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PSYCH 2AA3 > 4 - Cognitive > Flashcards

4 - Cognitive Flashcards

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1
Q

Who believes that development is mostly discontinuous

A

Piaget

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2
Q

What is discontinuous development

A

Cognition develops through series of distinct stages

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3
Q

Is development entirely continuous/discontinuous

A

No

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4
Q

Stage theory

A

Universally experienced, invariant stages of development

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5
Q

How does stage theory explain individual differences?

A

Speed of development

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6
Q

Domain General Mechanism

A

All abilities are linked (not separate categories like math, interpersonal etc.)

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7
Q

According to Piaget, where do individual strengths come from?

A

Interest -> pursuit of knowledge/learning/exploring

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8
Q

What does “Children as active agents” mean?

A

Children seek stimulation out of what interests them in their environment

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9
Q

Constructivist approach

A

Children build knowledge through interactions with their environment

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10
Q

Assimilation

A

New experience incorporated into child’s existing theories (specific -> general)

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11
Q

Accommodation

A

New experiences modify a child’s theory (general -> specific)

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12
Q

Schemas

A

Small units of information allowing for the construction of knowledge

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13
Q

What are the 4 stages of cognitive development (Piaget)

A

Sensorimotor
Preoperational
Concrete operational
Formal operational

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14
Q

Sensorimotor age range

A

0-2

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15
Q

Preoperational age range

A

2-7

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16
Q

Concrete operational age range

A

7-11

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17
Q

Formal operational age range

A

11+

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18
Q

What age does goal directed behaviour/cause and effect emerge?

A

8-12 months

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19
Q

A-not-B error

A

Hide something in spot A repeatedly, baby will find it. Hide it in spot B (in front of baby) and they will look in spot A

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20
Q

Preoperational stage

A

Children cannot for mental operations, must rely on external operations

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21
Q

Conservation of liquid task

A

Shown 2 glasses with same amount of liquid, 1 glass poured into tall skinny glass. Child in pre operational will think tall glass = more liquid

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22
Q

Reversibility

A

Ability to go through series of steps in reverse direction to solve a problem

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23
Q

Conservation

A

Understanding that same amount remains despite changes in appearance

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24
Q

Egocentrism

A

Understanding limited to own perspective, lack of cognitive flexibility

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25
Q

What are concrete operations

A
  • Conservation
  • Reversibility
  • Less influenced by external appearance
26
Q

Formal opperations

A
  • Abstract reasoning
  • Generate ideas without experiencing them
  • Increased metacognition
27
Q

What was Vygotsky on about?

A

Learning occurs in the social plane and is cultural

28
Q

Ontogenetic

A

development of individual over their lifetime

29
Q

Microgenetic

A

Changes occurring in brief periods of time

30
Q

Phylogenetic

A

Changes over evolutionary time

31
Q

Sociohistorical

A

Changes occurring across generations in culture/norms etc.

32
Q

How does a culture’s history shape cognitive development?

A

Brain evolved to survive in environment, environment creates culture

33
Q

How is culture transmitted to children?

A

Adult interaction

34
Q

How does the language a child is exposed to impact their cognition?

A

Develops the way you think

35
Q

Intersubjectivity

A

Shared understanding among participants in an activity

36
Q

Social behaviours impact

A

Internal thoughts/understanding

37
Q

Children’s involvement in structured activity with children more skilled than them leads to…

A

Cognitive growth

38
Q

Does structured activity need to require explicit instruction?

A

No

39
Q

Who’s theory is the zone of proximal development

A

Vygotsky

40
Q

Zone of proximal development

A

Range of tasks too difficult for children to achieve on their own but can be accomplished with help from adults/skilled peers

41
Q

Scaffolding

A

Small steps & more guidance, eventually move to larger tasks with more independence

42
Q

What is the key part of scaffolding

A

Task shouldn’t be too easy or too hard

43
Q

Private speech Vygotsky

A

Self-directed speech to guide/assist in new tasks

44
Q

Private speech Piaget

A

Egocentrist practice

45
Q

Inner speech

A

Internalization of private speech, requires practice communicating

46
Q

Flipped classroom

A

Traditional learning should be done outside the classroom, in class should be activity based

47
Q

How are hippocampal volume and socioeconomic status related in children

A

Higher SES = higher hippocampal volume

48
Q

Why does low SES impact hippocampal volume

A

Stress impairs hippocampus (can be prenatal or child’s own)

49
Q

What are protective factors against impact to hippocampus due to low SES

A

Enriched environment and parental support

50
Q

How can you tell if a 10 month old will pass the A-not-B test?

A

If they have frontal activation (medial frontal and lateral frontal)

51
Q

Prolonged cognitive engagement

A

increases brain activation (theta waves) gradually

52
Q

How does the brain deal with different task demands

A

Modulate brain activity

53
Q

How are individual differences in performance predicted through EEG

A

Difference in brain activity

54
Q

Why do adults have stronger activation of visual areas during object recognition?

A

More adaptation to same object despite changes on viewpoints

55
Q

Do adults and children have the same brain resting rate?

A

Prolly not

56
Q

What can cause children having different resting rates

A

They actively have to inhibit moving/talking/fidgeting

57
Q

Default Mode Network

A

“New brain” regions of association cortex that fire together and rest together

58
Q

When is the default mode network active?

A

Remembering, envisioning, making social inferences

59
Q

Resting baseline

A

Reference point for comparison to cognitive activity

60
Q

Is the default mode network present at birth?

A

No

61
Q

How is irritability related to cognitive flexibility

A

Left dorsolateral prefrontal cortex activation associated with cog flexibility and positively correlated with irritability

PSYCH 2AA3 (6 decks)

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