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PSY 234 Test 2 > Chapter 4 > Flashcards

Chapter 4 Flashcards

1
Q

What do developmental theories provide?

A

A framework for understanding important phenomena

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2
Q

Developmental theories lead to a better understanding of what?

A

Children

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3
Q

Piaget’s Theory

A

Observations convey the texture of children’s thinking at different ages
First days of infancy through adolescence
Children actively shape their own development

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4
Q

Constructivist

A

Depicts children as constructing knowledge for themselves in response to their experiences
Child as scientist

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5
Q

3 of the most important constructive processes

A

Generating hypotheses
Performing experiments
Drawing conclusions from observations

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6
Q

Piaget’s Basic Assumptions

A

Children are mentally and physically active from the moment of birth, contributing to development
Children learn many important lessons on their own
Children are intrinsically motivated to learn and do not need rewards from others to do so

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7
Q

Nature and nurture do what in Piaget’s theory?

A

Interact to produce cognitive development

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8
Q

Nurture’s role in Piaget’s theory

A

Child gets nurturing from parents and every experience they are involved in

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9
Q

Nature’s role in Piaget’s theory

A

Maturing brain and body
Ability to perceive, act, and learn
Tendency to integrate observations into knowledge

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10
Q

Sources of Continuity

A

Assimilation
Accommodation
Equilibration

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11
Q

What do the sources of continuity do?

A

Work together from birth to propel development forward

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12
Q

Assimilation

A

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

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13
Q

Accommodation

A

Process by which people adapt current knowledge structures in response to new experiences

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14
Q

Equilibration

A

Process by which children balance assimilation and accommodation to create a stable understanding

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15
Q

3 Phases of Equilibration

A

Equilibrium
Disequilibrium
Sophisticated Understanding

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16
Q

Equilibrium

A

Not seeing any discrepancies between their observations and their understanding

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17
Q

Disequilibrium

A

Recognize shortcomings in their understanding, but cannot generate a superior alternative

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18
Q

Sophisticated Understanding

A

Eliminates shortcomings of old, creating more advanced equilibrium

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19
Q

Sources of Discontinuity

A

Stage theory

20
Q

Stage Theory

A

Products of the human tendency to organize knowledge into coherent structures

21
Q

Properties of the Stage Theory

A

Qualitative change
Broad applicability
Brief Transitions
Invariant Sequence

22
Q

Qualitative Change

A

Children of different ages think in different ways

23
Q

Broad applicability

A

Thinking characteristics influences children’s thinking across diverse topics

24
Q

Brief Transitions

A

Fluctuate between the type of thinking characteristics

25
Q

Invariant Sequence

A

Progresses through stages in the same order without skipping any of them

26
Q

Stages of Piaget’s Theory

A

Sensorimotor Stage
Preoperational Stage
Concrete Operational Stage
Formal Operational Stage

27
Q

Sensorimotor Stage

A

Intelligence is expressed through sensory and motor abilities
Live in the here and now

28
Q

When is the sensorimotor stage?

A

Birth to 2 years

29
Q

“Intelligence is bound to their immediate perceptions and actions”

What stage?

A

Sensorimotor Stage

30
Q

Preoperational Stage

A

Able to represent their experiences in language, mental imagery, and symbolic thought
Remember experiences for longer periods

31
Q

What are children unable to do in the preoperational stage?

A

Perform central operations

32
Q

When is the preoperational stage

A

2 to 7 years

33
Q

Concrete Operational Stage

A

Able to reason logically about concrete objects and events

34
Q

When is concrete operational stage?

A

7 to 12 years

35
Q

What can a child not do in the concrete operational stage?

A

Think purely in abstract terms or generate systematic scientific experiments to test their beliefs

36
Q

Formal Operational Stage

A

People became able to think about abstractions

Able to perform systematic scientific experiments

37
Q

When is the formal operational stage?

A

12+ years

38
Q

What stage does “simple reflexes and perceptual abilities are the foundation of intelligence” belong to?

A

Sensorimotor stage

39
Q

Object Permanence

A

The knowledge that objects continue to exist even when they’re out of view

40
Q

A-not-B Error

A

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

41
Q

At what age do infants start to actively explore the potential ways in which an object can be used?

A

1 year

42
Q

When do infants begin to form enduring mental representations?

A

18-24 months

43
Q

Deferred Imitation

A

Repetition of other people’s behavior a substantial time after it originally occurred

44
Q

What stage does “A mix of cognitive acquisitions to fascinating limitations” belong to?

A

Preoperational stage

45
Q

Symbolic Representation

A

Use of one object to stand for another

46
Q

Egocentrism

A

Tendency to perceive the world solely from one’s point of view

PSY 234 Test 2 (2 decks)

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