ch 6 Flashcards
1
Q
behaviorism conditionings
A
classical conditioning, operant conditioning
2
Q
classical conditioning
A
neutral stim brings about a learned responce
3
Q
operant conditioning
A
we do or dont do things bc we are reinforced or punished
4
Q
pavlov
A
bell dog saliva stuff
5
Q
watson
A
could believe that be could take a healthy kid and turn it into whatever he wanted basically
6
Q
modern cognitive psychology
A
scientific study of mental processes that bring about behavior
7
Q
modern cognitive psychology includes
A
attention
memory
mental images
language
problem solving
decision making
8
Q
behavior does not account for
A
cognition
9
Q
cog criticism of behaviorism
A
behavior determined on environment,
but does not account for choice
10
Q
behaviorism criticism on cog
A
how can you test something that you cannot see
11
Q
noam chomsky most associated with
A
language learning
12
Q
noam chomsky critique of Skinners verbal behavior
A
we dont learn everything thru reinforcement/punishment
and some things are more complicated
13
Q
why would things be more complecated
A
innate abilities
learning without consequences
14
Q
why dont infants think like adults
A
brain is immature
experience is limited
less experience
15
Q
as brain capacity increases and experiences are gathered, we pursue
A
more complicated ways of thinking
16
Q
piaget
A
cognitive developmental psych
father of cog psych basically
17
Q
constructivist approach
A
you build on what you already know
every thot you have is built on what you already know
18
Q
elements of cognitive change
A
schemes
sensory representation to mental representation
19
Q
process of assimilation, accommodation, equilibrium
A
ass- world changes
acc- you change
equilb- process of finding change that works
20
Q
schemes
A
building blocks of thinking
will follow until they fail, then you adapt
21
Q
sensorimotor stage
A
entirely physical stage
no internal mental rep of reality
22
Q
assimilation
A
use existing scheme to interpret the world
your perspective on world
23
Q
accommodation
A
change schemes to fit what the world is showing us
24
Q
equilibration
A
world and you working in harmony
25
scheme act as a
mold
26
sensorimotor age
birth-2
relatively all experiences are the same
27
preoperational age
2-7 years
28
concerte operational age
7-11
29
formal operational age
adolescence- adulthood
30
sensorimotor stage founded on
idea that infants reactions tend to be circular
31
circular reaction
repeating a reaction
infant like reaction so they repeat it
32
circular reactions types- 3
primary
2ndary
tertiary
33
primary circular reactions
the only thing involved is the infant
reaction with body parts n stuff
like throwing stuff for fun n shit
34
secondary circular reaction
involves the infant and the world
ex- infant and toy
35
tertiary reaction
infant and the world engaging in relationship
essentially back and forth interaction
36
reflexive reactions stage 1 age and what it is
brith to 1 month
reflexes and chance behaviors
37
stage 1 example
something in baby mouth
baby sucks on it
38
stage 2 age and what it is
1-4 months
voluntary repetition of chance behaviors
involves a little thinking
39
stage 2 example
clapping
sucking on hand
40
stage three age and what it is
4-8
respond to people and things to be a part of exciting experience
parent initiate it
41
stage 4 age and what it is
8-12months
infant initiate exciting experience
42
stage three example
parent put rattle in infant hand to shake
43
stage 4 example
baby point to rattle that it wants to play with
44
stage 5 expamples
infant drops a cup
45
stage 5 age
12-18
46
stage 5
active experiments
What if?
47
stage 6 age
18-24 months
48
stage 6
simple problem solving
49
stage 6 example
infant pushes something into wall
turns around to move thing away from wall
50
deferred immtation
the kid can imitate behavior at a later time than the original behavior occurred
requires mental representation
51
cattergorization
grouping similar objects together
can see in infants that are 3 months
52
novelty preference paradox
kid in car seat and computer monitor to show picture's and record how long they look at pictures
53
by the end of the sensory motor stage the infant will have
mental representation
54
piaget stage 2
preoperations
thought
uses symbols and mental representation
55
piaget stage 2 years
2-7 years
56
what is possible for with mental representation
dual porcessing
magical thinking
make believe play
language
using models to represent things
57
judy deloache did what
hid a toy in a model of a real room and asked the little ahh kid to find the toy in the real room
58
judy deloache experiment outcomes
3 year olds clutched
2 year olds flopped
59
what did 3 year olds think of judys experiment
they had a shrinking machine
bc they deadass tricked them lmaooooo
60
2-7 kids problems
1 dimensional thinking
static reasoning
irreversible thinking
confuse appearance with reality
egocentrism
61
centration
one dimensional thinking
62
egocentrism
everyone thinks like them
63
three mountains problem
there are three mountains and with a kid on one side and a doll on the other side
if the kid thinks the doll sees the same thing as them, THIER EGOCENTRIC
64
piaget conservation task
amount of something is the same even tho it changes shape
makes kid loot at multiple dimensions, ignore appearance
65
conservation task obstacles
centration
appearance
static reasoning
reversitibliy
66
piaget stage 3 concrete operational thot
can use logical, but only in physical concrete world
67
piaget stage 3 concrete operation age`
7-12
68
concrete operational thinking is
logical, flexible, organized
69
piaget stage three kids are capable of
looking at other dimmesions
looking past appearence,
basically can do everything stage 2 is caught up on
70
what tend to push stages forward?
