3 COG FOUNDTATIONS Flashcards
1
Q
changes over time in how ppl THINK/SOLVE PROBS + how their capacities for MEMORY + ATTN change
A
COG DEVMT
2
Q
Swiss developmental psychologist best known for theories of COG + MORAL DEVMT
A
JEAN PIAGET
3
Q
period in which abilities = organized in a coherent/interrelated way
A
COG STAGES
4
Q
organization of cog abilities into a single pattern such that thinking in all aspects of life = reflection of that structure
A
MENTAL STRUCTURE
5
Q
approach to understanding cognition that emphasizes the changes that take place at diff stages
A
COGNITIVE-DEVELOPMENTAL APPROACH
6
Q
process by which abilities develop thru GENETICALLY BASED devmt w LIMITED influence from the envmt
A
MATURATION
7
Q
PIAGET believed that ___ = an active process in which children SEEK OUT info + stimulation in the envmt that matches their level of thinking
A
MATURATION
8
Q
OTHER THEORISTS saw envmt as ACTING ON the child thru ___/___ rather than seeing the child as the active agent
A
REWARDS/PUNISHMENTS
9
Q
mental structure children use to ORGANIZE/INTERPRET info that constructs their REALITY
A
SCHEMES
10
Q
FOR INFANTS: SCHEMES = based on ___ + ___ processes such as sucking/grasping
A
SENSORY + MOTOR
11
Q
- ASSIMILATION
- ACCOMMODATION
A
2 PROCESSES INVOLVED IN THE USE OF SCHEMES
12
Q
cog process that occurs when NEW INFO = ALTERED to fit into an EXISTING SCHEME
A
ASSIMILATION
13
Q
breast-feeding infant alters new info about sucking on a bottle to fit into their existing knowledge on how to suck from a nipple
A
EXAMPLE OF ASSIMILATION
14
Q
cog processes that occurs when a SCHEME = CHANGED to adapt to NEW INFO
A
ACCOMMODATION
15
Q
breast-feeding infant’s scheme of sucking milk from a nipple = changed when they realize sucking on a ball/rattle will NOT produce milk
A
EXAMPLE OF ACCOMMODATION
16
Q
STAGE OF COG DEVMT FROM AGES 0-2: learn to coordinate activities of SENSES w MOTOR activities
A
SENSORIMOTOR STAGE
17
Q
STAGE OF COG DEVMT FROM AGES 2-7: capable of SYMBOLIC REPRESENTATION such as LANG but have LIMITED use of MENTAL OPERATIONS
A
PREOPERATIONAL STAGE
18
Q
STAGE OF COG DEVMT FROM AGES 7-11: capable of using MENTAL OPERATIONS but only in CONCRETE/IMMEDIATE experience (difficulty thinking HYPOTHETICALLY)
A
CONCRETE OPERATIONAL STAGE
19
Q
STAGE OF COG DEVMT FROM AGES 11-15/20: capable of thinking LOGICALLY + ABSTRACTLY + of formulating HYPOTHESES + testing them systematically
A
FORMAL OPERATIONS STAGE
20
Q
cog activity involving MANIPULATING + REASONING abt objects
A
MENTAL OPERATIONS
21
Q
children = easily enchanted by stories of pumpkin changing into a carriage bc they have ___ understanding of ___ ___
A
LIMITED; MENTAL OPERATIONS
22
Q
at ___ STAGE: children can understand that if u take water from one glass + pour it into a taller/thinner glass that the amt of water stays the same + they can mentally reverse this action
A
CONCRETE OPERATIONAL
23
Q
at ___ STAGE: children can understand math formulas as long as the objects in the calculations = real objects such as dollars, apples, etc
A
CONCRETE OPERATIONAL
24
Q
cog changes in FORMAL OPERATIONS stage = IMPORTANT bc they involve devmt of: 1. ___, 2. ___ + 3. ___
A
- ABSTRACT THOUGHT
- SYMBOLIC THOUGHT
- REFLECTIVE THINKING
25
PIAGET'S classic test of FORMAL OPERATIONS in which persons = asked to figure out wat determines speed at which a pendulum sways side to side
PENDULUM PROBLEM
26
PENDULUM PROB: children in ___ STAGE approach prob w RANDOM ATTEMPTS changing more than one variable at a time
CONCRETE OPERATIONAL
27
