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EdrawMindEducational Psychology - Chapter 2 Psychological Development and Individual Differences✓
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Educational Psychology - Chapter 2 Psychological Development and Individual Differences✓
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Educational Psychology - Chapter 2 Psychological Development and Individual Differences✓
- bacteria
This is a mind map about bacteria, and its main contents include: overview, morphology, types, structure, reproduction, distribution, application, and expansion. The summary is comprehensive and meticulous, suitable as review materials.
- Plant asexual reproduction
This is a mind map about plant asexual reproduction, and its main contents include: concept, spore reproduction, vegetative reproduction, tissue culture, and buds. The summary is comprehensive and meticulous, suitable as review materials.
- Reproductive development of animals
This is a mind map about the reproductive development of animals, and its main contents include: insects, frogs, birds, sexual reproduction, and asexual reproduction. The summary is comprehensive and meticulous, suitable as review materials.
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- Outline
Psychological development and individual differences
Overview of Psychological Development
develop
physiological development
psychological development
Cognitive development (perceiving, remembering, thinking)
Personality development (temperament, character, ability)
Social development (parent-child relationship, peer relationship, teacher-student relationship)
The concept of psychological development: a series of psychological changes that occur throughout an individual's life from birth, to maturity, aging, and death.
eight stages of psychological development
Infant period: 0 to 1 year old
Infancy: 1 to 3 years old
Early childhood (preschool period): 3 to 6.7 years old - kindergarten
Childhood (early school age): 6.7 to 11.12 years old - primary school
Adolescence (middle school age): 11.12 to 14.15 years old - junior high school
Psychological weaning period, dangerous period
Youth: 14.15~25 years old
Early youth: 14.15~17.18 years old - high school
Late youth: 17.18 to 25 years old
Adolescence: 12 to 20 years old
Adulthood: 25 to 65 years old
Old age: after 65 years old
☆Basic characteristics of psychological development (general rules)
Continuity and Stages
Continuity (quantitative change)
Stage (qualitative change) - age + characteristics = stage
Don’t cut it all in one size, cook it in one pot
directionality and sequence
Directionality (according to a certain direction) - irreversible, from... to...; first... then...
Sequentiality (irreversible from low to high) - cannot be overstepped, cannot be used to encourage growth, and must be applied at the festival.
step by step
Imbalance (intra-individual)
Psychological development exhibits diverse development patterns due to differences in speed, arrival time, and final height.
There is speed and slowness in the same aspect - the same function Different aspects have sooner or later - different systems
Two high-speed periods: neonatal period and adolescence
Critical period (sensitive period)
Austrian ecologist Lorenz - the phenomenon of animal imprinting (a duckling recognizes its mother)
This is the period in individual development when environmental influences play the greatest role.
If you miss the critical period, you will still develop and need compensatory learning, but you will get twice the result with half the effort - Wolf Boy
Common critical periods: oral language period and counting period between 2 and 3 years old, behavioral regulation period between 2.5 and 3.5 years old, Character development period at 3 years old, image and visual development period at 4 years old, written language at 4 to 5 years old
Differences (between people)
Different people’s areas of advantage and different people’s development speeds
Complementarity and integrity, stability and variability
Factors affecting individual psychological development
Heredity: Biological Prerequisites and Material Basis
Environment: Provides a variety of possibilities Natural and social environment
Education: The leading role restricts the process, direction, trend, speed and degree of psychological development
Individual subjective initiative: the decisive role is the internal driving force of individual psychological development
☆Characteristics of psychological development of primary and secondary school students
Childhood (early school age) - primary school
The four best: the fastest growth, the greatest change, the strongest plasticity, and the best period to receive education.
Fourth grade 10 to 11 years old: Still thinking mainly about concrete images, but gradually transitioning to mainly abstract thinking
Adolescence (middle school age) - middle school
Psychological weaning period, dangerous period Characteristics: semi-mature and semi-childish
The intricate contradictions between independence and dependence, consciousness and naivety
Abstract thinking dominates, and reflective thinking appears
A qualitative leap in self-awareness; drastic changes in physical condition; discovery of the inner world; development of independent spirit
Early Youth—High School
Intelligence is approaching maturity, abstract logical thinking changes from "empirical" to "theoretical", and dialectical thinking begins to appear
The golden age of memory, when self-image is of unprecedented concern
Full of ideals for the future, firm will, conscious actions, and detached fantasy of life
Overall features
Transitional (from infancy to maturity)
Locked-in (mental activities are implicit and implicit)
Sociality (influenced by social culture)
The educational implications of psychological development of primary and secondary school students
Education must be based on certain psychological development characteristics
☆Study preparation - (physiological + psychological) development level
Learning readiness refers to the adaptability of a learner's physical and mental development level to new learning when engaging in new learning. The levels and characteristics of an individual's physical and psychological development that facilitate or impede learning.
