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Child Pysch > Chapter 4 > Flashcards

Chapter 4 Flashcards

1
Q

what three things work together from birth to propel development forward.

A

Stages are constructed through processes
of assimilation, accommodation, and
equilibration

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2
Q

Piagets stage theory
View of Children’s Nature
Constructivist approach

Why did he call it Constructivist

Constructive processes involves…

A

because it depicts children as constructing knowledge for themselves in response to their experiences.

Generating hypotheses
* Performing experiments
* Drawing conclusions

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3
Q

Central Properties of Piaget’s Stage Theory
His theory believed in Qualitave change which means what

How was his theory broad?

A

discontionus change which means differant ages = different thinking

provided frameowkr for understanding children brains

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4
Q

Central Properties of Piaget’s Stage Theory
His theory believed in breif trasition which means what

His theory believed in invariant sequence which means what

A

that the trasitioning between the stages were very short periods of time

that all children went through the same stuff in the same order

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5
Q

Piaget’s Stage Theory consisted of four stages
name them all and the ages

A

Sensorimotor Stage (Birth to Age 2 Years)
Preoperational Stage (Ages 2 to 7)
Concrete Operational Stage(7-12)
Formal Operational Stage(12 and beyond)

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6
Q

Sensorimotor Stage (Birth to Age 2 Years)
Sensorimotor intelligence:

Birth to 1 month: ___( example)

Beyond first few months: using reflexes to
_____

8 months: ___

A

Senses and motor skills

reflexes (sucking, grasping)

grasp and bring to mouth

Object permanence

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7
Q

Sensorimotor Stage (Birth to Age 2 Years)
Beyond first year: actions based on
_____
* 1 year: ____
* 18 to 24 months:

A

Beyond first year: actions based on
interest of child

  • 1 year: little explorer
  • 18 to 24 months: deferred imitation:
    repeating behaviors of others
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8
Q

Sensorimotor Stage (Birth to Age 2 Years)
A-not-B-task:

A

tendency to reach for a
hidden object where it was last found,
rather than in the new location where it
was last hidden

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9
Q

Preoperational Stage (Ages 2 to 7)
Symbolic representation
definition and example

A

Use of one object to stand for another

example stick as a sword

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10
Q

Preoperational Stage (Ages 2 to 7)
Centration
definition and example

A

Focus on a single, perceptually striking
feature of an object or event(dont know this one)

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11
Q

Preoperational Stage (Ages 2 to 7)
Egocentrism

A

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

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12
Q

Preoperational Stage (Ages 2 to 7)
Conservation concept

A

Changing the appearance of objects
does not necessarily change the
properties

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13
Q

Concrete Operational Stage(Ages 7 to 12)

A

Children begin to reason
logically about concrete
features of the world

  • Systematic and hypothetical
    thinking difficult
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14
Q

Formal Operational Stage
(Age 12 and Beyond)

A

Think abstractly and reason
hypothetically.
* Not universal
* Adolescent thinking expands and
enriches intellectual life.

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15
Q

Piaget’s Legacy
Piaget’s theory remains ___

Weaknesses
-____
-Infants and young children are more
____
-Depicts thinking as more ___
than reality

A

influential

Vague
cognitively competent
consistent

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16
Q

How can Piaget’s theory be applied
to education?

A

Considering the various stages of
cognitive processing to determine
when information should be taught

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17
Q

Information-Processing Theories

A

Focus on the structure of cognitive
systems and the mental activities used
to deploy attention and memory to
solve problems

Task analysis: research technique
* Computer simulation: a type of
mathematical model

i have no idea difgure it out

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18
Q

View of Children’s Nature through Information-Processing Theories
The child as a _____

They see cognitive growth as ___

The child as a ____

A

limited-capacity processing system

They see cognitive growth as continuous
-which means processing speeds faster,learning faster etc etc

problem solver

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19
Q

Development of Memory
Working memory

A

Actively attending to, gathering,
maintaining, storing, and processing
information
* Limitations (capacity; time)

20
Q

Development of Memory
Long-term memory

A

Knowledge that people accumulate
over their lifetime (think Jeopardy, the
game show)

21
Q

Development of Memory
Executive functioning

A

control behavior and thought processes.
via
prefrontal cortex

22
Q

Central Developmental Issues
How are executive functions applied
throughout the lifespan?

A

Inhibiting tempting actions

Enhancing working memory

Being cognitively flexible

Figure it out

23
Q

How to explain memory?
Basic process
(Five things)(first three)

A

Associating events with one another

Recognizing objects as familiar

Recalling facts and procedures

24
Q

How to explain memory?
Basic process
(Five things)(two things)

A

Generalizing from one instance to
another

Encoding specific features of objects
and events

25
Q

Central Developmental Issues
Strategies

A
  • Rehearsal
  • Selective attention
  • Encoding
    idk figure it out
26
Q

Central Developmental Issues
Content knowledge

Increased knowledge improves
____ of new information.