PENDULUM PROB: children in ___ STAGE approach prob by using HYPOTHETICAL thinking involved in scientific experiment by changing ONE variable at a time while holding others constant to systematically come to an answer
FORMAL OPERATIONS
28
PIAGET'S term for process by which FORMAL OPERATIONAL thinker systematically tests possible solutions to a prob + arrives at an answer that can be DEFENDED + EXPLAINED
HYPOTHETICAL-DEDUCTIVE REASONING
29
thinking in terms of SYMBOLS/IDEAS/CONCEPTS
ABSTRACT THINKING
30
concepts such as TIME/FRIENDSHIP/FAITH that cannot be seen/touched/tasted
EXAMPLES OF ABSTRACT THINKING
31
thinking about thinking
METACOGNITION
32
thinking that takes into acc multiple connections + interpretations such as use of METAPHOR/SATIRE/SARCASM
COMPLEX THINKING
33
the ___ STAGE has been critiqued the most bc NOT ALL ADULTS actually use this kind of thinking
FORMAL OPERATIONS
34
1. many INDIV DIFFS + large proportion of ppl use FORMAL OPERATIONS either INCONSISTENTLY/NOT AT ALL
2. in many cultures FORMAL OPERATIONS DON'T develop in most ppl
2 LIMITATIONS OF PIAGET'S THEORY OF FORMAL OPERATIONS
35
approach to research that focuses on how indivs differ within a group (e.g. performance on IQ tests)
INDIV DIFFS
36
5th stage of COG DEVMT
POSTFORMAL OPERATIONAL STAGE
37
types of thinking BEYOND formal operations involving GREATER AWARENESS of complexity of real-life situations such as in use of PRAGMATISM + REFLECTIVE JUDGEMENT
POSTFORMAL THINKING
38
type of thinking that involved adapting LOGICAL THINKING to PRACTICAL CONSTRAINTS of real-life situations
PRAGMATISM
39
type of thinking that develops in emerging adulthood involving a growing awareness that most probs do NOT have a single solution + that probs must often be addressed w crucial pieces of info MISSING
DIALECTICAL THOUGHT
40
capacity to evaluate the accuracy + logical coherence of evidence + arguments
REFLECTIVE JUDGEMENT
41
cog tendency to see situations + issues in polarized/absolute/black+white terms
DUALISTIC THINKING
42
1. LATE TEENS: MULTIPLE THINKING
2. EARLY 20S: RELATIVISM
3. END OF COLLEGE YEARS: COMMITMENT
3 STAGES OF REFLECTIVE JUDGEMENT
43
cog approach in LATE TEENS entailing recognition that there is MORE THAN ONE legit view of things + that it can be difficult to justify one position as the TRUE/ACCURATE one
MULTIPLE THINKING
44
cog ability in EARLY 20S to recognize legitimacy of COMPETING POVs but also compare the RELATIVE MERITS of competing views
RELATIVISM
45
go status at END OF COLLEGE YRS in which persons COMMIT selves to certain POVs they believe to be most valid while at the same time being open to REEVALUATING their views if new evidence presented itself
COMMITMENT
46
approach to understanding cognition that seeks to delineate the steps involved in the thinking process + how each step = connected to the next
INFO-PROCESSING APPROACH
47
PIAGET views cog devmt as ___ whereas INFO-PROCESSING approach views cog devmt as ___
DISCONTINUOUS; CONTINUOUS
48
view of devmt as taking place in STAGES that = distinct from one another rather than as one gradual/continuous process
DISCONTINUOUS (view of devmt)
49
view of devmt as GRADUAL/STEADY process rather than as taking place in stages
CONTINUOUS (view of devmt)
50
focus of the iNFO-PROCESSING APPROACH = the thinking processes that occur ___, NOT how mental structures/ways of thinking ___
AT ALL AGES; CHANGE W AGE
51
how iNFO-PROCESSING approach approaches cognition, indicating that involves breaking down the thinking process into its various components
