Lecture
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clinical threshold for behavioral and emotional problems and/or a diagnosable mental disorder. Studies including comparison samples of children with typical development (TD) highlight a significant difference in risk of psychopathology, with the relative risk for youth with DD (relative to youth with TD) ranging from 2.8–4.1 to 1
Between one and two years of age, infants move into a developmental stage known as early childhood. At this stage, the infant's transition into early childhood is marked by self-awareness, growing maturity in the use of language, and the presence of memory and imagination.
In early childhood, infants begin to learn to walk, talk, and make decisions on their own. An important characteristic of this age period is language development, as children learn to communicate and express their emotions and desires through vocal sounds, babbling, and eventually words. [66] Self-control also begins to develop. At this age, children take the initiative to explore, experiment, and learn from mistakes. Caregivers who encourage toddlers to try new things and test their abilities help the child become independent, self-reliant, and confident. [67] If a caregiver is overprotective or disapproves of independent action, the toddler may begin to doubt their abilities and feel ashamed of their striving for independence. The child's development of autonomy is inhibited, leaving them less prepared to deal with the world in the future. Toddlers also begin to define themselves in terms of gender roles, acting according to their perception of what a man or a woman is supposed to do.
Socially, this period of childhood is commonly referred to as the "terrible twos." Toddlers often use their newly acquired language abilities to voice their desires, but parents frequently misunderstand them because their language skills are only just beginning to develop. A person experiencing their independence for the first time at this stage is another reason for the notorious label given to this phase. Tantrums brought on by frustration are also common.
Erik Erikson divides childhood into four stages, each with its own social crisis: [70]
Play (or preschool) age, 3–5 years.
In early childhood, children are "completely dependent on the care of others." As a result, they develop "social relationships" with their caregivers and then with family members. During the preschool years (3–5 years), they "expand their social horizons" to include people outside the family. [72]
Preoperational and later operational thinking develops, meaning that actions become reversible and egocentric thinking decreases. [73]
Preschoolers' motor skills improve, so they can do more for themselves. They become more independent. This age group's world is no longer entirely dependent on the care of others. More people play a part in shaping their individuality. Preschoolers explore and ask questions about their world. [74] For Jean Piaget, the child is "a little scientist" who investigates and reflects on these explorations to increase their competence, and does so "in a very independent manner." [75]
Play is the main activity for children aged 3–5. For Piaget, through play "the child reaches a higher level of cognitive development." [76]
In their expanded world, children aged 3–5 try to find their own way. If this is done in a socially acceptable manner, the child develops initiative. Otherwise, the child develops a sense of guilt. [77] Children who develop a "sense of guilt" rather than "initiative" have failed to resolve Erikson's psychosocial crisis for the 3–5 age group.
Middle childhood, 6–12 years.
For Erik Erikson, the psychosocial crisis of middle childhood is Industry versus Inferiority, which, if successfully resolved, instills in the child a sense of competence. [70]
Across all cultures, middle childhood is a time for developing "the skills that will be needed by their society." [78] School is an arena in which children can see themselves as "industrious (and worthy)." They are "evaluated for their schoolwork and often for their industry." They can also develop industry outside of school, in sports, games, and volunteering. [79] Children who achieve "success in school or games can develop a sense of competence."
"The danger during this period is that a sense of inferiority and inadequacy will develop. [78] Parents and teachers can 'undermine' a child's development by failing to recognize achievements or by being overly critical of the child's efforts. [79] Children who are 'encouraged and praised' develop faith in their competence. A lack of encouragement or ability to succeed leads to a 'sense of inferiority and inadequacy' [80]."
The Centers for Disease Control and Prevention (CDC) divide middle childhood into two stages, ages 6–8 and 9–11, and provide "developmental milestones for each stage." [81]
Middle childhood (7–10).
