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Lifespan > Ch 7 - cognition > Flashcards

Ch 7 - cognition Flashcards

1
Q

Cognition is

A

the activity of knowing and the processes through which knowledge is acquired and problems are solved

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2
Q

Cognitive structures

A

Piaget

  • organized patterns of action or thought that people construct to interpret their experiences
  • Rules or procedures that structure our cognition
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3
Q

Piaget viewed infants as

A

active agents, learning about people and things by observing, investigating, and experimenting

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4
Q

the brain responds by creating schemes/schema/schemata through..

A

exploration

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5
Q

Organization –

A

existing schemes are systematically combined into new and complex schemes

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6
Q

Adaptation –

A

process of adjusting to the demands of the environment that occurs through assimilation and accommodation

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7
Q

Knowledge is created by -

A

building schemes from experiences using two inborn functions, organization and adaptation

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8
Q

Assimilation –

A

an adaptive process through which we interpret new experiences in terms of existing schemes or cognitive structures
- Eg we have a scheme for dogs and fit our experience with a new animal into our existing scheme for dogs

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9
Q

Accommodation –

A

an adaptive process of modifying existing schemes in order to better fit new experiences
- Example: We have a scheme for dogs, but the animal we see is larger or barks in a different way, so we must change our scheme in order to account for the animal

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10
Q

According to Piaget, cognitive conflict occurs

A

when new events seriously challenge old schemes or prove our existing schemes to be inadequate

  • Stimulates cognitive growth
  • Motivated to reduce cognitive conflict through equilibration
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11
Q

Sensorimotor Stage

A

Piaget - infant

  • The world is understood through the senses and actions
  • The dominant cognitive structures are the behavioral schemes that develop through coordination of sensory information and motor responses
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12
Q

Reflexes –

A
  • first month

- Reflexive reaction to internal and external stimulation

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13
Q

Primary circular reactions

A
  • 1-4 months

- Infants repeat actions relating to their own bodies

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14
Q

Secondary circular reactions

A

– 4-8 months

- Repetitive actions involving something in the infant’s external environment

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15
Q

Substages of sensorimotor stage

A
  1. Coordination of secondary schemes
  2. Tertiary circular reactions
  3. Beginning of thought
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16
Q

Coordination of secondary schemes

A

– 8-12 months

- Secondary actions are coordinated in order to achieve simple goals (i.e., pushing or grasping)

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17
Q

Tertiary circular reactions

A

– 12-18 months

- Experimentation; actions are repeated with variations

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18
Q

Beginning of thought

A

– 18 months

- Symbolic thought permits mental representation, imitation, and recall

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19
Q

Object permanence develops during the

A

sensorimotor period

  • From 4-8 months, “out of sight, out of mind”
  • By 18 months, object permanence is mastered
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20
Q

What is the crowning achievement of the sensorimotor stage?

A

Symbolic capacity

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21
Q

Symbolic capacity

A
  • greatest cognitive strength of the preschooler
  • Ability to use images, words, gestures to represent or stand for objects and experiences
  • Can use internal behavioral schemes to construct mental symbols that can guide future behavior
  • By 24 months, children are deliberate thinkers with a symbolic capacity that lets them solve problems in their heads
22
Q

perceptual salience

A

– the most obvious features of an object or a situation – means that preschoolers can be fooled by appearance

23
Q

Why do preschoolers have difficulty with the conservation task?

A
  • Unable to engage in decentration
  • engage in centration
  • lack reversibility
  • static thought
  • lack transformational thought
24
Q

decentration

A

the ability to focus on two or more dimensions of a problem at once

25
Q

centration

A

the tendency to center attention on a single aspect of a problem

26
Q

reversibility

A

the process of mentally undoing or reversing an action

27
Q

static thought

A

thought that is fixed on end states rather than the changes that transform one state into another

28
Q

transformational thought

A

the ability to conceptualize transformations or processes of change from one state to another

29
Q

Additional limitations of preoperational thinkers

A
  1. Egocentrism
  2. Difficulty with classification
  3. Lack class inclusion
    - The preoperational child does not understand that the subclasses are included within the whole class
30
Q

Egocentrism

A

A tendency to view the world solely from one’s own perspective and to have difficulty recognizing other points of view

31
Q

Classification

A

Using criteria to sort objects on the basis of characteristics such as shape, color, function

32
Q

Class inclusion

A

the ability to relate the whole class (furry animals) to its subclasses (dogs, cats)

33
Q

Concrete operations involve

A

mastering the logical operations missing in the preoperational stage

  • Conservation - can decenter and can use reversibility and transformational thought
  • Operational abilities evolve in predictable order
34
Q

Horizontal décalage –

A

different cognitive skills related to the same stage of cognitive development emerge at different times

35
Q

Seriation enables the concrete-operational child to ..

A

arrange items mentally along a quantifiable dimension such as weight or heigh

36
Q

Transitivity is ..

A

the understanding of relationships among elements in a series

37
Q

Formal operations are ..

A

mental actions on ideas

  • More abstract than concrete operations
  • permit systematic and scientific thinking about problems, hypothetical ideas, and abstract concepts
38
Q

Adolescent egocentrism can take two forms

A
  1. Imaginary audience

2. Personal fable

39
Q

Imaginary audience

A

The phenomenon of confusing one’s own thoughts with those of an hypothesized audience for your behavior
Characterized by self-consciousness
“They’re all thinking that I am a slob”

40
Q

Personal fable

A

A tendency to think that you and your thoughts are unique
“You could never understand how I feel!”
Characterized by a sense of specialness

41
Q

Adults are likely to use formal operations in

A

a field of expertise

42
Q

Adults more likely to use concrete operations on

A

unfamiliar problems

43
Q

Theorists have proposed two forms of postformal thought or ways of thinking that are more complex than formal operations

A
  1. Relativistic thinking

2. Dialectical thinking

44
Q

Relativistic thinking -

A

understanding that knowledge depends upon its context and the subjective perspective of the knower

45
Q

Dialectical thinking -

A

detecting paradoxes and inconsistencies among ideas and trying to reconcile them
- Advanced dialectical thinkers challenge and change their understanding of what constitutes “truth”

46
Q

Vygotsky’s theory - sociocultural perspective

A

Culture and society are pivotal

  • Knowledge depends on social experiences
  • Cognitive development varies from society to society depending upon the mental tools such as language that the culture values and makes available
  • Children acquire mental tools through interaction with parents and other more experienced members of society and by adopting their language and knowledge
47
Q

Vygotsky’s ideas about how social interaction fosters cognitive children’s growth

A
  1. Zone of proximal development

2. Guided participation

48
Q

Zone of proximal development -

A

Vgotsky
- The gap between what a learner can accomplish independently and what she can accomplish with the guidance and encouragement of a more skilled partner

49
Q

Guided participation

A

Vgotsky

  • Children’s active participation in culturally relevant activities with the aid and support of parents and other knowledgeable guides
  • Parents provide scaffolding when they give structured help and gradually reduce the help as the child becomes more competent
50
Q

Private speech –

A
  • speech to oneself that guides one’s thoughts and behavior
  • Helps children think their way through challenging problems
  • Allows them to incorporate into their own thinking the problem-solving strategies learned during collaborations with adults
51
Q

Vgotsky criticism

A

placing too much emphasis on social interaction and insufficient attention upon individual construction of knowledge

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