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Child Psych Exam 2 > Chapter 4 > Flashcards

Chapter 4 Flashcards

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1
Q

Piaget: Constructiviist

A

The view that humans actively create their own understanding of the world from their experiences

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2
Q

Piaget: Schema

A

Organized unit of knowledge used to understand and respond to situations

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3
Q

Piaget: Mental representations

A

-Internal depictions of information the mind can manipulate
-18-24 months, Reach ability to think before you act, deferred imitation appears, development of make-believe play

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4
Q

Piaget: adaptation: Assimilation, Accommodation, Equilibration

A

Assimilation: Using existing schemas to interpret new experience (calling a zebra a horse)
Accommodation: Creating new schemas or improving old ones in light of new information (parent correcting child when they call zebra a horse)
Equilibration: Balancing assimilation and accommodation to create stable understanding

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5
Q

Piaget: Continuity & Discontinuity

A
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6
Q

Piaget: Invariant Sequence

A

An order that is unchanging, in order to which development occur

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7
Q

Piaget: Broad applicability

A

The type of thinking characteristic of each stage influences children’s thinking across diverse topics and contexts

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8
Q

Sensorimotor Stage: Definition, Main gains & limitation of each substage

A

Sensorimotor Stage: Infants know the world based on their senses and motor skills
1. Basic Reflex Activity (Birth- 1 month)
2. Primary Circular Reactions (1- 4 months)
3. Secondary Circular Reaction (4-8 months)
4. Coordination of Secondary Circular Reactions (8-12 months)
5. Tertiary Circular Reaction (12- 18 months)
6. Mental Representation (18- 24 months)

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9
Q

Sensorimotor Stage: Primary circular reactions

A

Primary–> on your own body
Circular–> Repetitive
Reaction–> Response
-Infants produce repetitive behavior focused on own body
-Pleasure response to event–> repeated occurrence

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10
Q

Sensorimotor Stage: Secondary circular reactions and coordinating them

A

-Repetitive behaviors now focused on external objects
-Behaviors still not intentional
-Lack object permanence

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11
Q

Sensorimotor Stage: Object permanence and A-not-B error

A

Object permanence: the awareness that things continue to exist even when not perceived
A-not-B: Tendency of 8-12 month olds to search for a hidden object where they previously found it even after they have seen it moved to a new location

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12
Q

Sensorimotor Stage: Tertiary circular reactions

A

-Toddler experiment with external objects
-Use of actions not previously linked to the objects
-Improved problem solving
-Display accurate A-B search

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13
Q

Sensorimotor Stage: Deferred imitation

A

The ability to remember and copy the behavior of models who are not present

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14
Q

Preoperational Stage: Definition & Make-Believe play

A

Preoperational Stage: Increase in mental representation
Make-Believe play: the ability to remember and copy the behavior of models who are not present

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15
Q

Preoperational Stage: Symbolic-representation and dual representation

A

Viewing a symbolic object as an object and and a symbol
-Ex. Deloache’s Snoopy Study (an adult hid little snoopy in a sale model of a room, only older children could find big snoopy)

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16
Q

Preoperational Stage: Egocentrism

A

Perceiving the world solely from one’s own point of view

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17
Q

Preoperational Stage: Animistic Thinking

A

Belied that inanimate objects have lifelike qualities (generally only applies to cars, trucks, moving objects

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17
Q

Preoperational Stage: Conservation, centration, and irreversibility

A

Lack of Conservation: Do not realize that certain physical characteristics of objects remain the same, despite changes in outward appearance
Centration: Focus on one aspect of a situation and neglect others
Irreversibility: Inability to go through a series of steps in a problem and then mentally reverse direction and return to starting point

18
Q

Concrete Operational Stage: Main developments & Seriation

A

7-11 years, More logical, flexible, and organized thought
-Conservation
-Classification
-Decentration
-Seriation: ability to order along a quantitative dimension
-Spatial Reasoning
-Reversibility