As they enter elementary school, children in this age group begin to think about the future and their "place in the world." Working with other students and wanting their friendship and approval become more important. This leads to "greater independence from parents and family." As students, they develop the mental and verbal skills needed "to describe experiences and talk about thoughts and feelings." They become less self-centered and show "more concern for others." [82]
Middle childhood (9–11).
For children aged 9–11, "friendships and peer relationships" become stronger, more complex, and more important. This leads to greater "peer pressure." They become even less dependent on their families and face serious academic challenges. To cope with this challenge, they increase their attention span and learn to see other points of view. [83]
Adolescence is the period of life between the onset of puberty and full commitment to an adult social role, such as worker, parent, and/or citizen. It is a period known for the formation of personal and social identity (see Erik Erikson) and the discovery of moral purpose (see William Damon). Intelligence is demonstrated through the logical use of symbols associated with abstract concepts and formal reasoning. A return to egocentric thinking often occurs at the start of this period. Only 35% develop the ability to reason formally during adolescence or adulthood. (Huitt, W. and Hummel, J., January 1998) [84]
It is divided into three parts, namely:
The adolescent unconsciously explores questions such as "Who am I? Who do I want to be?" Like toddlers, adolescents must explore, test limits, become autonomous, and settle on an identity or sense of self. Choosing an identity requires trying out different roles, behaviors, and ideologies. Role confusion and an inability to choose a career can result from a failure to achieve a sense of identity, for example through friends.
Early adulthood generally refers to the period from ages 18 to 29 [85] and, according to theorists such as Erik Erikson, is a stage in which development mainly centers on maintaining relationships. [86] Examples include forming bonds of intimacy, maintaining friendships, and eventually starting a family. Some theorists argue that the development of intimacy skills depends on resolving previous developmental stages. A sense of identity acquired at earlier stages is also necessary for developing intimacy. If this skill is not learned, the alternative is alienation, isolation, fear of commitment, and an inability to depend on others.
A related framework for studying this part of the lifespan is emerging adulthood. Scholars of young adulthood, such as Jeffrey Arnett, are not necessarily interested in relationship development. Instead, this concept suggests that after adolescence people move into a period characterized not by relationship-building and an overall sense of stability in life, but by years of living with parents and phases of self-discovery and experimentation. [87]
Middle adulthood generally refers to the period from ages 29 to 49. During this period, middle-aged adults experience a conflict between generativity and stagnation. They may either feel that they are contributing to society, the next generation, or their immediate community, or they may develop a sense of aimlessness.
Physically, middle-aged people experience a decline in muscle strength, reaction time, sensitivity, and cardiac output. Women also go through menopause, on average at 48.8 years of age, along with a sharp drop in the hormone estrogen. [88] In men, the equivalent disruption of the endocrine system is called andropause. Andropause in men is a hormonal fluctuation with physical and psychological effects that can be similar to those seen in women during menopause. As men age, declining testosterone levels can contribute to mood swings and reduced sperm count. Sexual response may also be affected, including delayed erection and longer periods of penile stimulation required to reach ejaculation.
The significant impact of the biological and social changes that women and men face in middle adulthood is reflected in the fact that depression rates peak at around age 48.5 worldwide. [89]
The World Health Organization holds that there is "no general agreement on the age at which a person becomes old." Most "developed countries" set the age at 60 or 65. In developing countries, however, it is the inability to make an "active contribution" to society, rather than chronological age, that marks the onset of old age. [90] According to Erikson's stages of psychosocial development, old age is the stage at which people evaluate the quality of their lives. Reflecting on their lives, people in this age group develop a sense of integrity if they conclude that their life has been successful, or a sense of despair if their assessment points to a failure to achieve their goals. [91]
Physically, older people experience a decline in muscle strength, reaction time, endurance, hearing, distance perception, and sense of smell. [92] They are also more susceptible to diseases such as cancer and pneumonia due to a weakened immune system. [93] Programs aimed at maintaining balance, muscle strength, and mobility have been shown to reduce disability among older people with mild (but not more severe) degrees of disability. [94]
Sexual expression depends largely on a person's emotional and physical health. Many older people continue to have an active sex life and are satisfied with their sexual activity. [95]
Mental disintegration can also occur, leading to dementia or diseases such as Alzheimer's disease. The average age of onset of dementia is 78.8 years for men and 81.9 years for women. [96] It is generally accepted that crystallized intelligence increases into old age, whereas fluid intelligence decreases with age. [97] Whether normal intelligence increases or decreases with age depends on the measure and the study. Longitudinal studies show that perceptual speed, inductive reasoning, and spatial orientation decline. [98] An article on adult cognitive development reports that cross-sectional studies show that "some abilities remained stable until early old age."
