41. The formal operational stage 11-adult (?) Probability and Proportional Reasoning What is the probability of drawing a blue chip from the bag….?

42. The formal operational stage 11-adult (?) Albert Einstein is said to have conjured his special theory of relativity by imagining himself riding on a photon traveling at the speed of light! Can you imagine what that would be like? • Imagination is more important than knowledge. Albert Einstein

43. Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date] from http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html

45. Sigmund Freud Psychosexual Stages of Development 1856-1939

46. Oral (birth- 18 months) • Anal (18 mos to 3 1/2 years) • Phallic (3 ½ to 6 years) • Latency (6-Puberty) • Genital (Puberty onward)

47. Erickson’s 8 Ages of Man

48. Erik Erikson Erikson’s Psychosocial theory Erikson’s stages are based on Freud’s in that the first five match Freud’s in time of appearance, but Erikson’s are enlarged, include more things, and there are three stages beyond. They take society more into account. The theme is search for identity and the scope is the lifespan. 1902 –1994

49. Erik Erikson 8 life Stages of Psycho-social Development Stage Period 1. trust vs. mistrust Infancy 2. autonomy vs. shame and doubt Toddler (terrible twos) 3. initiative vs. guilt Preschool years 4. industry vs. inferiority Elementary School 5. identity vs. ID confusion Adolescence 6. intimacy vs. isolation Early Adulthood 7. Generativity vs Stagnation Middle Adulthood 8. integrity vs. despair = wisdom Late Adulthood

50. Erikson's Eight Stages of Development 1.  Learning Basic Trust Versus Basic Mistrust (Hope) Birth- 1 Year Infants either form a trusting and loving relationship with caregivers or develop a general mistrust of others and the world around them.