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CDE 430 exam 1 Practice Questions and Answers

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CDE 430 exam 1 Practice Questions and Answers four big questions - Ans:-1. what are the assumptions about human nature? are children inherently good, bad, or neither? 2. nature vs. nurture (or is this misleading)? 3. developmental change: continuous vs. discontinuous 4. active vs. passive as...

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©GRACEAMELIA 2024/2025 ACADEMIC YEAR. ALL RIGHTS RESERVED

FIRST PUBLISH OCTOBER 2024




CDE 430 exam 1 Practice Questions and
Answers


four big questions - Ans:✔✔-1. what are the assumptions about human nature? are children inherently

good, bad, or neither?


2. nature vs. nurture (or is this misleading)?


3. developmental change: continuous vs. discontinuous


4. active vs. passive


assumptions about human nature (Blake, Rousseau, Locke) - Ans:✔✔-Rousseau: children are good, let

them grow on their own


Blake: children are bad, require great deal of discipline, have to teach and regulate


Locke: blank slate, come into the world with no innate tendencies, experience is everything, guidance

and discipline


nature vs. nurture - Ans:✔✔-nature: Gessell, gene's matter and parenting does not, biology and

maturation are key in development


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, ©GRACEAMELIA 2024/2025 ACADEMIC YEAR. ALL RIGHTS RESERVED

FIRST PUBLISH OCTOBER 2024




nurture: Watson, experience and environment determine development


continuity vs. discontinuity - Ans:✔✔-continuous: changes occurs gradually over time (developmental

change, tree growing over time)


discontinuous: changes are more abrupt or categorial (developmental stages, butterfly growing into

different beings)


active vs. passive - Ans:✔✔-


psychodynamic theories (in clinical) - Ans:✔✔-


ethological/evolutionary theories (in biological) (pg. 21) - Ans:✔✔-way to understand the relationships

between and within multiple system levels from person to society that shape the development of infants

into adulthood


the child: these are the relationships occurring within the individual


microsystem: made up of the relationships between the infant and the environments with which the

infant comes to contact


mesostyem: includes the relationships between the major settings in which children are found, such as

the interaction between the family and the day care center


ecosystem: includes other social systems that do not directly contain the developing child but have some

effect on him or her

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, ©GRACEAMELIA 2024/2025 ACADEMIC YEAR. ALL RIGHTS RESERVED

FIRST PUBLISH OCTOBER 2024




macrosystem: all of the above: beliefs, laws, and values of the culture


learning approaches (classical conditioning, operant learning, social learning) - Ans:✔✔-classical

conditioning: unlearned stimulus and pair with something neutral that will get associated with the

unlearned stimulus (Pavlov's drooling dogs) (Watson: begin when child is born, feed, sleep, at same

time)


operant learning: use consequences to change the probability of a consequence happening (Skinner

pigeon) reinforcement will make a behavior increase and punishment will make a behavior decrease


positive reinforcer- an action or reared that follows the operant and increases its frequency


negative reinforcer- removal of an aversive stimulus, the absence of a consequence that increases the

frequency of the operant


social learning: learning from modeling other's behavior especially if observing behavior and


consequences (Bandura) (child wants to stay up late, parents say no and child throws a tantrum- gets 15

more minutes and little brother does the same thing to get the same reward)


cognitive developmental approaches (Piaget, information processing) (pg. 16 & 17 & 18) - Ans:✔✔-

knowledge is conceived not as a static library of information but as an active process of co-construction

(what one knows depends upon how one acts on the environment and how the environment responds

in return to those actions) between the knower and what is to be known




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