cultue
formal schooling
life activity
71
concrete opperational thot can use
conservation
hierarchical classification
seriation
complex spatial reasoning
72
conservation
when appearance changes, its still the same
73
hierarchical classification
yea, what it sounds like
74
seriation
the ability to organize objects or ideas by size, color, shape, or type
75
formal operations
use logic in physical and mental world
strong use of concepts/ things that are mental representations
76
formal opperation age
12 to adult
77
hypothetical thot based on
understand what could happen
identify what will happen
entertain both, but settle on one being right
78
summary of
sensorimotor
pre op
concrete op
formal opp
sens- physical thinking
pre-op- simple thinking
concrete- adds logic to physical world
formal operations- logic to mental world, concepts n shit
79
post formal thot thinking is
rational
requires balance
learn as you go
nothing is certain
everything might be a little correct
80
rational thinking
pros and cons
81
requires balanced thinking
goals and priorities
82
learning as you go
thinking flexibly,
83
learning to bowl sensory motor
grab ball and roll
84
learning to bowl pre operation
can picutre the bowling, you have an opinion
85
learning to bowl concrete opperation
trying different forms or styles of bowling
86
learning to bowl formal opperation
can picture good bowling in head
87
learning to bowl post formal
no one ideal way to bowl
88
vygotsky is associated with
sociocultural theory
89
vygotsky focus on
society
social interactions in the world
90
piaget focus on
self
pyhscial interaction in world
91
guided participation
older more skilled people assist younger less expereinced members
92
zone of proximal development
what we can do with support
93
scaffolding
adjusting support to fit the childs ability
starting easy then making it harder and then peeling back support
94
how is make believe beneficial for development
bring together 2 worlds
internal world and external world
95
internal world deals with
acting
96
external world deals with
reacting
97
private speech
internal dialogue that lets you work thru stuff
helps you learn language
98
intersubjectivity
external dialogue that lets you learn from others
99
vygotsky in education focuses on
assisted discovery
peer collaberation
100
how does vygotsky incorperates his focuses
reciprocal teaching
cooperative learning
101
what does vygotsky achieves with this is education
scaffolding
intersubjectivity
oppertunities to guide
102
unlike behaviorism, information processing emphasized the
processess that we apply between a stimulus and response
103
info processing steps
input- sensory info
processes- apply prior knowledge
outputs- behavior
104
memory process has 4 parts
sensory register
working/short term memory
long term memory
central executive
105
sensory store
using senses to capture a brief sensory memory of all info
106
working/short term mem
using attention to create longer lasting memories of most important info from sensory store
107
long term memory
using elaboration, stores memories you want to have indefinitely
108
central executive
guides all the previous processess
109
altering old memory steps
-bring old memory back into short term
-bring new sensory info into short term
-send updated memory back into long term memory
110
how we move stuff into long term mem
connect the memory to something already in long term memory
111
short term memory is how long
20-30 seconds without repeated rehersal
112
why do infants suck
to maintains a sound heard in the womb/familiar stimulus
113
how did they find out babies be sucking to sounds they hear in the womb
they had moms read cat in the hat out loud with babies in the womb and when they were born, they would suck to cat in the hat
114
infants remember
associations
115
how they tested associations (rovee collier)
tie something to the babies ankle and when the baby kicks, it moves
they would then take the ribbon off so it wouldn't move and then they would put it back
116
ribbon experiment for 3 months and 6 months memory
3 = 1 weeks
4 = 2 weeks
will not generalize to other cirbs
117
constructive approach to memory
memories are being build and rebuilt and each time you apply a scheme
memories are malleable
118
why are memories malleable
schemes constantly changing
memories are thotful representations of reality
119
everytime you pull a memory out, theres a change it
gets changed for updated
120
repressed memories and false memories are from
changing schemes and memories
rumors may be adopted as fact
source errors
confused reality with imagination
121
why are children easy to distort memory
highly impressionable
eagar to please
confuse reality with imagination
make poor eye witness
122
four steps of conginitve interview
1. free recall
2. probe questions
3. review narratve
4. more free recall
123
free recall
every bit, even small
dont guess
dont reinforce (sit straight faced)
