An Application of Cognitive Theory to Practice

Question 1

The key idea of Piaget’s source of Continuity

Answer 1

Schema

Assimilation & Accommodation

Question 2

The key idea of Piaget’s source of Discontinuity

Answer 2

Invariant Sequence

Developmental discontinuity: From one state to the next state
Sensorimotor (0-2 years)
Preoperational (2-6 years)
Concrete Operational (7-12 years)
Formal Operational (12+)

Question 3

Sensorimotor state (0-2 years)

Answer 3

Children explore their world through the senses and motor abilities
Primary Circular Reactions: begin to repeat pleasurable actions
Secondary Circular Reactions: intentionally repeat actions to trigger a response

can represent objects in mind

Question 4

Preoperational state(2-6 years)

What is Operational Thought

Answer 4

The child begins to develop mental representations (and operational thought), begin to think symbolically

Perspective Taking

Question 5

Preconceptual Stage (2 to 4 years)

Answer 5

Language development: Increased use of verbal representation but speech is egocentric.

Question 6

Intuitive Stage (4 to 7 years)

Answer 6

Speech becomes more social, less egocentric.

Question 7

Concrete-Operational Stage (7-8 to 11-12)

Answer 7

Children able to manipulate mentally internal representations formed in the preoperational period

Question 8

Formal Operations Stage (12 years & above)

Answer 8

Thought becomes increasingly flexible and abstract.

For Piaget this is the final stage and goes to adult

Question 9

Conservation concept

Answer 9

conservation of liquid quantity, solid quantity, number

Question 10

Problems of Piaget’s theory

Answer 10

Focused on inabilities rather than abilities.
Less attention on the social context
Focused on decontextualized rather than everyday problems.
Says little about language development.
Suggests that intellectual development is largely complete by the age of 12.

Question 11

“Information Processing” Accounts of Development

Answer 11

Focused on factors that support thinking: Memory, attention, language development etc.

Focuses on quantitative changes with age: See humans as computers, we are limited by our capacities and strategies

Question 12

Information processing view of quantitative changes in thought with age

Answer 12

In this sense, development is continuous

Question 13

What is common between Information Processing and Piaget’s stage theories

Answer 13

Both consider child is active in their development and depend on their experience they have to inform their knowledge

Question 14

Three circles of Vygotsky’s Sociocultural Theory

Answer 14

Out of reach

Zones of proximal development (Learns through scaffolding): Require intersubjectivity and Joint Attention, environment is important

Current understanding (Can work unassisted)

Question 15

What are the processes in play

Answer 15

Cognitive processes
Affective processes: emotional
Interpersonal processes: social
Problem-solving processes

Question 16

Types of Play

Answer 16

Functional play
(first 2 years)

Pretend play
(3-8 years and 8-15 years)

Constructive play
(3-15 years)

Games with rules
(6-15 years)

Question 17

Functional play (first 2 years):
Description and Examples;
Areas of Development;
Abilities

Answer 17

Simple, repetitive movements, sometimes with objects or own body. For example, pushing a toy, jumping up and down

Cause and Effect relationship; Permanence of object; Sensorial / Psychomotor

Experimentation; Exploration; Imitation

Question 18

Pretend play (3-8 years and 8-15 years):
Description and Examples;
Areas of Development;
Abilities

Answer 18

Substitutes make-believe, imaginary and dramatic situations for real ones. For example, playing “house”

Symbolic / representative; Pretending; Language; Problem solving

Invention; Imagination; Interpretation of roles; Imitation; Self-monitoring; Theory of mind

Question 19

Pretend play (3-8 years and 8-15 years):
Description and Examples;
Areas of Development;
Abilities

Answer 19

Substitutes make-believe, imaginary and dramatic situations for real ones. For example, playing “house”

Symbolic / representative; Pretending; Language; Problem solving

Invention; Imagination; Interpretation of roles; Imitation; Self-monitoring; Theory of mind

Question 20

Games with rules (6-15 years):
Description and Examples;
Areas of Development;
Abilities

Answer 20

Play is more formal and is governed by fixed rules. For example, hopscotch, hide-and-seek

Understanding and adhesion to conventions; Strategic thought; Social and meta-social

Competition; Collaboration; Team work

Question 21

The development of play:

Answer 21

Logic and mental representation take over

They are developing their own Zone of proximal

Question 22

Autism Spectrum Disorder (ASD)

Answer 22

An umbrella term used to describe a group of pervasive developmental disorders characterised a triage of impairments

Question 23

Joint Attention (JA)

Answer 23

The triadic coordination of attention between the child, another person, and an object or event

Question 24

In a Longitudinal Study investigated ToM, Executive Functioning skills and pretend play in typically developing children and children with Autism, Pretend Play is

Answer 24

The disengagement from the real world (inhibition);

Creation of new pretend scenarios (generativity);

Shifting attention from interpretation of toys to another (set shifting)

Question 25

In a Longitudinal Study investigated ToM, Executive Functioning skills and pretend play in typically developing children and children with Autism, Spontaneous play and Scaffolded play are:

Answer 25

Spontaneous play: the child initiate pretend play

Scaffolded play: instruct the child to play

Question 26

In a Longitudinal Study investigated ToM, Executive Functioning skills and pretend play in typically developing children and children with Autism, Which play is more important, Spontaneous play or Scaffolded play

Answer 26

Spontaneous play

ToM also important

Question 27

Human Figure Drawings (HFDs) can be used to assess:

Answer 27

Cognitive-developmental processes:

Fine motor and cognitive skills;

Observations about the child’s personality and relationship capacity (e.g., child’s persistence, organization etc.);

Insight into how the child perceives their world;

Interpret meaning (projective tests)

Question 28

Cultural influence on drawing development

Answer 28

Western: the figure is bigger and with smiling face, level of details is different
Might be scaffolding factors