COMPONENTIAL APPROACH
52
1. ATTN
2. PROCESSING
3. MEMORY
3 COMPONENTS OF HUMAN THINKING
53
ability to focus on RELEVANT info while screening out IRRELEVANT info
SELECTIV EATTN
54
ability to focus on MORE THAN ONE task at a time
DIVIDED ATTN
55
1. SENSORY MEMORY
2. SHORT TERM MEMORY
3. LONG TERM MEMORY
3 DIFF KINDS OF MEMORY
56
___ + ___ improve substantially btwn CHILDHOOD-ADO
STM + LTM
57
brief memory of info lasting btwn 1/2 sec-2 secs
SENSORY MEMORY
58
when you look at smth then close ur eyes the image (info) fades away v quickly (unless SENSORY MEM info = transferred to STM, it will DECAY v quickly)
DECAY
59
memory of info that = CURRENT FOCUS of attn + that lasts abt 30 secs
SHORT-TERM MEMORY
60
dining bits of info into clusters
CHUNKING
61
STM capacity = ___
LIMITED
62
STM capacity ___ throughout childhood + early ado until mid-teens + stays stable after 16
INCR
63
aspect of STM that refers to WHERE info = stored as it is COMPREHENDED/ANALYZED
WORKING MEMORY
64
memory for ing that = committed to LONG-TERM STORAGE so that it can be retrieved after a period when attn has NOT been focused on it (lasts for few mins-few decades)
LONG-TERM MEMORY
65
LTM capacity = ___
LIMITLESS
66
memory strategies
MNEMONIC DEVICES
67
more info in STM the ___ it is to add NEW info to it + the more info in LTM the ___ it is to add NEW info to it
HARDER; EASIER
68
1. SPEED
2. AUTOMATICITY
3. EXECUTIVE FUNCTION
3 PROCESSING FEATURES ADOS ADVANCE IN DURING ADO
69
faster processing of info INCR over ado as brain matures
ADO'S INCR IN PROCESSING SPEED
70
degree of COG EFFORT person needs to devote to processing given set of info DECR
ADO'S INCR IN AUTOMATICITY
71
ability to CONTROL/MANAGE one's cog processes IMPROVES
ADO'S IMPROVEMENT IN EXECUTIVE FUNCTION
72
cog process whereby info = TRANSFERRED from 1 form of men to another DEEPER forms of mem
ENCODING
73
common strategy used to facilitate ENCODING of info from STM to LTM
REHEARSAL
74
1. MAINTENANCE REHEARSAL
2. ELABORATIVE REHEARSAL
2 KINDS OF REHEARSAL
75
encoding Strat that involves REPETITION (usually verbal) + keeps info active in STM for LONGER amt of time which iNCR its chances of transferring to LTM
MAINTENANCE REHEARSAL
76
encoding strat taht involves connecting nEW info in STM w info already stored in LTM which = MORE effective than MAINTENANCE
ELABORATIVE REHEARSAL
77
encoding strat in which info = encoded via its MEANING
DEPTH PROCESSING
78
LIMIT of INFO-PROCESSING approach: breaking up phenomenon into SEPARATE parts to such an extent that the meaning + coherence of the phenomenon as a whole becomes LOST
REDUCTIONISM
79
thinking that involves NOT memorizing info but:
- analyzing it
- making judgements abt the meaning
- relating it to other info
- considering ways its valid/invalid
CRITICAL THINKING
80
1. wider broader range of knowledge (in LTM) than they did as children
2. have ability to consider diff kinds of info at same time
3. have strategies like REHEARSAL that give them more powerful memory than they had
3 REASONS ADOS = MORE CAPABLE OF CRITICAL THINKING THAN CHILDREN
81
1. effective
2. novel
3. self-directed
3 FEATURES OF CRITICAL THINKING
82
term applied to cog devmt meaning that cog devmt affects ALL areas of thinking no matter the topic
ORGANIZATIONAL CORE
83
how ppl think abt other ppl/social relationships/social institutions
SOCIAL COGNITION
84
ability to understand thoughts/feelings of others
PERSPECTIVE-TAKING
85
CHILDREN'S capacity for PERSPECTIVE-TAKING = ___
LIMITED
86
1. EARLY ADO (10-12): MUTUAL PERSPECTIVE-TAKING
