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Chapter 1

by: Renee Morris

Chapter 1 BIOEE1780: Evolutionary Biology

Renee Morris
GPA 3.5

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About this Document

The notes from last class.
Biology: Evolution and Biodiversity
John I. Lovette
Class Notes
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This 4 page Class Notes was uploaded by Renee Morris on Tuesday July 19, 2016. The Class Notes belongs to BIOEE1780: Evolutionary Biology at Cornell University taught by John I. Lovette in Summer 2016. Since its upload, it has received 10 views. For similar materials see Biology: Evolution and Biodiversity in Biology at Cornell University.

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Date Created: 07/19/16
Scheme – Patter of action of mental structure involved in learning and organizing knowledge Assimilation – Incorporating info into existing scheme Accommodation – The creation of new scheme of transferring old schemes to accept and incorporate new info Piaget’s Cognitive Development Theory Characteristics of the stages of development Look at handout for actual notes and shit Baseball  Drop/throw the ball to have the adult pick it up  Start trying to purposefully throw the ball and hold the bat and hit the ball with it Preoperational  Could start throwing the ball well and hitting the bat but not learning the rules Concrete  Developing their skills more  Learning the rules and playing the rules Formal Operations  Has develop their skills a lot now  Can incorporate new rules Vygotsky’s Sociocultural Theory  Focuses on the way kid’s cognitive development is influenced by cultural and people who teach them  Kid’s social interaction w/adults, organizes a child’s learning experiences in a way that the child acquires information  Focused on teacher-learned relationshop  Key ideas od theory o Zone of proximal development  Range of tasks a child can carry out with the help of someone who is more skilled  Done by gearing adult assistance to child’s capabilities o Scaffolding  Temporary cognitive structures or methods of problem solving that help the child as they learn to function independently  Guiding decreases as child becomes more skilled and self- sufficient Kohlberg’s Moral Development theory 1. Level 1 Preconvention Morality Ages 7 - 10 a. Stage 1 – Do no get caught b. Stage 2 – What is in it for me? 2. Level 2 Conventional Morality Ages 10 - 16 a. Stage 3 – I want to be good/nice b. Stage 4 - Preserve social order- everyone should follow rules 3. Level 3 Postconventional Morality Ages 16+ a. Stage 5 – Ensure the rights and well being of each other b. Stage 6 – What is best for each individual involved The Game: Tag 1. Level 1 a. Don’t want to be caught. b. They lie about being tagged 2. Level 2 a. Start playing by the rules b. Enforce the rules when people don’t follow them c. Call people out on lying d. Everyone, including younger kids, should follow the rules 3. Level 3 a. Monitor/reference b. Make sure everyone is playing by the rules c. Solve arguments in the game Bambi’s Development Reflex Unlearned response  Startled response to owl Harlow’s Contact Physical contact is a  Bambi gets comfort experiment basic need for comfort comfort from being with his mom  Chipmunk using the squirrels tail Piaget’s cognitive Pattern of action or  Learning how to Development Theory mental structure wake Schema  New schema for rain Assimilation Putting info into  Walking down the existing hill categories/schemas  Running, jumping Accommodation Creating new  Vocabulary categories for new  Rain information  Echo Sensorimotor stage Uses senses and motor  Experiences the skills to experience environment by environment walking  Smelling the flower Object permanence Out of sight, not out of  The butterfly mind  The mother Preoperational stage Early use of words  Says goodbye to the birds  Learning to say bird Centration Can only focus on one  Can only focus on aspect of a situation at the butterfly or a time the flowers at a time  Can only focus on one raindrop at a time  Thumper only looking at what Bambi can’t do Egocentrism Inability to take  Thumper thinks perspective of someone Bambi is wrong else for not knowing things Overextension Talk about more objects  Thinks the than they have words butterfly is a bird for  The flower is called a butterfly  The skunk is called a flower Lorenz’s Imprinting Attach to first moving  Bambi attached object to his mother  Mother with the baby quails Initial-pre-attachment Indiscriminate phase attachment Attachment-in-the- Prefers familiar figures making Clear-cut attachment Depends on primary caretaker Kohlberg’s Moral Knowing right from Development Theory wrong Preconvention level Obeys rules, obedient  Thumper Conventional level Behaves to please  The skunk others  Bambi Vygotsky’s Cognitive development  The animals are Sociocultural theory due to cultural and teaching Bambi those who teach us how to speak and jump Zone of proximal Can do if someone  Learns how to development helps hop over the log with the bunnies help Scaffolding Temporary structure, methods, supports that help learning process Parenting styles Strict, supportive,  The bunnies Authoritative loving mother  Bambis mother Authoritarian Strict, forceful, poor  Thumpers father communicator


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