4. Cognition Flashcards
Info processing model
thinking requires sensation, encoding and storage of stimuli; brain analyzes stimuli to make decisions; decisions can be adjusted to solve new problems aka situational modification; problem solving is based on cognition and complexity of problem
List and explain 4 stages of Piaget’s cognitive development
1) sensorimotor - 0-2 years. child learns to manipulate environment to meet physical needs; consists of circular rxns. ends w/ object permanence and representational thought
2) preoperational - 2-7 years; symbolic thinking (ability to pretend), egocentrism (inability to imagine another person’s feelings), centration (focusing on one aspect of a situation); may be unable to complete conservation task (ex: can’t tell if same amount of liquid in a tall+skinny beaker vs short+wide beaker)
3) concrete operational - 7-11 years; can think logically only w/ concrete objects and info; can complete conservation task (ex: can tell if same amount of liquid in a tall+skinny beaker vs short+wide beaker)
4) formal operational - 11 yrs+; can think logically about abstract ideas and problem solving; can process complex emotions; can do algebraic operations
primary vs secondary circular rxns
repetition of movement occuring by chance (ex: sucking thumb) vs manipulation outside of body (ex: throwing toys)
object permanence vs representational thought
child understands that objects exists not in view vs child creates mental representations of external objects
Piaget’s adaptation of schema (ie. methods to process modify schemas): assimilation vs accommodation
incorporating new info to existing info vs modifying existing info to understand new info
Describe the timeline of language acquisition. Language acquisition device
9-12 mo: babbling 12-18 mo: 1 word/mo 18-20 mo: explosion of random words 2-3 years: 3 word sentences 5 years+: master hypothesized pathway that aids children in ascertaining the rules of a language during their early development; active during childhood, and lost during adulthood
Lev Vgotsky
cognitive development = based on culture
fluid intelligence vs crystallized intelligence
solve problems w/ speed and insight, w/ problem solving and critical thinking; peaks thru early adult yrs to old age vs solve problems w/ learned skills, concrete facts, acquired knowledge; peaks at elderly yrs
Concordance rates
likelihood of twins developing same traits
rooting reflex vs Moro reflex vs Babinski reflex vs grasping reflex
anything touching cheek –> head turns vs any head movements –> arms fan out vs anything touching sole –> toes fan out vs holding something in hands
What’s parallel play?
children playing together w/o influencing e/o
Representative vs availability heuristic
categorizing items based on their stereotypical or prototypical categories vs how likely something is, use info that’s readily available
anchoring bias
using initial piece of info to make subsequent judgments
essentialism
object’s characteristics make up what they are
Aphasia. Broca’s vs Wernicke’s vs conduction aphasia vs anomia vs agraphia
Deficit in language production or comprehension. Loss in word production, aka expressive aphasia or non-fluent aphasia vs loss in word comprehension, aka receptive aphasia or sensory aphasia vs arcuate fasciculus is affected —> word production and comprehension is fine but they can’t repeat what they said vs inability to name objects vs inability to write
Errors of growth
When a child applies grammatical rules to where it doesn’t apply (ex: runned instead of ran, funner instead of more fun)
Selective attn vs divided attn
Focusing on one part of sensorium while ignoring others, includes cocktail party phenomenon vs multitasking, includes automatic and controlled processing
Problem solving. Diff types of problem solving
Finding out what needs to be done to reach a goal not readily available. Inducing structure, arrangement, transformation
Types of problem solving: inducing structure vs arrangement vs transformation
Person needs to find relation or pattern b/w items in the problem (ex: series completion, analogy) vs person must rearrange some items to satisfy some criteria (ex: anagrams) vs person must complete series of transformation to meet sub goal (ex: tower of Hanoi, water jug problem)
Problem solving strategies: trial and error vs sub goals vs analogically thinking/reasoning vs changing representation vs taking a break/incubation
Trying various slns until one works vs completing intermediate steps toward a goal (ex: analogies, tower of Hanoi) vs finding relations b/w slns of previous problem vs current problem (ex: fortress) vs representing problem in diff ways like graphs, flowcharts, tables, lists, eqns vs actually taking a break; incubation - gradual generation of a sln to a problem; insight - finding a sln to a problem after initially failing to do so
Barriers to problem solving: irrelevant info vs unnecessary constraint vs mental set vs functional fixedness
False notion that all info in the problem = needed to solve the problem vs individuals assume there are rules that don’t exist vs solving a problem in the same way you did in the past, but it might not work for the current problem vs tendency to perceive an object by its common use (ex: use a screwdriver for only screwing when you can also use it as a hammer)
Schema vs script
Cognitive framework of a subject or event, can be dynamic and modified to fit a new experience (ex: gender schema: women stay home and men go to work; a girl who meets a business woman will change her gender schema into thinking that women can go work too) vs a series of expected actions for a particular situation (ex: when dad comes home drunk, mom gets annoyed and children stay away; or when grocery shopping, you park, go in store, grab a cart, shop, checkout, then go home)
Robert Sternberg intelligence theory
creative intelligence, analytical intelligence, and practical intelligence
How to calculate IQ? Binet’s IQ test
mental age/chronological age * 100; from Stanley-Binet IQ test - measure performance cognitive tests compared to standards at given ages