2. LATE ADO: SOCIAL + CONVENTIONAL SYSTEM
2 STAGES OF PERSPECTIVE-TAKING
87
stage of PERSPECTIVE-TAKING in EARLY ado in which persons understand that their perspective-taking interactions w others = MUTUAL in sense that each side realizes that the others can take their perspective
MUTUAL PERSPECTIVE-TAKING
88
stage of PERSPECTIVE-TAKING where persons realize that the social perspectives of self + others = infulenced by their interaction w each other + ALSO by their ROLES in the larger society
SOCIAL + CONVENTIONAL SYSTEM
89
PERSPECTIVE-TAKING ABILITIES predict ___ + ___ bhvr
SYMPATHY + PROSOCIAL BHVR
90
ability not attribute mental states to one's self + others including beliefs/thoughts/feelings
THEORY OF MIND
91
when ados have difficulty distinguishing thinking abt their own thoughts from thinking abt thoughts of others
ADO EGOCENTRISM
92
1. IMAGINARY AUDIENCE
2. PERSONAL FABLE
2 ASPECTS OF ADO EGOCENTRISM
93
belief that others = acutely aware of + attentive to one's appearance/bhvr
IMAGINARY AUDIENCE
94
belief that you are diff from everyone else which makes u think you are INVULNERABLE to consequences of taking risks
PERSONAL FABLE
95
Chris is a teenage boy who believes that alc DOESNT affect him + that he can drive better drunk than others can sober
EXAMPLE OF PERSONAL FABLE
96
attempt to measure indiv diffs in cognition by evaluating cog abilities using INTELLIGENCE TESTS
PSYCHOMETRIC APPROACH
97
1. STANFORD-BINET TEST
2. WESCHLER TEST
2 MOST COMMON IQ TESTS IN THE WEST
98
IQ test including 4 content areas:
1. verbal reasoning
2. quantitative reasoning
3. visual/abstract reasoning
4. STM
STANFORD-BINET IQ TEST
99
IQ test including verbal + performance subsets
WESCHLER IQ TEST
100
intelligence test for children aged 6-16 w 6 verbal + 5 performance subtests
WESCHLER INTELLIGENCE SCALE FOR CHILDREN (WISC-V)
101
intelligence test for persons aged 16+ w 6 verbal + 5 performance subtests
WESCHLER ADULT INTELLIGENCE SCALE (WAIS-V)
102
subtests in WESCHLER IQ TESTS that examine VERBAL abilities
VERBAL SUBTESTS
103
subtests in WESCHLER IQ TESTS that examine abilities for ATTN/SPATIAL PERCEPTION/SPEECH PROCESSING
PERFORMANCE SUBTESTS
104
1. FLUID INTELLIGENCE
2. CRYSTALLIZED INTELLIGENCE
2 CATEGORIES OF WESCHLER SUBTESTS
105
mental abilities that involve SPEED OF ANALYZING/PROCESSING/REACTING TO INFO tested by PERFORMANCE SUBTESTS
FLUID INTELLIGENCE
106
ACCUMULATED knowledge + enhanced judgement based on EXPERIENCE tested by VERBAL SUBTESTS
CRYSTALLIZED INTELLIGENCE
107
___ INTELLIGENCE = tested by PERFORMANCE SUBTESTS + ___ INTELLIGENCE = tested by VERBAL SUBTESTS
FLUID; CRYSTALLIZED
108
technique for developing a psych test in which typical score for each age = established by testing a large random sample of ppl from a variety of geo areas + social class bgs
AGE NORMS
109
point at which HALF of pop scores = above + half below in list of scores
MEDIAN
110
CRITICISM of PSYCHOMETRIC APPROACH = that its has CULTURALLY BIASED questions in favour of std ___ norms
WESTERN
111
HOWARD GARDNER'S theory that there are 9 separate types of intelligence
THEORY OF MULTIPLE INTELLIGENCES
112
1. LINGUISTIC
2. LOGICAL-MATHEMATICAL
3. SPATIAL
4. MUSICAL
5. EXISTENTIAL
6. BODILY KINESTHETIC
7. NATURALIST
8. INTERPERSONAL
9. INTRAPERSONAL
9 INTELLIGENCES OF GARDNER'S MULTIPLE INTELLIGENCES
113
ability to think in 3D
SPATIAL INTELLIGENCE
114
sensitivity to deep questions abt human existence
EXISTENTIAL INTELLIGENCE
115
kind of intelligence that ATHLETES/DANCERS excel in
BODILY KINESTHETIC INTELLIGENCE