Immortalism (from Latin immortalitas, "immortality") is a system of views based on the desire to avoid death or postpone it for as long as possible.
A distinction should be made between scientific immortalism and esoteric immortalism, which differ radically from one another in terms of the methods proposed for achieving this goal.
Biological immortality — the absence, in a given biological species, of an increase in mortality over time from a certain age onward (in other words, a situation in which the probability of death per unit of time does not increase with age, meaning that organisms of this species do not die of old age). However, no creature is truly immortal, since it can still be killed by external factors.
Digital immortality — a hypothetical technology concept that would make it possible to preserve and transfer a person's personality onto more durable information carriers, that is, computers, and in the future allow a virtual copy to communicate with people. Based on information gathered about a person during their lifetime, the copy of their personality should be able to behave, react, and think in the same way as that person. Such a process is similar to a backup copy.
Negligible senescence is a term first introduced by Caleb Finch in 1990 . A number of authors use the term "insignificant aging," but this term, like "negligible senescence," is simply a variant translation of the English term "negligible senescence" coined by Finch.
The term negligible senescence refers to a rate of aging that is statistically difficult to distinguish from zero within the scale of a given sample, as well as to "non-aging" — a zero correlation between age and probability of death. In other words, it refers to cases of potential immortality in species whose individuals exhibit an enormous maximum lifespan (MLS), making it impossible to visually observe signs of their aging.
Negligible senescence as a phenomenon has traditionally been one of the strongest scientific arguments for concentrating humanity's efforts on the fight for radical life extension and for overcoming human aging
A significant proportion of supporters of transhumanism and singularitarianism place great hope in being able to achieve digital immortality by 2045 as part of the "2045 Initiative," by creating one or more non-biological functional copies of their brain, thereby leaving behind their "biological shell"
Modern views on the nature and mechanisms of negligible senescence. The factors listed below drive aging, shortening the lives of all living creatures except those species characterized by negligible senescence:
gene mutations,
Opinions among modern researchers differ as to why organisms of species characterized by negligible senescence are insensitive to such dangerous threats.
At the World Congress on Gerontology, held in 2009 and bringing together leading experts in the field, one of the sessions was titled: "Human aging is no longer an unsolvable biological problem"
Modern science is moving toward a radical extension of human lifespan. Thanks to the invention of antibiotics and other advances in medicine over the course of the 20th century, average life expectancy in developed countries rose from 47 to 77 years. Any further increase in life expectancy — to 100–120 years or more — will apparently require a serious restructuring of the human body, both at the molecular level and at the level of organ and skeletal structure. This is already a task for transhumanism, one that goes far beyond the scope of modern medicine.
According to physicist Richard Feynman, there are no fundamental principles that limit the length of life or forbid immortality: "If a person tried to build a perpetual motion machine, they would run up against a prohibition in the form of a physical law. Unlike that situation, there is no law in biology that mandates the finiteness of every individual's life"
Immortalism is a key and foremost component of transhumanist ideology and is actively supported by all of its organizations.
In 2016, Chinese businessman Jack Ma stated that in the future the secret of immortality would be revealed and that a law would have to be passed mandating a limit on human lifespan
Variables related to parenting alone typically account for 20 to 50 percent of the variance in child outcomes.
