Ch 8. Piagetan Cognition

Question 1

Qualitative dimension

Answer 1

HOW children think and reason at different ages
Not numbers…

Cognitive dev is qualitative to piaget
Changes in kind rather than amount

Process vs content

Question 2

Schemes

Answer 2

Internal concepts of certain things

Question 3

How does knowledge grow?

Answer 3

Constantly building and adjusting schemes to match external environment
To achieve equilibrium: a balance

Question 4

Assimilation

Answer 4

new knowledge or experiences incorporated into existing schemas

Question 5

Accomodation

Answer 5

Build a new schema
Disequilibrium
Revision
Change cog structures based on new experiences

Question 6

Constructivist

Answer 6

Children as constructing knowledge for themselves
Cog dev
Child as scientist

Question 7

2 aspects to piag’s theory

Answer 7

Process of coming to know (assimilation vs accomodation) for equilibrium

Stages we move through as we gradually acquire this ability

Question 8

Stage transitions

Answer 8

Where children reach a point where their theories are wrong so they must reorganize thinking

All children in same order

Question 9

Sensorimotor

Answer 9

Birth-2
Schemes through senses and motor functions
Simple reflexes and interactions with ppl and objects

Question 10

Preoperational

Answer 10

2-7 yrs
Mental representations but problem solving is limited: cant do basic operations
Egocentrism

Bloc example: will think that one with blocs more spaced out have more even if equal amount (and they even counted it)

CENTRATE: focus only on one aspect/ dimension: ex: look at length but dont look at volume (BEAKER EXPERIMENT)
(No conservation)

Question 11

Concrete operational

Answer 11

7-11
Mental operations
Conservation
De-cent rate: can see multiple aspects of a stimulus

Question 12

Formal operational

Answer 12

Teen-adult
Formal problem solving
Higher level abstract thinking, creative
Question,criticize status quo
Dev of frontal lobes

Question 13

Sensorimotor milestone

Answer 13

Object permanence: realization that object continues to exist even if it cant be seen

A not B problem: child before milestone looks for object in original place even tho it was clearly put and hidden in another place: thinks that since the object cant be seen, it isnt there….

Question 14

Preoperational milestone

Answer 14

Egocentrism/theory of mind: child only understands world in relation to their pov & cant understand others pov

Ex. 3 mountains test: can you tell me what i see? They will describe it from their pov

Question 15

Concrete operational milestone

Answer 15

Conservation: properties such as volume, number and mass remain the same despite changes in forms of objects

Question 16

Formal operational milestone

Answer 16

Deductive reasoning

Potential for moral reasoning

Question 17

Major features of preoperational

Answer 17

Symbolic function: representational thought
Words for things

Deferred imitation: from observing models: with replicate behaviour automatically (ex. Waves goodbye at a stranger)

Symbolic play: uses one thing to stand for another (uses hockey stick as guitar)

Qualitative identity: cant conserve quantity but knows nature doesnt change (ex. Knows that water in beakers is still water)

Question 18

Features of conc operational

Answer 18

Decentration
Reversibility
Class inclusion: knows that things belong to certain classes
Seriation: put things in order of length
Transitivity: ability to combine relations to deduce (ex. A>B …= A>C)
Perspective taking
Symbolic ability
Dual representations (ex. Tell difference between Scale models: child trying to fit in small car)

Question 19

Features of formal operational

Answer 19

Hypothetical deductive reasoning: IF THEN statements
Generate, test hypotheses
Draw logical conclusions
Mental operations

Question 20

Sensorimotor substages

Answer 20

Reflexes
Schemes
Discovering procedures
Intentional behaviour
Novelty and exploration
Mental representation

Question 21

Reflexes

Answer 21

Birth to 1 mo
Excersise inborn reflexes
Smelling

Question 22

Developing schemes

Answer 22

1-4 mo

Reflexes evolve into acts centered on childs body: sucking thumb, kicking, blowing bubbles

Question 23

Discovering procedures

Answer 23

4-8 mo
Beh outward projected onto OBJECTS
Push toy, touch mobile

Question 24

Intentional beh

Answer 24

8-12
Intentional beh to achieve a GOAL
Push something out of way for toy

Question 25

Novelty and exploration

Tertiary circular relations

Answer 25

12-18 mo
Experimenting to see what happens
Terrible 2s
Pull hair, push cup off table, etc

Question 26

Mental representation

Symbolic capacity

Answer 26

18-24
Mental problem solving instead of overt trial and error
Words/gestures used to represent objects and desires

Question 27

Piagets contributions

Answer 27

Study of cog dev itself
New constructivist view of children
Fascinating, counterintuitive discoveries

Question 28

Limitations of piags theory

Answer 28

Stage inconsistencies (individ differences, domains, etc)
Underestimate childs abilities
Overlooks influence of cultural and social groups
Memory/language/motor components/ overlaps
Cognitive dev vs. information processing
Methodology problems

Question 29

Piag vs info processing

Answer 29

Info process:
Continuous, no abrupt stages
Neuronal dev and efficiency dependin on environment and experiences with tasks

Ex. Conservation of #s first, then length, volume, etc… suggests that it is CONTINUOUS AND NOT ABRUPT