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dev psych exam 1 > chapter 4 > Flashcards

chapter 4 Flashcards

theories

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1
Q

jean piaget

A
  • 1896 to 1980
  • swiss psychologist
  • attempted to identify the stages that a child passes through as they move towards adult like cognitive abilities
  • used case studies of his own kid
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2
Q

piaget’s view of children

A

constructivist
- depicts children as constructing knowledge for themselves in response to their experiences

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3
Q

piaget assumptions

A
  • mentally active since birth
  • children learn lessons on their own
  • children are intrinsically motivated to learn
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4
Q

piaget version of nature/nurture

A

nature
- brain / body
- ability to perceive, act, and learn from experience

nurture
- every experience children encounter

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5
Q

sources of continuity

A

assimilation
accommodation
equilibrium (x2)
disequilibrium
advanced equilibrium

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6
Q

assimilation

A

the process by which people translate incoming information into a form that fits concepts they already understand

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7
Q

accommodation

A

the process by which people improve their current understanding in response to new experiences

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8
Q

equilibrium (1)

A

balance assimilation and accommodation to create stable understanding

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9
Q

equilibrium (2)

A

satisfaction with understanding of a particular phenomenon

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10
Q

disequilibrium

A

realization of shortcomings of understanding, but do not have better explanations

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11
Q

advanced equilibrium

A

more sophisticated understanding and broader range of observations can be understood

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12
Q

sources of discontinuity

A

qualitative change
broad capability
brief transitions
invariant sequence

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13
Q

qualitative change

A

children of different ages think differently

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14
Q

broad capability

A

type of thinking at each stage is influential

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15
Q

brief transitions

A

fluctuations between each type of thinking

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16
Q

invariant sequence

A

some stage progression, no skipping

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17
Q

piaget’s stages of development

A
  1. sensorimotor stage
  2. preoperational stage
  3. concrete operations stage
  4. formal operations stage
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18
Q
  1. sensorimotor stage
A

birth to age 2
physical interactions are mania source of knowledge, thinking, and experience
- mental representation
- object permanence
- a-not-b error
- deferred imitation

also:
- infants’ activities center on their own bodies first
- early foals are concrete but later goals are abstract
- increasingly able to form mental representations

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19
Q

mental representation

A

physical and concrete to having an idea of something that’s not there

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20
Q

object permanence

A

understanding that objects continue to exist when out of view

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21
Q

A-not-B error

A

tendency to reach for hidden object where it was last found rather than its new location

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22
Q

deferred imitation

A

repletion of other people’s behaviors a substantial time after it originally occurred

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23
Q
  1. preoperational stage
A

ages 2 - 7
ability to construct mental representations of experience but not yet perform operations on them
- symbolic representation
- egocentrism
- centration
- conservation

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24
Q

symbolic representation

A

the use of one object, word, or thought to stand for another

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25
Q

egocentrism

A

inability to see the world from others’ perspectives

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26
Q

centration

A

focus on a single perceptually striking feature of an object

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27
Q

conservation

A

understand that despite a translation in the physical amount, the amount remains the same

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28
Q
  1. concrete operations stage
A

ages 7 - 12
can reason logically about concrete objects and events

29
Q
  1. formal operations stage
A

ages 12+
ability to perform hypothetical reasoning beyond the here and now

30
Q

limitations to piaget’s theory

A
  • children are cognitively competent
  • development is more continuous
  • may be culturally biased
31
Q

information processing theories

A

theories that focus on the structure of cognitive systems and mental activities used to deploy attention and memory to solve problems
- thinking as a process that occurs over time
- task analysis
- computer simulation

32
Q

task analysis

A

identify goals, relevant information in the environment, and potential processing strategies for a problem

33
Q

computer simulation

A

mathematical model that expresses ideas about mental processes in precise ways

34
Q

memory development

A

working memory
long term memory
executive functioning

35
Q

working memory

A

actively attending to, maintaining, and processing information
- limited in both capacity and length of time in can be maintained
- capacity and speed of working memory over time due to brain maturation