All parents have their own parenting style. According to Kimberly Copko, parenting styles "are based on two aspects of parental behavior: control and warmth. Parental control is the degree to which parents manage their children's behavior. Parental warmth refers to how much parents accept and respond to their children's behavior."
The child development literature describes the following parenting styles:
The roles of parents in child development are usually focused on the role of the mother. However, recent literature holds that the father plays an important role in child development. Supporting the role of fathers, studies have shown that 15-month-old children benefit significantly from extended interaction with their father. In particular, a study conducted in the US and New Zealand found that having a biological father present was the most significant factor in reducing rates of early sexual activity and rates of teenage pregnancy in girls. [107] In addition, another argument holds that neither the mother nor the father is actually essential for successful child-rearing, and that single parents as well as homosexual couples can support positive outcomes for a child. According to these studies, children need at least one consistently responsible adult with whom the child can have a positive emotional bond. Having more than one such figure increases the likelihood of positive outcomes for the child.
Another parental factor that is often discussed in terms of its effect on child development is divorce. Divorce in itself is not a determining factor of negative outcomes for the child. In fact, most children from divorced families fall within the normal range of indicators of psychological and cognitive functioning. A number of mediating factors play a role in determining the consequences of divorce for the child; for example, divorce in families with young children often faces harsher consequences in terms of demographic, social, and economic changes than families with older children. Positive parenting after divorce is part of a pattern associated with positive child behavior, while hostile parental behavior leads to a destructive pattern, putting children at risk. In addition, the direct parent-child relationship also affects child development after divorce. Overall, the protective factors contributing to positive child development after divorce are maternal warmth, a positive father-child relationship, and cooperation between parents.
01. Age-related characteristics are influenced by ethnic factors
Correct answer: a) yes. Age-related characteristics are influenced by ethnic factors
02. Role-play as a leading activity is characteristic
Correct answer: d) of preschool age
03. A psychological developmental achievement of infancy is
Correct answer: a) the need for communication with people and an emotional attitude toward them
04. Intimate-personal communication activity is the leading activity
Correct answer: b) in adolescence
05. The developmental achievements of adolescence are
a) a change in the system of relations with the environment
b) self-esteem
c) transition to thinking in concepts
d) the formation of self-awareness
Correct answer: a) change in the system of relations with the environment; c) transition to thinking in concepts
06. The leading activity of youth is
a) learning
b) socially useful activity
c) professional activity
d) educational-professional activity
e) emotional communication
Correct answer: d) educational-professional activity
07. Adults' verbal instructions begin to regulate a child's behavior
a) in the first year of life
b) in the second year of life
c) in the third year of life
Correct answer: c) in the third year of life
08. In early childhood, color is the primary characteristic defining an object
a) yes
b) no
Correct answer: b) no. In early childhood color is not the primary characteristic defining an object
09. In their behavior, primary school children are most often guided by the moral judgments and evaluations of the actions
a) of parents
b) of teachers
c) of peers
Correct answer: b) of teachers. In their behavior, primary school children are most often guided by the moral judgments and evaluations of teachers' actions
10. The leading cognitive mental process on which the successful learning of a primary school child depends the most is
a) sensation
b) perception
c) memory
d) thinking
e) speech
f) imagination
Correct answer: b) perception. The leading cognitive mental process on which the successful learning of a primary school child depends the most is perception.
11. The tasks of educational psychology include
a) developing methods of psychodiagnostics
b) identifying patterns of knowledge acquisition
c) teaching the psychological foundations of the educator's work
d) studying the psychological foundations of the learner's activity
e) forming principles, forms, and methods of teaching and upbringing
Correct answer: the tasks of educational psychology include b) identifying patterns of knowledge acquisition, c) teaching the psychological foundations of the educator's work, d) studying the psychological foundations of the learner's activity
12. The branches of educational psychology are
a) educational technologies
b) the didactic foundations of teaching
c) the psychology of learning activity
d) the psychology of pedagogical activity
Correct answer: the branches of educational psychology are c) the psychology of learning activity, d) the psychology of pedagogical activity
13. Indicators of learning ability are
a) academic motivation
b) initiative
c) modes of thinking
d) academic performance
e) receptiveness
Correct answer: b) initiative, e) receptiveness. Indicators of learning ability are b) initiative and e) receptiveness
14. Among the general actions included in learning activity are the ability to
a) control
b) plan
c) model
d) evaluate
Correct answer: a) control, b) plan, c) model
d) evaluate. Among the general actions included in learning activity are the ability to a) control, b) plan, c) model
d) evaluate.
