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1.4 Developmental Psychology > 4. Cognitive Skills & Development - Piaget > Flashcards

4. Cognitive Skills & Development - Piaget Flashcards

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1
Q

Genetic Epistemology

A

Piaget’s experimental study of the development of knowledge
Genetic meaning developmental

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2
Q

Intelligence

A

A basic life function enabling an organism to adapt to its environment
Goal of intellectual activity: to achieve cognitive equilibrium

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3
Q

Cognitive Equilibrium

A

A balanced/harmonious relationship between our thought processes and the environment

Accommodation over assimilation

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4
Q

Cognitive Disequilibria

A
  • Children are continuously challenged by new stimuli and events
  • This leads them to make mental adjustments, enabling them to restore equilibrium by coping with these new, confusing experiences

Assimilation over accommodation

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5
Q

Constructivists

A

A person who gains knowledge through action towards objects/events, allowing them to discover more about them
Constructing knowledge yourself
Children are constructivists (Piaget)

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6
Q

Schemas/Schemes

A

Patterns of thought or action seen as base knowledge which we use to interpret the world
- Mental systems underlying intelligence
- Representations of reality

Two Types:
Behavioural - physical activities
Mental - cognitive activities

Enable you to get used to new situations quicker (e.g. new teacher but knowing classroom etiquette remains the same)

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7
Q

Construction & Modification of Schemas

A
  1. Organisation
  2. Adaption
    2.a. Assimilation
    2.b. Accommodation
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8
Q

Organisation

A
  • Combining existing schemas to form new and more complex schemas
  • e.g. gazing, reaching & grasping reflexes are combined to form visually directed reaching (a more complex structure)
    Isolated behaviours grouped into a higher order

Goal: to promote adaptation

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9
Q

Adaption

A
  • The process of adjusting based on what the environment demands
  • Adaptation occurs through two activities (complimentary)
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10
Q

Assimilation

A
  • Children use their existing schemas to interpret new experiences
  • e.g. connecting a horse & a dog because they both have 4 legs, thinking they are the same animal
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11
Q

Accommodation

A
  • We modify existing schemas based on new experiences
  • e.g. recognizing that there are key differences between a horse and a dog and asking what the horse is

Cognitive dissonance

Used when assimilation doesn’t help us understand

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12
Q

Piaget’s Stages of Development

A
  1. Sensorimotor (0-2)
  2. Pre-operational stage (2-7)
  3. Concrete operational stage (7-11)
  4. Formal operational stage (11+)
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13
Q

Sensorimotor Stage Breakdown

A
  1. Reflex activity/simple reflexes
  2. First habits & primary circular reactions
  3. Secondary circular reactions
  4. Coordination of secondary circular reactions
  5. Tertiary circular reactions
  6. Symbolic problem solving/internalization of schemes
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14
Q

Sensorimotor - 1. Reflex activity/simple reflexes

A

Birth to 1 month
Developing of basic reflexes

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15
Q

Object permanence

A

Knowing something still exists despite not being able to see it
Simple problem solving

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16
Q

Sensorimotor - 2. first habits & primary circular reactions

A

1-4 months
Creation of first habits e.g. continue sucking despite no longer breastfeeding

Circular reactions

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17
Q

Circular reactions

A

reproduction of event which was initially occurred by chance, becomes a habit
e.g. crying, receiving a reward, crying more

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18
Q

Sensorimotor - 3. Secondary circular reactions

A

4-8 months
Similar to primary but with less important events?
Infants become more object oriented
Focus: physical world
Child wants to repeat satisfying experience
e.g. squeezing a rubber duck, discovering it makes a sound, repeating

19
Q

Sensorimotor - 4. Coordination of secondary circular reactions

A

8-12 months
Intentional actions increase while random actions decrease
- Slowly gets more control of their behaviours
Coordination of vision and touch
- Hand-eye coordination
A not B error

20
Q

A not B error

A

Mistake of selecting a familiar place to find an object even when it’s been moved