36
Q

long term memory

A

knowledge that people accumulate over their lifetime
- factual knowledge (song lyrics)
- conceptual knowledge (fairness)
- procedural knowledge (riding a bike)

37
Q

executive functioning

A

control behavior and thought processes
- inhibition
- enhancement of working memory
- cognitive functioning

38
Q

basic processes memory)

A

Associating events with one another
Recognizing objects as familiar
Recalling facts and procedures
Generalizing from one stance to another
Encoding specific features of objects and events
Improving processing speed
- Myelination
- Increased connectivity

39
Q

strategies for memory

A

rehearsal
selective formation

40
Q

rehearsal

A

repeating info multiple times

41
Q

selective formation

A

intentionally focusing on the info that is most relevant to the goal

42
Q

content knowledge

A

prior content knowledge improves encoding, provides useful associations, and guides memory in useful directions

43
Q

problem solving (information processing theories)

A

children depicted as active problem solvers
- overlapping waves theory
- planning

44
Q

overlapping waves theory

A

emphasize the variability of children’s thinking

45
Q

planning

A

problem solving is more successful if people plan ahead before acting

46
Q

core knowledge theories

A

views children as having some INNATE knowledge in domains of special evolutionary importance
- domain specific learning
- language acquisition device

infants begin life with 4 core knowledge systems

47
Q

infants begin life with 4 core knowledge systems

A
  1. inanimate objects and mechanical interactions
  2. minds and goal-directed actions
  3. numbers
  4. spatial layouts and geometric relations
48
Q

language acquisition device

A

specialized learning mechanism for language allows children to rapidly master the complicated systems of grammatical rules

49
Q

view of children’s nature (core knowledge theories)

A

similar to piaget
- children are active learners

different from piaget
- children have innate capabilities

specialized mechanisms

nativist vs constructivist

50
Q

specialized mechanisms

A

faces
language
living things
numbers

51
Q

nativist

A

emphasize innate knowledge

52
Q

constructivist

A

emphasize generation of increasingly sophisticated domain-specific theories on top of the innate foundation

53
Q

constructivism

A
  • blends elements of nativism, piagetian theory, and information-processing theories
  • young children actively organize their understanding of the most important domains into informal theories
54
Q

sociocultural theories

A

theories that emphasize that there people and the surrounding culture contribute greatly to children’s development
- social scaffolding
- cultural tools
- guided participation

55
Q

social scaffolding

A

“experts” organize the physical and social environment to help children learn

56
Q

cultural tools

A

ways in which cultures influences our thinking

57
Q

guided participation

A

more knowledgable people organize activities in ways that allow less knowledgable people to perform activity at higher levels than they could manage on their own

58
Q

lev vygotsky

A

russian psychologist
viewed children as social learners
continuous

  • three phases of internalized speech
59
Q

three phases of internalized speech

A
  1. children’s behavior is controlled by other people’s statements
  2. children’s behavior is controlled by their own private speech
  3. behavior is controlled by internalized private speech (thoughts) in which they silently tell themselves what to do
60
Q

view of children’s nature (sociocultural theories)

A

children seen as teachers and learners
children seen as products of their culture

61
Q

central development issues (SC.T)

A

intersubjectivity
joint attention

62
Q

intersubjectivity

A

mutual understanding that people share during communication
- requires focus on same topic and each other’s reactions

63
Q

joint attention

A

children and their social partners intentionally focus on a common referent in the external environment

64
Q

dynamic systems theories

A

dynamic
- continuously changing

systems
- each child is a well integrated system

65
Q

view of children’s nature (dynamic systems theories)

A
  • children are internally motivated to learn about the world around them
  • children’s actions shape their development
66
Q

central developmental issues (DS.T)

A

development as a process of self-organization that involves integrating attention, memory, emotions, and actions to adapt to a continuously changing environment
- soft assembly

changes occur throughout mechanisms of variation and selection

67
Q

soft assembly

A

components and their organization change from moment to moment and situation to situation
- habit
- memory
- attention

68
Q

variation

A

use of different behaviors to pursue the same goal

69
Q

selection

A

increasingly frequent choice of behaviors that are effective in meeting goals

dev psych exam 1 (6 decks)

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