Prior content knowledge improves
___

A

recall and integration

encoding, provides useful
associations, and guides memory in
useful directions.

27
Q

Central Developmental Issues
What would develop problem solving

A

The use of strategies

28
Q

Central Developmental Issues
Overlapping waves theory:

Planning:

A

emphasizes the variability of children’s
thinking

problem solving is more
successful if people plan before
acting

29
Q

How can we apply information-
processing theories to education?

Research has found that children’s knowledge of numbers when they enter kindergarten predicts ____later.

A

their mathematics achievement

30
Q

Core-Knowledge Theories

A

Innate knowledge
* Domain-specific learning mechanisms for
rapidly and effortlessly acquiring additional
information in those domains
* Understanding and manipulating other
people’s thinking
* Differentiating between living and
nonliving things
* Identifying human faces, finding one’s
way through space
* Understanding causes and effects;
language

I dont understand this oen either

31
Q

View of Children’s Nature
Core-knowledge theorists

Entering world equipped with
______

A

Entering world equipped with
specialized learning mechanisms

32
Q

View of Children’s Nature
Core-knowledge theorists
Are domain-specific; ____ (e.g., Theory of Mind)

A

different mechanisms produce development in each domain

dont understand

33
Q

Core-knowledge theorists
View of Children’s Nature
Nativism
definition and example

A

The belief that infants are born with substantial knowledge of evolutionarily important domains, as well as the ability to quickly and easily acquire more knowledge in these domains,

for example language

34
Q

Core-knowledge theorists
View of Children’s Nature
Constructivism(confused on the rest of slide)

A

theorize that infants possess specialized learning abilities that allow them to quickly and effortlessly begin to understand domains of special evolutionary importance.

infants inital knowledge in these domains are more advanced

35
Q

Sociocultural Theories
Emphasize that other
people and the
surrounding culture
contribute___

Social scaffolding is what

A

greatly to children’s development

making the best possible enivorment for a kid

36
Q

View of Children’s Nature
Sociocultural theorist:Lev Vygotsky
said what?

A

Children are social learners

37
Q

Sociocultural theorist
View of Children’s Nature
Three phases of internalized speech

Children’s behavior is controlled by
_____
○ Children’s behavior is controlled by
their own ____
○ Behavior is controlled by
internalized ____(__)

A

Children’s behavior is controlled by
other people’s statements.
○ Children’s behavior is controlled by
their own private speech
○ Behavior is controlled by
internalized private speech
(thought)

38
Q

Sociocultural theorist
View of Children’s Nature
Children seen as ___ and
____

Humans have two unique
characteristics crucial to complex
culture construction

what are they?

A

Children seen as teachers and
learners.

Teaching; attending and learning

39
Q

Sociocultural theorist
Central Development Issues
Sociocultural theories propose
that change _____

Joint attention

A

occurs through social
interaction.

Focusing on something someone else is also focusing on and allows them to learn from others
“looks at airplane, points, looks at you and checks to see if u are also looking and look back”

40
Q

Dynamic-Systems Theories
Focus on how change occurs over
____

A

Focus on how change occurs over
varying time periods in complex
systems

Development as process of
constant change

41
Q

Dynamic-Systems Theories
View of Children’s Nature

Dynamic-Systems Theories emphasize:

A

Children are innately motivated to
explore the environment.
* Children have a precise way of
problem solving.
* Infants and toddlers are competent.
* Other people are important in
influencing development

42
Q

Dynamic-Systems Theories
View of Children’s Nature
Motivators of development

A

Children are motivated to learn about
the world around them.
* They are interested in the world around
them.
* They expand their capabilities.

43
Q

Dynamic-Systems Theories
View of Children’s Nature

Children’s specific actions
contribute to____

A

development throughout life.

-It is evident in reaching and
grasping for objects.

44
Q

Dynamic-Systems Theories
Central Developmental Issues

Self-organization and soft assembly

A

Involves integrating attention,
memory, emotions, and actions

“Soft assembly”
a concept that describes how actions are the result of an immediate interaction between an individual and their context

45
Q

Dynamic-Systems Theories
Central Developmental Issues

Mechanisms of change
Variation

Selection

A

Variation: The use of different
behaviors to pursue the same goal.

  • Selection: Increasing frequent choice
    of behaviors that are relatively
    successful in reaching goals.

Child Pysch (11 decks)

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