Volledige samenvatting Psychologie en Psychomotoriek
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Course
Psychologie En Psychomotoriek
Institution
Thomas More Hogeschool (tmhs)
Dit document is een samenvatting van het vak 'Psychologie en Psychomotoriek' uit fase 2 van de richting Logopedie en Audiologie van de Thomas More Hogeschool in Antwerpen. Dit vak wordt gegeven door meneer Roelands (psychologie) en mevrouw Bolckmans (schrijfmotoriek). Het document bevat ook een zel...
H8: Crossculturele visie op intelligentie ...................................................................................................44
1. Begrip intelligentie: universeel of cultuurgebonden? ................................................................................ 44
2. Meten van intelligentie ............................................................................................................................ 44
2.1. Groepsverschillen in intelligentie .............................................................................................................................. 44
2.2. Intelligentie is cultuurgebonden ............................................................................................................................... 44
H9: Ontwikkelingspsychologie ................................................................................................................46
1. Introductie ............................................................................................................................................... 46
1.1. Een oriëntatie op de ontwikkelingspsychologie ........................................................................................................ 46
1.2. Theoretische perspectieven op ontwikkelingspsychologie ....................................................................................... 48
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, H10: Cognitieve ontwikkeling van baby tot kleuter .................................................................................49
2. Cognitieve ontwikkeling volgens Piaget .................................................................................................... 49
2.1. Tendens tot adaptatie ............................................................................................................................................... 49
2.2. Tendens tot organisatie van cognitieve processen ................................................................................................... 49
2.3. Equilibrium tussen persoon en omgeving ................................................................................................................. 49
2.4. Cognitief schema ....................................................................................................................................................... 50
2.5. Kritische kijk .............................................................................................................................................................. 50
3. Cognitieve ontwikkeling in de babytijd = sensorimotorische stadium (geboorte – 2jaar) .......................... 51
3.1. Substadium 1: eenvoudige reflexen (0-1m) .............................................................................................................. 51
3.2. Substadium 2: primaire circulaire reacties (1-4m) .................................................................................................... 51
3.3. Substadium 3: secundaire circulaire reacties ............................................................................................................ 51
3.4. Substadium 4: coördinatie van secundaire circulaire reacties (8-12m) .................................................................... 52
3.5. Substadium 5: tertiaire circulaire reacties (12-18m) ................................................................................................. 52
3.6. Substadium 6: begin van denken .............................................................................................................................. 52
3.7. Individuele verschillen in intelligentie: is de ene baby slimmer dan de andere? ...................................................... 52
4. Cognitieve ontwikkeling in de peuter- en kleutertijd = pre-operationeel stadium (2-7jaar) ....................... 53
4.1. Kenmerken ................................................................................................................................................................ 53
4.2. Twee substadia.......................................................................................................................................................... 54
4.3. Vier onvolkomenheden in het pre-operationeel denken: ......................................................................................... 54
H11: Cognitieve ontwikkeling van kind tot oudere ..................................................................................56
5. Cognitieve ontwikkeling van kind tot oudere = concreet operationeel stadium (7-11jaar) ........................ 56
5.1. Concreet-operationeel stadium ................................................................................................................................ 56
5.2. Informatieverwerking in de schooltijd ...................................................................................................................... 56
6. Cognitieve ontwikkeling in de adolescentie = formeel operationeel stadium (>11 jaar) ............................ 57
6.1. Hypothetisch-deductief redeneren ........................................................................................................................... 57
6.2. Propositioneel denken .............................................................................................................................................. 57
6.3. De adolescent als middelpunt vh universum ............................................................................................................ 58
6.4. Gender en hoger onderwijs ....................................................................................................................................... 58
7. Cognitieve ontwikkeling in de volwassenheid = postformeel denken ........................................................ 58
7.1. Kenmerk 1: realiteitsbetrokken ................................................................................................................................. 58
7.2. Kenmerk 2: relativerend ............................................................................................................................................ 59
7.3. Kenmerk 3: persoonlijk geïntegreerd ........................................................................................................................ 59
7.4. Kenmerk 4: creatief ................................................................................................................................................... 59
8. Cognitieve ontwikkeling in de oudere volwassenheid ............................................................................... 59
8.1. Model 1: deficitmodel ............................................................................................................................................... 59
8.2. Model 2: rust-roestmodel (functietraining) .............................................................................................................. 59
8.3. Model 3: competentiemodel..................................................................................................................................... 60
H12: Sociale en persoonlijke ontwikkeling van baby tot kleuter ..............................................................61
9. Sociale en persoonlijkheidsontwikkeling in babytijd ................................................................................. 61
9.1. Basis van sociaal gedrag ............................................................................................................................................ 61
9.2. Sociale ontwikkeling .................................................................................................................................................. 62
9.3. Persoonlijkheidsontwikkeling .................................................................................................................................... 64
10. Sociale en persoonlijkheidsontwikkeling in peuter- en kleutertijd ........................................................ 66
10.1. Wie ben ik? ................................................................................................................................................................ 66
10.2. Vrienden en familie ................................................................................................................................................... 67
H13: Sociale en persoonlijke ontwikkeling bij kinderen en adolescenten .................................................68
11. Sociale en persoonlijkheidsontwikkeling in de schooltijd ...................................................................... 68
11.1. Ontwikkeling van het ‘ik’ ........................................................................................................................................... 68
11.2. Relaties: vriendschappen in schooltijd ...................................................................................................................... 70
11.3. Gender en vriendschap ............................................................................................................................................. 70
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