Lack of object permanence

21
Q

Sensorimotor - 5. Tertiary circular reactions

A

12-18 months
Reproducing actions in different ways
Leads to children becoming better problem solvers
Improves object permanence & A to B search
Example: rubber duck, try throwing or stomping on it to create a new satisfying reaction

22
Q

Sensorimotor - 6. Symbolic problem solving/internalization of schemes

A

18-24 months
Completion of object permanence
Beginning of mental representations i.e. schemes
Gaining control of your schemas
Mental representations are possible due to the completion of object permanence

23
Q

Sensorimotor Criticism

A

Too much focus on nature rather than nurture
- First stage was completely innate
- Environment is ignored
Divided into stages
- Process of development is continuous
First stage was based on his own children
- Tiny sample, bias
No supporting evidence for A to B error
Underestimation of babies’ cognitive strength

24
Q

Pre-operational stage

A

2-7 years old
Begin thinking symbolically
Imitation begins
Focused on children’s limitations

Deferred imitation
Inferred imitation

Make-believe play

2 substages:
1. Symbolic function stage
2. Intuitive thought stage

25
Q

Deferred imitation

A

e.g. having a tantrum as a result of seeing another child having a tantrum
But also without their presence once it has been witnessed
Result of object permanence

26
Q

Inferred imitation

A

Imitation of behaviour directly in front of you

27
Q

Pre-operational - symbolic function stage

A

2-4 years
Can mentally represent an object without its presence

Limitations:
Egocentrism
Animism
Artificialism

28
Q

Egocentrism

A

Can only see the world from their own point of view, cannot imagine the perspective of other people

3 mountains task - can’t imagine that someone else would see anything different to you

29
Q

Animism

A

Giving lifelike qualities to inanimate objects/concepts
e.g. believing dolls are alive

30
Q

Artificialism

A

Believing you have control over something you do not
e.g. the rain

31
Q

Pre-operational - intuitive thought stage

A

4-7 years old
‘Why’ stage
Belief that caregivers know everything

Limitations:
(lack of) Reversibility
Centration
Conservation

32
Q

Reversibility

A

Mentally reversing an action or imagining alternate scenarios to what has actually happened

Lack of - cannot do this

33
Q

Centration

A

Infant only focuses on one aspect/characteristic of an object, ignoring other important aspects

34
Q

Conservation

A

Knowing an object keeps it’s qualities despite superficial changes e.g. to appearance

Water example

35
Q

Pre-operational Criticism

A

3 mountains task - too difficult for children

Underestimated developmental speed

36
Q
  1. Concrete operational stage
A

7-11 years
Conservation
Logical reasoning replaces intuition
Horizontal decalage
Classification
Transitivity
Cognitive map
Spacial reasoning
Seriation

37
Q

Horizontal decalage

A

Understand certain concepts before others e.g.conservation - mass before volume
Similar abilities do not appear at the same time

38
Q

Classification

A

Ability to classify things & see the relationships between them e.g. division into sets/subsets

39
Q

Transitivity

A

Ability to reason about and logically combine relationships
A is bigger than B, B is bigger than C, therefore A is bigger than C

40
Q

Cognitive map

A

Being able to create mental representations of known areas
Related to spatial reasoning

41
Q

Seriation

A

The ability to put something into a sequence
Putting something in order
E.g. able to say the alphabet in order but not backwards or from the middle

42
Q
  1. Formal operational stage
A

11+
Not everyone reaches this stage (criticism of this stage), ⅓ manage to reach this stage
Decision making (differs between adults & adolescents)
*Hypothetical deductive reasoning
Inductive reasoning
Propositional thought
Internal reflection
Consequences of self-reflect

43
Q

Whole Theory Criticism

A

Nature over nurture
Small, biased sample
Continuous development, not stages
Role of language is ignored
Not a universal theory - not everyone goes to the last stage
Timing - incorrect

44
Q

Education

A

Teacher observes child and asks relevant questions
PBL style
Constructivist approach/Cognitive constructivism - Discussion over imitation

1.4 Developmental Psychology (12 decks)

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