19
Q

Formal Operational Stage: Abstract though, hypothetical reasoning, metacognition

A

Abstract/ Scientific thinking
Metacognition: thinking about your thinking

20
Q

Formal Operational Stage: Cognitive distortions

A

Imaginary audience: believing you are the focus
Personal fable: inflated opinion of self-importance

21
Q

Criticisms of Piaget’s Theory

A

-Depicts children’s thinking as being more consistent than it is
-Infants & young children are more cognitively competent than recognized
-Understate the contributions of the social world to cognitive development

22
Q

Information Processing Theories: Task analysis

A

Specifying the goals, obstacles to their realization, and potential solution strategies involved in problem solving

23
Q

Information Processing Theories: Metaphor of the computer

A

Computer simulation: A type of mathematical model that expresses ideas about mental processes in precise ways

24
Q

Information Processing Theories: Continuous growth

A
25
Q

Information Processing Theories: Store model (sensory, working, & long-term memory; executive functions)

A

Working memory: memory system that actively involves attending to, maintaining, and processing information
Long-term memory: the knowledge that people accumulate over their lifetime
Executive functions: control behavior and thought processes
-Prefrontal cortex play important role
-Inhibition: ex. resisting the urge to play with your phone when an important tests occurs
-Enhancement of working memory: ex. selectively attending to the most important information
-Cognitive flexibility: imagining someone’s perspective in an argument

26
Q

Information Processing Theories: Encoding

A

The representation in memory of specific features of objects and events
-People encode information that draws their attention or that they consider important

27
Q

Information Processing Theories: Role of Myelin

A

An insulating substance that promotes faster and more reliable transmission of electrical impulses in the brain
-contributes to faster speed of processing

28
Q

Memory: Selective attention, rehearsal, organization, elaboration

A

Selective attention: The process of intentionally focusing on the information that is more relevant to the current goal
Rehearsal: Repeating information
Organization: Grouping related items
Elaboration: Creating relationships between two items within different categories

29
Q

Memory: Retroactive interference

A
30
Q

Memory: Control and utilization deficiencies

A
31
Q

Memory: Memory retrieval: recognition and recall

A

Recognition: Noticing that a stimulus is similar to one previously experienced
Recall: Generating a mental representation of an absent stimulus

32
Q

Memory: Overlapping-waves theory

A

emphasizes the variability of children’s thinking & approaches to problem solving

33
Q

Memory: Gist memory (Farmer Brown study)

A

Fuzzy Trace Theory: we create a gist after reconstruction (trying to remember an experience/ event)

34
Q

Core Knowledge: Domain specific understanding, naive theorists

A

Core Knowledge Theory: approaches that view children as having some innate knowledge in domains of evolutionary importance
Domain specific: information about a particular content area
Children are considered naive theorists

35
Q

Core Knowledge: Violation-of-expectation tasks for explaining physical and numerical knowledge of infants

A
36
Q

Vygotsky’s Sociocultural Theory: Importance of social interactions and language for cognitive change

A

Believed children are social learners, and believed that thought is internalized speech originating in statements that other people make to children

37
Q

Vygotsky’s Sociocultural Theory: egocentric vs. private speech

A

Private speech: Children develop self-regulation and problem-solving abilities by telling themselves out loud what to do
Egocentric view: Egocentric speech decreased by arguments with peers

38
Q

Vygotsky’s Sociocultural Theory: Guided participation

A

Process where more knowledgable individuals help the less knowledgable organize activities
-helps children develop skills on their own

39
Q

Vygotsky’s Sociocultural Theory: Zone of proximal development

A

Tasks child cannot do on their own but can with assistance

40
Q

Vygotsky’s Sociocultural Theory: Intersubjectivity

A

The mutual understanding that people share during communication

41
Q

Vygotsky’s Sociocultural Theory: Joint attention

A

Social partners intentionally focus on a common referent in the external environment

42
Q

Vygotsky’s Sociocultural Theory: Social scaffolding

A

A process where adults and other competent people organize the physical and social environment to help children learn

Child Psych Exam 2 (3 decks)

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