5 Dimensions + Milestones
Luffy can’t go anywhere without his mom, some may say he feels a strong ________ (one of the 5 dimensions). (bonus - define the dimension)
Attachment - the strong affectionate tie we have with special people in our lives that leads us to feel pleasure when we interact with them and to be comforted by them in times of stress
Jordan wanted to walk to the park with his older brother to play on the playground. One day, Jordan was extra energetic and wanted to race his brother home. However, when he turns the first corner, he doesn’t know which way to go. What does he lack?
Reversibility
Who or what can a child’s learning benefit greatly from?
More knowledgeable other (MKO)
What is the broad term that describes the conflict a person faces in each of Erikson’s 8 stages? (bonus - what are the two ways these conflicts BROADLY impact personality development?)
A Psychosocial Crisis - predictable tensions that arise as a result of conflicts between socialization and maturation throughout life.
The way a person responds to each crisis can have a positive and negative effect on their personality.
What is the main instrument that scientists use to observe brain activity?
Electroencephalography (EEG)
Which of the 5 dimensions of SE development are biologically based and independent of learning?
Temperament
What are 2 characteristics of Piaget’s stages of development?
The stages are distinct
They happen in the same order
What is Vygotsky’s first stage of language, and at what age does it occur?
Social speech – communication between children + others, age 2
What are the two main conflicts outlined by Erikson during the preschool - prepuberty stage that is important for personality development? (bonus - around what ages do these stages occur?)
Initiative vs. Guilt (3-5 years) and Industry vs. Inferiority (6-11 years).
What is the defining characteristic of oscillatory brain activity?
Recurrent or repetitive brain activity
What are the main differences between Social Competence and Emotional Competence?
Social competence - effectiveness in developmentally appropriate social interaction
Emotional competence - the ability to be aware of one’s own and other's emotions and to act on this awareness
Emotional competence can be defined as a child's ability to identify and express his or her feelings. Social competence refers to a child's ability to interact with other people.
Ella is in her biology class learning about insects and bugs. The teacher explains that all insects have six legs. The teacher also points out how ants have six legs. From this explanation, Ella knows that an ant is an insect. What is occurring at this moment?
Deductive reasoning
What does the Zone of Proximal Development lie between?
What the learner cannot do and learner can do unaided
In stage 4 of Erikson’s theory of psychosocial development, children potentially develop the virtue of competence or feelings of inferiority, which of the 5 dimensions of social-emotional development do these characteristics relate to the most?
Self-perceived competence
How do ERPs relate to social development?
In different social situations, the brain elicits specific ERPs, and by studying them, scientists can pinpoint specific stimuli to certain bouts of brain activity.
Around what age range do children typically showcase an increase in independent decision-making?
9-10 years old
Explain the two components of adolescent egocentrism
imaginary audience - it is a state where adolescents envision and believe that there are a lot of people watching them
Personal fable - adolescents believe that they are the center of attention and that their thoughts/feelings are unique
Steph is playing games, and she decides to try and complete a puzzle on her own. Her mother notices that she is talking to herself as she tries to complete it, but she isn’t yet internalizing this speech. What stage of language is Steph in, and what is the next stage she will enter?
Private speech → Silent inner speech
Anna is a 4-year-old girl, she and her mom are playing outside at the nearby playground. Excited, Anna tells her mom that she wants to try every single one of the swings at the playground to find her favourite. Anna’s mom encourages her to explore this idea and even guides her in making criteria for ranking the different swings. Based on the stage of Psychosocial development that Anna is in, what virtue is her mother helping her develop? (bonus - if Anna’s mother did not encourage Anna’s exploration, what feelings are she more likely to develop?)
Since Anna is 4-years-old, she is currently in the 3rd stage of psychosocial development, Initiative vs. Guilt.
Her mom, by encouraging Anna’s exploration and play, is helping her develop a virtue of purpose and a sense of initiative.
If her mom is not supportive, Anna is more likely to develop a sense for guilt - feeling guilty about their desires and initiatives.
Thinking back on the social behaviour timeline, organize the following events in chronological developmental order:
a. basic imitation
b. following biological motion
c. gaze following
d. prediction of others’ actions
e. joint attention
1. basic imitation
2. gaze following
3. joint attention
4. following biological motion
5. prediction of others' actions
Children developing a “deeper understanding of relationships and responsibilities” is most relevant to which social dimension?
Social Competence + 7-8 years old
Max and his dad are sitting on the train at night. Max is fascinated by the moon. No matter how far the train goes, Max notices he can always see the moon. He says, “Dad, the moon is following us!” His father laughs and thinks Max is silly. What does this say about Max? What about his father?
Max is using transductive reasoning
His father has increased logical thinking
What was one of the three differences in beliefs between Vygotsky's and Piaget’s theories?
Basis: Piaget → individuals develop behaviours/habits cognitively (in isolation from the actions of others)
Vygotsky → paramount importance on society in development, places more emphasis on the role of surrounding culture and language on social development
Continuity: Piaget → social development into concrete stages, declared that children would have to reach each stage before being capable of certain tasks & each stage would have to be reached in the same order
Vygotsky → The process of social development is gradual
Language: Vygotsky → thought & language both begin early on in development, but they are initially separate functions that merge when the child begins to use inner speech (transition from private speech to inner speech) Piaget → thought comes first and language develops as a result of this
Steven is a 10-year-old boy in grade 5. He recently started struggling with his math classes and began to score low marks on his quizzes and tests. When he goes home, he asks his parents for help with his math homework but they both seem too busy to help him. When he goes to math class, his teacher is critical of his work but does not offer any extra advice. Steven starts to feel like he is not as smart as his classmates and his grades become worse. Based on the stage of psychosocial development that Steven is in, what feelings are Steven likely to develop? (bonus - if Steven’s teacher provide extra support and advice to help improve his marks, what virtue would Steven likely develop?)
When children receive negative feedback and are not allowed to demonstrate their skills, they may develop a sense of inferiority - A lack of self-confidence and a feeling of inadequacy.
If Steven’s teacher provided extra support, he would likely develop the virtue of competence and industry - A feeling of competence and belief in their skills.
In a child who has not developed the Theory of Mind (ToM), what will they think when observing the false-belief task with Sally and Anne?
If they have not developed it then the child would believe that the marble is in the box that Anne moved it to, because they think that Sally knows that the marble has been moved (the child does not know that other people are not all-knowing. I.e. the child does not know Sally will have a false belief)
If they have developed the ToM, then the child will think that Sally will check the box in which she originally placed her marble. This is because the child understands that other people can have false beliefs (i.e. that they are not all knowing).
Therefore the child will think that Sally will look in the box that the marble was moved to.