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PSYC 100 > 2. Cognitive Development > Flashcards

2. Cognitive Development Flashcards

1
Q

When looking at development we look at:

A

quantitative changes
qualitative changes
continuous development
discontinuous development

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2
Q

quantitative changes

A

result of growth
ex: height, weight, brain maturation, connections between synapses

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3
Q

qualitative changes

A

(harder to measure)
changes in how we behave; perceive the world; think about the world

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4
Q

continuous development

A

theories talking about constant change (vygotsky)

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5
Q

discontinuous development

A

stage theory (piaget)

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6
Q

nature nurture debate plus example

A

interaction of genes vs environment
ex: visual cliff experiment

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7
Q

ASD (autism)

A
  • have diff w TOM
  • often lack ability to engage with other children and this could limit their development
  • is a developmental disorder w varying sympt expression
  • diagnosed based on social and communication differences, as well as repetitive behaviours and limited interests
  • decreased attention to faces
  • reduced activity of fusiform gyrus during recognition
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8
Q

functional MRI

A

measure O2 within brain bc active neurons use more O2
- do a task and measure blood flows = higher transport of O2

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9
Q

Event related potentials (ERPs)

A

EEG - electrodes to measure currents during a task

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10
Q

cognition

A

thought/reasoning
use to understand and solve problems

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11
Q

perception

A

sensory input is organized
cognition is thinking about perceptions

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12
Q

cognitive development

A

how thinking develops an changes over the lifespan
- prefrontal cortex governs higher - level processes like planning and problem-solving - it develops throughout the lifespan into adolescence

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13
Q

what is thought

A

thought allows us to make sense of and interpret our world
unified activity of diff regions of the brain
internal dialogue
influenced by typicality

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14
Q

Why are categories fuzzy

A

bc boundaries can move

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15
Q

category

A

set of objects, mental representations we form of these categories called concepts

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16
Q

ememplar

A

an example that is cognitively labelled as being in a category

17
Q

ex. of
category
concept
emplar
fuzzy

A

category - bird
concept - 1st association you made cardinal, sparrow, etc
exemplar - robin
fuzzy - emu

18
Q

What are stage theories

A

stage or discontinuous theories, see our development as taking place as specific steps where changes may seem sudden; continuous development is a cumulative process where changes are constant and gradual

19
Q

piaget

A

stage theory - discontinuous development
jean piaget studied infant/child reasoning
- kids develop knowledge schemas by assimilating (incorporating) new ideas and experiences
- existing knowledge related to the new knowledge, the child has to accommodate the new knowledge
- classified the development of reasoning into several discrete categories, through which all children must pass

20
Q

sensorimotor

A

birth - 2 yrs
child explores its senses and its newfound mobility
schemas during this stage are primarily related to basic traits and events of the world
end of this they develop object permanence

21
Q

preoperational

A

2-7 yrs
children able to express their knowledge verbally, and begin to understand more complicated sensorimotor stimuli
they can symbolize objects and events that are not physically present
do not understand operations (reversibility of events)

22
Q

concrete-operational

A

7-12 yrs
child now can understand cause and effect relationships and reversibility
kid is capable of understanding the reason “how” things happen
during this stage that children begin to understand conservation of objects

23
Q

formal operational schemes

A

12+ yrs
child/teen is now able to think theoretically and apply specific knowledge to general rules and vice versa
(ex: now learning algebra bc can now have abstract thinking)

24
Q

criticisms of piaget’s theory

A
  1. ages suggested by piaget for diff stages, underestimate the abilities of younger children and overestimate the ability of older children
  2. no actual description of what causes the advancement to a new stage and/or what are the actual changes in the child
  3. understanding the role of social learning, thought the stages was relatively independent of social contexts, while research has shown that culture and social influences play an important role in reaching stages 3 and 4
  4. development isn’t necessarily continuous - children can be at different stages for different skill sets
  5. piaget did the majority of his research on his own children
25
Q

vygotsky

A

continuous model
sociocultural theories
- children had an actual development level that represented their max current cognitive capacity
- capacity could be exceeded with the help of an
experienced teacher/helper by creating a zone of proximal development where the experience and guidance of the teacher could help the child tackle tougher mental tasks than they could alone
- suggested development was continuous and not based on a particular stage that someone was in

26
Q

information processing theories

A

mind as a computer
david klar
describe cognitive processes that underlie changes in thinking and cognition during development
- we do not respond to our enviro, but encode and process the info we receive

27
Q

the “nuture” connection to piaget

A

big criticism was piaget neglected the role of environment in shaping development
- social learning theory
- observational learning

28
Q

social learning theory

A

broadens this to say individuals can learn via imitation without being directly rewarded by the environment

29
Q

observational learning

A

praised as one of the more frequent and important sources of learning where no direct environmental reward is present -> we see the consequences of other people’s behaviour

30
Q

phonemic awareness

A

ability to identify sounds in words is a crucial skill for learning how to read -> rhyming words

31
Q

describe the major concepts of the TOM. how does it affect how we related to other ppl?

A
  • we have to infer other people’s thoughts and feelings (we can’t see them)
    TOM -> beliefs or emotions can be the cause of someone’s behaviour
  • take another person’s perspective (empathy)
  • cooperate/negotiate/problem-solve w other ppl
32
Q

category theory

A

prototypes is an overall of the whole thing
(exemplars, fuzzy’s, category, etc)

33
Q
  1. sympt of ASD
  2. how is ASD diagnosed
  3. how does it relate to elements of the social brain
A
    • ASD kids have diff initiating and understanding social interactions, lack ability to engage with other children - all could limit development
      - usually emerges in 1st 3 yrs of life with lots of variety
  2. Diagnoses is combo of clinical observations and parental reports
    - defined by diff w social interactions and communication, repetitive behaviours and limited interests (lack of eye contact, diff maintaining convos, diff w eye tracking, diff judging facial expression
  3. ASD relate to diff of social brain - reduced activity in superior temporal sulcus (biological motion) and fusiform gyrus (related to perception of faces)
34
Q

factors that influence development of TOM

A
  • social interactions** - lets kid get insight into other ppl having knowledge and thoughts that differ than their own
  • factors within child itself - language and cognitive abilities
35
Q

a psychologist who studies mental strategies participants use when problem solving is most likely working in the field of:
a) behaviour psych
b) evolutionary psych
c) clinical psych
d) cognitive psych

A

d) cognitive psych

36
Q

best def of cognition:
a) logic
b) instinctual behaviours acquired thru evolution of our species
c) mental activity associated with processing and understanding information
d) all mental activity

A

c) mental activity associated with processing and understanding information

37
Q

in a game of peek-a-boo…this game most likely examines which stage of piaget’s theory of development and what principle of development:
a) sensorimotor, object permanence
b) sensorimotor, conservation
c) preoperational, object permanence
d) preoperational, conservation

A

a) sensorimotor, object permanence

PSYC 100 (18 decks)

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