15. The parameters of an action are
a) the degree of completion of the action
b) the degree of condensation of the action
c) the degree of independence
d) the degree of mastery of the action
e) the degree of generalization of the action
f) all of the above
Correct answer: The parameters of an action are: c) the degree of independence; d) the degree of mastery of the action; e) the degree of generalization of the action
16. Learning ability characterizes
a) the degree to which the learner has mastered knowledge, skills, and abilities
b) the current level of development
c) the zone of proximal development?
d) the set of intellectual properties of the learner
Correct answer: Learning ability characterizes: c) the zone of proximal development
17. The learner's zone of proximal development is determined based on the skills and abilities already formed in a particular field of knowledge
a) true
b) false
Correct answer: b) false - The learner's zone of proximal development is determined not based on the skills and abilities already formed in a particular field of knowledge
18. Which level of mastery corresponds to the stage of forming intra-system and intra-subject associations?
a) representations
b) knowledge
c) abilities
d) skills
Correct answer: The stage of forming intra-system and intra-subject associations corresponds to the level of mastery b) knowledge
19. The emotional-improvisational style is characterized by
a) a fast pace during questioning
b) informal questions
c) selection of the most interesting material
d) step-by-step working through of all the material
e) group discussions
f) systematic reinforcement of material
Correct answer: The emotional-improvisational style is characterized by: a) a fast pace during questioning; b) informal questions; c) selection of the most interesting material
20. The concept of "psychological age" includes indicators of
a) mental development
b) social development
c) organic development
d) psychological developmental achievements
e) developmental dynamics
Correct answer: The concept of "psychological age" includes indicators of: d) psychological developmental achievements; e) developmental dynamics
21. The leading activity of preschool age is
a) role-play
b) object-tool activity
c) emotional-personal communication with a close adult
d) learning activity
e) intimate-personal communication with peers
Correct answer: The leading activity of preschool age is: a) role-play
22. The psychological developmental achievements of preschool age include
a) visual-active thinking
b) the emergence of the "self," the arising of self-awareness
c) the emergence of the ability to substitute and use signs
d) the emergence of a hierarchy of motives
e) the emergence of voluntariness
Correct answer: The psychological developmental achievements of preschool age include: d) the emergence of a hierarchy of motives; e) the emergence of voluntariness
23. The leading activity of primary school age is
a) object-tool activity
b) role-play
c) learning activity
d) emotional-personal communication with a close adult
e) intimate-personal communication with peers
Correct answer: The leading activity of primary school age is c) learning activity
24. The psychological developmental achievements of primary school age include
a) reflection
b) overcoming an egocentric position
c) the emergence of a learning motive
d) mastering moral norms
e) the ability to plan one's own behavior
Correct answer: The psychological developmental achievements of primary school age include: a) reflection; c) the emergence of a learning motive; d) mastering moral norms
25. The leading activity of adolescence is
a) learning activity
b) intimate-personal communication with peers
c) role-play
d) object-tool activity
e) emotional-personal communication with a close adult
Correct answer: The leading activity of adolescence is b) intimate-personal communication with peers
26. The psychological developmental achievements of adolescence include
a) gender identification
b) psychological readiness for personal and professional self-determination
c) the emergence of conceptual generalizations
d) a sense of adulthood
e) the formation of a moral worldview
Correct answer: The psychological developmental achievements of adolescence include: b) psychological readiness for personal and professional self-determination; d) a sense of adulthood; e) the formation of a moral worldview
27. The leading activity of youth is
a) role-play
b) emotional-personal communication with a close adult
c) psychologically intimate communication
with a significant peer of the opposite sex
d) educational-professional activity
e) object-tool activity