Replenish
Students’ cognitive development and education
Piaget (Switzerland) Personal constructivism (cognitive developmentalism)
Theoretical core: "genetic epistemology" - psychological development originates from action, (action ≈ exploration), action is the source of perception and the basis of thinking
Factors affecting cognitive development
① Maturity; ② Practice and experience; ③ Balance
The essence of cognitive and intellectual development: the subject adapts to the object through action.
assimilation
adapt
cognitive development
Schema - forming your own unique cognitive structure by understanding the world
Everything you know about the world
Assimilation - no essential change in cognitive structure (quantitative change) - can explain
Integrate new things into existing cognitive structures
Accommodation - qualitative change in cognitive structure (qualitative change) - cannot be explained
New things change old perceptions (three views have collapsed)
Balance - the "equilibrium" between assimilation and adaptation - dynamic, constantly constructed and improved
adapt Schema——————→Balance Assimilate, adapt
cognitive development stage tangible before sense (Dare to sign a superstar, 271)
sensorimotor stage (0～2 years old)
Object permanence (9 to 12 months)
The production of delayed imitation
Around 18 months, babies can still imitate after the role model leaves.
Problem-solving skills begin to develop
Rely on exercise to adapt to the outside world
pre-operational stage (2~7 years old)
egocentric
Can only observe and understand the world and consider problems from one's own perspective, unable to coordinate and accept other people's perspectives
eg Three Mountains Experiment, hiding one’s ears and stealing the bell
repetition, monologue, collective monologue
collective monologue
Every child is talking, but there is no communication
Thinking is irreversible
One-way thinking, A→B✓, B→A✗
non-conservation law
Can only think in one dimension (centralization/stereotyping), thinking that when the appearance of things changes, the essence also changes
Early signal function/symbol learning (specifically)
Accumulated representational thinking
eg: If you want cookies to say "dry", you can use simple language symbols instead of physical objects.
Animism
Think everything is alive
Unable to straighten out the relationship between the whole and the parts
eg: You can answer "Are there more red flowers or blue flowers?", but you cannot answer "Are there more red flowers or blue flowers?"
Facts cannot be inferred
Only looking at the superficial phenomena of things, not knowing the deep essence (perception is the appearance, thinking is the essence)
eg: It’s dark, so I think the red flag is black.
Illogical reasoning/conduction reasoning (wrong)
eg: hunched back - sick, straightened up - sick
Cognitive activities are concrete
Before: None operations: thinking Preoperational: no thinking involved
concrete operational stage (7-11 years old)
Children in the concrete operation stage can use logical thinking to solve problems, but they must rely on the support of physical objects or intuitive images and cannot perform purely symbolic operations.
Decenter yourself
An important sign of children’s social development
reversibility of thought
Can be demonstrated in reverse direction
conservation
Important signs of the concrete operation stage
The appearance of things changes, but the unique essential attributes remain unchanged (decentralization, paying attention to multiple aspects of the situation)
eg: draw a road map
Classification
form a classification system
eg: black and white classification, round and square classification
serial number
trial-and-error
eg: Arrange the small wooden sticks of different lengths in order from longest to shortest
Think logically with the help of concrete things
formal operation stage (11 years old to adult) The development of thinking tends to mature
Hypothetical-deductive reasoning
Pendulum experiment (children in this period can think through and come up with several hypotheses about the factors that affect the speed of the pendulum, and then draw conclusions through the experiment)
reasoning by analogy
This relationship can only be understood through reflective thinking, not observation
eg: dog - fur; bird - feathers
Reversibility and compensation
Balance experiment (if the fulcrum moves out of balance, you can remove the weight or move the fulcrum)
relationship between propositions
Propositional thinking ability: chip experiment (and—or?)
flexibility of thinking
No longer abiding by the rules and thinking that the rules can be changed
reflective ability
Able to systematically list all methods to solve problems
Thinking with the help of abstract semantic symbols of various things
Vygotsky (social constructionism)
"Cultural-Historical" Development Theory
Emphasis on the role of social culture in cognitive development
two tools theory
material tools
eg: stone knife, stone axe, machine
spiritual tools
eg: language symbols
two psychological functions
Low-level psychological functions (acquired through biological evolution)
eg: simple feeling, no intention to pay attention
Advanced psychological functions (the result of cultural and historical development)
eg: It is mediated by spiritual tools, language symbols, developed in the interaction of social environment, and is restricted by human culture and history.
