11.3 Flashcards
What types of adjustment can be made to schemas?
As_im_lation
Ac_omo_ation
Assimilation: no changes made to the existing schema
Accommodation: adapt schema to fit new information
Sensorimotor stage
- birth to 2nd birthday
what does the infant focus on?
How do they explore new objects?
language abilities?
- infant focuses on the NOW
- explore new objects physically e.g. put them in their mouth
- object permanence
- language abilities develop rapidly => can form short sentences, e.g. want cookie, leads to the pre-operational stage
What is object permanence?
=> knowing a subject or object exists out of eyesight
Infants under age of 8 months: cannot form mental representations for objects that are not in their sight
Age of 8 months: infants become more persistent and will look for it
=> achieving sufficient growth in the prefrontal cortex
Pre-operational stage
- age 2 to 6
Symbolic thinking?
Conservation tasks?
Egocentric? What are they limited by?
- improvement in symbolic thinking: protests for the mother to stay (not object permanece, knows she exists when she leaves the room)
- still incapable of conservation tasks (abstract concept)
- limited ability to see things from a different perspective => ECOCENTRISM
- limited by beliefs that appearances are real
Concrete operational stage
- ages of 6 and 12
Thinking changes?
- thinking becomes more logical => can solve problems of conservation
- however, still unable to handle abstract concepts (children reasoned best when allowed to engage in hands on learning)
Formal operational stage (cognitive development maturing)
- begins around age of 12
Abstract concepts?
Problem solving?
- abstract concepts: what ifs scenarios
Problem solving:
Younger children - approach by trying things out and observing outcome/consequence
Teens - think thru several scenarios more strategically
Criticisms of Piaget
- his theories based one his own children‘
- he did not look at individual differences (species POV)
- mechanisms for moving from one stage to the next?
- underestimated capabilities of younger children?
Alt approach: Vygotsky
Piaget: individual gains knowledge of world by exploring it
Vygotsky: by interacting socially and collaboratively with parents, teachers, etc…
=>what does he stress the roles of?
Stressed role of culture and cultural differences in development of child
- culture teaches what and how to think
- language: communication
Information processing: important extensions to Piaget’s theory
- describes SPECIFIC changes in the child’s ability to reason => development of working memory
- foundation for changes in reasoning ability (increase in rate of processing info)
- maturation of brain structures in age 2: memory abilities change dramatically
Naïve theories
- Piaget’s suggestion that children’s abilities to understand objects in their world develop over time
=> seems they actually do understand a great deal before having much experience
Theory of Mind
- lack of awareness due to egocentrism
- TOM occurs when ppl understand that others have beliefs, desires, intentions DIFFERENT from their own
The “Sally-Anne” task
- emerges around age 3-4