Correct answer: The leading activity of youth is: c) psychologically intimate communication with a significant peer of the opposite sex; d) educational-professional activity
28. The psychological developmental achievements of youth include
a) professional self-determination
b) the formation of a time perspective
c) personal self-determination
d) the formation of one's own personal interests
e) mastering the process of concept formation
Correct answer: The psychological developmental achievements of youth include c) personal self-determination
29. The main tasks of early adulthood are
a) gaining autonomy from parents
b) acquiring new knowledge
+c) building an ideal model of a family
d) sensitivity to social evaluations
e) forming a stable personality structure
in accordance with an accepted ideal model of the future
Correct answer: The main tasks of early adulthood are: a) gaining autonomy from parents; c) building an ideal model of a family; e) forming a stable personality structure
a) intimate-personal communication
b) a clear awareness of one's needs, desires, and life goals with a defined time frame
c) building a new system of relationships with the people around one
d) the formation of self-awareness
e) the realization of the life goals one has set
Correct answer: The main tasks of maturity are: b) a clear awareness of one's needs, desires, and life goals with a defined time frame; c) building a new system of relationships with the people around one; e) the realization of the life goals one has set
31. The main tasks of old age are
a) preserving the integrative structure of the personality
b) creating a stable structure of life relationships
c) realizing personal self-determination
d) reviewing one's life path
e) preparing for the end of one's life path
Correct answer: The main tasks of old age are: a) preserving the integrative structure of the personality; d) reviewing one's life path; e) preparing for the end of one's life path
32. An automated mode of behavior developed through practice is
a) instinct
b) intellectual behavior
c) a skill
d) knowledge
e) an ability
Correct answer: An automated mode of behavior, developed through practice, is: c) a skill
33. A learner's mental development takes place
a) methodically
b) in leaps *.
c) sequentially
d) in a zigzag pattern
e) in a spiral
Correct answer: A learner's mental development takes place: b) in leaps
34. The capacity for reflection and the internal dialogism of consciousness are generated by
a) joint activity
b) self-observation
c) instinctive behavior programs
d) learning
e) as a result of intellectual reflection
Correct answer: The capacity for reflection and the internal dialogism of consciousness are generated by a) joint activity
35. The impetus to learning activity, connected
with the satisfaction of some need of the learner, is called
a) a set/attitude
b) an interest
c) will
d) a motive
e) a feeling
Correct answer: The impetus to learning activity, connected with the satisfaction of some need of the learner, is called d) a motive
36. A learner's educational orientation is the set of stable motives of the learner that guide their behavior
a) relatively independently of specific external conditions
b) in accordance with the surrounding situation
c) under the influence of teachers
d) under the influence of the study group
e) under the influence of parents
Correct answer: A learner's educational orientation is the set of stable motives of the learner that guide their behavior a) relatively independently of specific external conditions
37. The state of discomfort caused by a contradiction in the learning information given to a student by different teachers is called
a) a psychological barrier
b) cognitive dissonance
c) personal meaning
d) affect
e) frustration
Correct answer: The state of discomfort, caused by a contradiction in the learning information given to a student by different teachers, is called b) cognitive dissonance
38. A learner's level of aspiration is expressed in the striving to achieve learning goals of the degree of difficulty at which they consider themselves to be
a) capable
b) barely capable
c) incapable
d) motivated
e) preprogrammed
Correct answer: A learner's level of aspiration is expressed in the striving to achieve learning goals of the degree of difficulty at which they consider themselves to be a) capable
39. A learner's motives for learning activity may be
a) conscious
b) unconscious
c) partially conscious and unconscious
d) supra-conscious
e) repressed into the unconscious
Correct answer: A learner's motives for learning activity may be: a) conscious; b) unconscious; c) partially conscious and unconscious
40. An action that is part of learning activity is determined by