The essence of psychological development: Environmental and educational impacts Low-level psychological skills————————————→High-level psychological functions Convert
Internalization theory (the core idea of Vygotsky’s view of psychological development)
The essence of psychological development: Environmental and educational impacts Low-level psychological skills————————————→High-level psychological functions Convert
Internalization theory: Most development benefits from outside to inside, that is, individuals develop by absorbing knowledge from situations through internalization.
Zone of Proximal Development (ZPD)
Essence: The zone of proximal development is the difference between the level of problem solving a child can achieve with guidance and the help of an adult (or a peer) and the level a child can achieve on their own. It is actually a transitional state between two adjacent stages of development.
two levels of development
Children’s current level (actual development level)
The level of development that may be reached, the level of development that will be reached (potential development level)
The difference between the two levels is the zone of proximal development
"Teaching should be at the forefront of development"
meaning
Teaching plays a leading role in development.
It determines the content level, speed and characteristics of children's intellectual activities.
Teaching creates the zone of proximal development.
significance
Vygotsky emphasized that teaching should not only adapt to the current level of development, but also the zone of proximal development. Thereby walking in front of development and eventually crossing the zone of proximal development and reaching a new level of development.
The best learning period - the best results of teaching occur in the "zone of proximal development"
scaffolded teaching
Provide support and guidance as students attempt to solve problems beyond their current cognitive level. Help them successfully pass through the zone of proximal development and finally be able to complete tasks independently.
The only way to tutor students in a timely manner
① Set up a ladder between the existing level and the possible level. ②Teacher’s guidance is very important. ③Teacher’s guidance should be varied and ultimately achieve independence.
Personality and social development
Overview of Personality
Concept: Personality is a comprehensive psychological characteristic that is stable and unified, determines an individual's explicit and implicit behavior, and makes it stably different from the behavior of others.
structure
Temperament, personality (core), self-regulation system/self-awareness, cognitive style
feature
Uniqueness - different, people's hearts are different, everyone has their own face
Stability - consistency across time and space
Time: A country is easy to change, but a nature is hard to change. Look older at three years old and look older at seven years old
Space: behaves the same in all situations
Integration - healthy personality vs split personality
Multiple components are internally consistent, and each part is organically combined according to certain rules.
Functionality - character determines destiny
Sociality - restricted by historical conditions
eg: People in the 1970s were stable, while people in the 1980s were flexible.
Complexity – multiple aspects involved
eg: With a cold eyebrow and a thousand fingers, he bows his head and is willing to be a bully
How to set special fairness
Factors affecting personality formation and development
biological genetic factors
social factors
Family parenting style - Baumning
Authoritarian, indulgent, democratic
Authoritativeness - self-confidence, strong control ability, optimistic and positive attitude, diligent and hard-working Authoritarian type - anxious and withdrawn, hostile to others, difficult to adapt to the environment Doting type - poor self-control, impulsive, highly dependent, lack of perseverance Neglecting type - difficulty adapting to new environment, little interest, poor self-control, distrust of others
Two dimensions: Requirements – parents’ standards for their children Responsiveness - Acceptance, love, and sensitivity to children's needs
School education - guidance and orientation
Lewin: Authoritarian, laissez-faire, democratic
peer group
personal subjective factors
self conscious
constitute
Self-knowledge (primary component of cognition): self-observation and self-evaluation
Self-experience (emotion): self-esteem and self-confidence
Self-monitoring (behavioral volition component): volitional control, self-examination, self-monitoring, self-regulation
① Observe that you are fat and think that you are fat ②Hence inferiority complex ③Decided to lose weight, eat less food and exercise more
develop
Physiological self (egocentric stage) - mature around three years old, the most primitive form (understanding the self from a physiological perspective)
Social self (objectification period) - basically mature in adolescence and restrained by social norms
Gradually transition from the evaluation of gullible adults to the evaluation of independent self
Poor self-regulation ability, inconsistent words and deeds
Psychological self (subjective self period) - begins to form and develop during adolescence
Self-evaluation becomes more and more objective, fair and comprehensive, has social morality, forms self-ideal, and pursues the most valuable and valuable goals.
Development of students’ self-awareness
Elementary school: Children’s self-awareness belongs to the period of objectification
Rapid development in grades 1 to 3 (the first rising period), steady development in grades 3 to 5, and accelerated development in grades 5 to 6 (the second rising period)
Junior high school: Adolescence is the second leap period in the development of self-awareness (the first leap period is infancy)
A sense of adulthood appears, a sense of self-esteem is enhanced, and a sense of inferiority appears.