116
ability for understanding natural phenomena
NATURALIST INTELLIGENCE
117
ability for understanding + interacting w OTHERS
INTERPERSONAL INTELLIGENCE
118
self-understanding
INTRAPERSONAL INTELLIGENCE
119
- v difficult to measure certain types of intelligence
- intelligence is defined in many ways
- matter of intelligence or mere talent in an area
CRITICISM OF THEORY OF MULTIPLE INTELLIGENCES
120
ability to think in unique ways + discover novel solutions to probs
CREATIVE THINKING
121
thinking involved in solving prob w ONLY 1 CORRECT answer
CONVERGENT THINKING
122
___ THINKING = the thinking required to solve a math prob
CONVERGENT THINKING
123
thinking involved in producing MULTIPLE ANSWERS to a SINGLE prob
DIVERGENT THINKING
124
___ THINKING = the thinking involved when asking someone to explain a flower to someone who has never seen a flower before
DIVERGENT THINKING
125
technique for measuring brain functioning during ongoing activity
fMRI
126
BY AGE 6: brain = ___% of adult size
95%
127
point of transmission btwn 2 nerve cells
SYNAPSE
128
cells of nervous system
NEURONS
129
rapid INCR in production of synaptic connections in brain that mainly occurs in FRONTAL LOBES (GRAY MATTER)
OVERPRODUCTION/EXUBERANCE
130
part of brain immediately behind forehead involved in higher brain functions such as PLANNING AHEAD + ANALYZING COMPLEX PROBLEMS
FRONTAL LOBES
131
process by which myelin grows
MYELINATION
132
fatty sheath that keeps brain's electrical signals on one path + INCR their speed
MYELIN
133
following OVERPRODUCTION when number of synapses = REDUCED making brain function FASTER + MORE EFFICIENT but LESS FLEXIBLE
SYNAPTIC PRUNING
134
- reduction of excess synapses + myelination of neurons = IMPROVED CONNECTIVITY btwn brain regions
- ados develop better COG CONTROL + IMPROVED COG FOCUS
- processes = FASTER so can use LESS MENTAL ENERGY to carry out thinking process
- LESS DISTRACTED + BETTER AT FILTERING out extraneous noise
- can BETTER selectively attend to task/become MROE FOCUSED on it
EFFECTS OF MYELINATION + PRUNING ON ADO COGNITION
135
the fact that NOT ALL parts of brain mature at SAME TIME
ASYNCHRONIES
136
outer layer of brain where most of growth of brain cells occurs
GRAY MATTER
137
part of brain that consists of myelinated axons
WHITE MATTER
138
AGE 20S-30S: GRAY MATTER ___ + WHITE MATTER ___
DECR; INCR
139
AFTER AGE 40: WHITE MATTER ___ rapidly
DECLINES
140
foremost part of FRONTAL LOBE involved in distinctively human functions such as PLANNING/REASONING
PREFRONTAL CORTEX
141
russian psychologist who emphasized CULTURAL basis of cog devmt
LEV VYGOTSKY
142
VYGOTSKY'S theory that cog devmt = driven by LANGUAGE + CULTURE
SOCIOCULTURAL THEORY
143
gap btwn how a person performs a task ALONE vs when GUIDED by an ADULT/MORE COMPETENT PEER
ZONE OF PROXIMAL DEVMT
144
children/ados learn best if instruction provided = near ___ of ZONE OF PROXIMAL DEVELOPMENT (need assistance at first but gradually becomes capable of performing tasks on own)
TOP
145
if task demanded = too HIGH, child experiences ___ + if task demanded = too LOW, child experiences ___
ANXIETY; BOREDOM
146
degree of assistance provided to learner in ZONE OF PROXIMAL DEVELOPMENT which gradually DECR as learner's skills develop
SCAFFOLDING
147
teaching interaction btwn 2 ppl (often adult + child/ado) as they participate in a culturally valued activity
GUIDED PARTICIPATION
148
approach to human psych emphasizing that psych functioning CANNOT be separated from culture in which it takes place
CULTURAL PSYCH