a) the external situation
b) the learner's perception of external conditions
c) memory
d) the goal the learner sets for themselves
e) thinking
Correct answer: An action that is part of learning activity is determined by d) the goal the learner sets for themselves
41. An operation that is part of learning activity is determined by
a) the conditions of the situation
b) perception
c) memory
d) the goal
e) thinking
Correct answer: An operation that is part of learning activity is determined by a) the conditions of the situation
42. The transition from a mental plan of action to an external one is called
a) behavior
b) instinct
c) learning
d) exteriorization
e) interiorization
Correct answer: The transition from a mental plan of action to an external one is called d) exteriorization
43. The main distinguishing characteristic of a skill is its
a) complexity
b) ease
c) duration
d) non-automatization
e) automatization
Correct answer: The main distinguishing characteristic of a skill is its e) automatization
44. The specific feature of learning activity is that the learning situation affects the learner
a) directly
b) indirectly
c) directively
d) positively
e) negatively
Correct answer: The specific feature of learning activity is that the learning situation affects the learner b) indirectly
45. The roles of participants in the teaching and upbringing process are regulated by
a) social expectations
b) personal meanings
c) internal regulations
d) law
e) legal right
Correct answer: The roles of participants in the teaching and upbringing process are regulated by a) social expectations
46. An obstacle to mutual understanding between a teacher and a student, caused by a mismatch in the meanings of the information expressed, is called
a) tactlessness
b) a semantic barrier
c) intrapsychic defense
d) perceptual defense
e) cognitive dissonance
Correct answer: An obstacle to mutual understanding between a teacher and a student, caused by a mismatch in the meanings of the information expressed, is called b) a semantic barrier
47. The way a teacher understands a student by putting themselves in the student's place is called
a) identification
b) stereotyping
c) reflection
d) empathy
e) attraction
Correct answer: The way a teacher understands a student by putting themselves in the student's place is called a) identification
48. A teacher's awareness of how they are perceived by their students is called
a) identification
b) stereotyping
c) reflection
d) empathy
e) attraction
Correct answer: A teacher's awareness of how they are perceived by their students is called c) reflection
49. A teacher's causal explanation of a student's actions by attributing to them feelings, thoughts, and motives of behavior is called
a) identification
b) causal attribution
c) empathy
d) the halo effect
e) thinking
Correct answer: A teacher's causal explanation of a student's actions by attributing to them feelings, thoughts, and motives of behavior is called b) causal attribution
50. A student's interpretation of the causes of a teacher's behavior by attributing that behavior to social patterns is called
a) identification
b) causal attribution
c) reflection
d) stereotyping
e) the halo effect
Correct answer: A student's interpretation of the causes of a teacher's behavior by attributing that behavior to social patterns is called
51. A group of students, having fixed rights and duties, a normative structure, and appointed and elected leadership, is called
a) formal
b) informal
c) a party
d) a public organization
e) a group of friends
Correct answer: A group of students, having fixed rights and duties, a normative structure, and appointed and elected leadership, is called a) formal
52. A student's conformity is manifested in their outward agreement with the opinion of their study group while internally being in
Correct answer: A student's conformity is manifested in their outward agreement with the opinion of their study group while internally being in b) disagreement
53. Correct answer: According to the theory of the stage-by-stage formation of mental actions (P.Ya. Galperin), the third stage is b) external action, spoken speech
54.
+Correct answer: The signs of students' mastery of knowledge are: a) awareness of facts, rules, concepts; b) readiness to retell the material in their own words; c) formulating rules and concepts; d) readiness to give examples to illustrate conclusions and generalizations; e) applying the material in practice
Часть 1 Developmental and Age Psychology: The Life Stages of Psychological Development
Часть 2 Immortalism - Developmental and Age Psychology: The Life Stages of
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