High School: The development of independent ideas in self-awareness. The second year of high school is the stage when all components of students’ self-awareness generally improve.
representative figure
Freud
Personality three self
Id (biological instinctive self)
pleasure principle
Self (psychosocial self)
reality principle
Self, on the one hand, regulates the id, on the other hand, it is controlled by the superego
Superego (moral ideal self)
moral principles
personality development stages
Oral stage (0 to 1 year old), anal stage (1 to 3 years old), genital stage (3 to 6 years old) - Electra and Oedipus Latent period (6 to 12 years old), genital stage (12 to 18 years old) - puppy love
Erikson, stage theory of personality development
Premise: development crisis, development task
eight stages
Marcia
identity state model
Identity acquired
High exploration, high commitment
eg: Finding the direction of life at a young age
identity delay
High exploration, low commitment
eg: I have been thinking for a long time and don’t know the direction of life.
Identity synostosis (closure, rejection)
Low exploration, high commitment
eg: Coming from a well-educated family, the direction of life is determined early, without thinking.
Identity diffusion (confusion)
Low exploration, low commitment
eg: confused and never thought about the direction of life
Exploration (Crisis): Looking for what to do Commitment: Set goals
individual differences
cognitive ability differences (intelligence differences)
Individual Differences
Differences in intelligence performance between morning and evening
Smart and precocious VS late bloomer
Differences in intellectual development levels
Intelligence level normal distribution/normal distribution/bell curve
Below 70 is behind, above 130 is extraordinary, above 140 is genius.
Differences in types of intellectual development
There are qualitative differences in various factors (perception and lovesickness) - liberal arts VS science
Type does not indicate intelligence level
group differences
age difference
Young people vs old people
racial differences
Jewish
gender differences
Originating from social culture
The overall level of intelligence of men and women is roughly equal
Degree of dispersion: Male>Female
There are differences in the intellectual structure of men and women, and each has its own areas of advantage.
Differences in cognitive styles (cognitive style)
Cognitive style/cognitive style refers to people's preferred information processing method in cognitive activities, which mainly affects students' learning styles.
Learning style (according to sensory channels)
Visual - reading and taking notes
Auditory type - listening to the teacher
Kinesthetic – Experiment
type
field dependence
based on external reference
Easily suggestible, lacks initiative in learning, and is dominated by external motivation
Interests and preferences: Humanities, social sciences
Suitable for rigorously structured teaching - conclusion type
Good at grasping the whole and prefers a general way of perceiving the whole
field independence
Based on internal clues
Think deeply, learn independently, and be governed by intrinsic motivation
Interests and preferences: science, natural sciences
Suitable for loosely structured teaching - open style
Like to analyze from the whole, like the analytical way of perception
Herman Witkin - Mosaic Figure Test, Physical Adaptation Test
Impulsive type - fast, high error rate, thinking holistically, processing holistically (seeking speed)
Contemplative type - slow speed, low error rate, thinking from details, cautious, detailed processing (seeking accuracy)
Jerome Kagan - Experiments on matching similar figures
Gordon Pask
Holistic: combines multiple attributes
Serial type: one attribute per step
Koller
divergent
Reflective observation + concrete - free speech, group discussion
Aggregation
Active experimentation + abstraction - applying theory to practice
Assimilation type
Reflective observation + abstraction - listen to lectures and internalize the abstract content into your own
compliant
Active experiment + concrete - on-site investigation, laboratory work
Radial type - find the most suitable answer Divergence - multiple answers, creative ideas
guildford
personality differences
Characteristic differences in personality
allport
common traits
Groups under the same cultural form share common characteristics
eg: Shanghai people are stingy
Personal qualities
Primary trait - the most typical and general trait of a person (only one)
eg: Lei Feng, willing to help others
Central (Important) Trait – A few important traits (five to ten) that make up an individual’s uniqueness
eg: Xiang Yu is headstrong, loves great achievements, and doesn’t understand people well...
Secondary traits - some less important traits of an individual (shown in special circumstances)
cartel
Surface characteristics: qualities that can be directly observed from external behavior
Root traits: The reasons need to be analyzed; the latent variables that determine explicit behavior are the essence of personality
Factor analysis method, 16 independent root traits
personality type differences
tropism theory
Extroversion Introversion - Jung
independent submission theory
Independence and Submission - Witkin
Rational type (strong self-control), Will type (not affected by emotions), Emotional type (affected by emotions)
modern trait theory