Chapter 5 Flashcards
piaget’s theory
kids are active in their own construction of knowledge
assimilation
when encountering something new, a child will try to fit it in with something they already know (ex. when seeing a cheetah for the first time, they might call it “dog”)
accommodation
when you change existing cognitive structure when encountering something new (ex. realizing fish aren’t dogs, you accommodate and changed ideas)
cognitive structures
schemes
- underlying thoughts behind actions, get more
complicated and automatic through life
operations
- logical reasoning (ex. 2+2=4)
piaget has what world view?
stage theorist
- active development
- goal driven
- qualitative changes
- predictable development
periods of cognitive development
sensorimotor (birth-2)
preoperational (2-7)
concrete operational (7-11)
formal operational (11 and up)
6 substages of sensorimotor development
reflexive schemes (birth - 1 month)
primary circular reactions (1-4 months)
secondary circular reactions (4-10 months)
coordination of secondary circular reactions (8-12 m)
tertiary circular reactions (12-18 m)
mental combinations/representation/internalization of schemes (18-24 m)
reflexive schemes
0-1 month, substage 1
newborn reflexes basis of sensorimotor intelligence
- suck, grasp, and look in much the same way, no matter what the circumstances
primary circular reactions
1-4 month, substage 2
repetitive
change behavior in response to environmental demands
body focused
motivated by basic needs
secondary circular reactions
4-8 month, substage 3
actions are repeated that affect the environment
environment focused
imitated actions are practiced
coordination of secondary circular reactions
8-12 months, substage 4
putting all their schemes together/intentional, goal-directed, behavior
physical causality (understand they were the cause of what happened)
start to understand object permanence
AB search errors (will see object move from A–>B but still look in A)
tertiary circular reactions
12-18 months, substage 5
start varying actions/testing environment in ways
violation of expectation
violation of expectation results
in substage 5
infants as young as 2.5 months stare longer @ unexpected. event as they can understand that it isn’t right/doesn’t make sense
changes piagets time table for object permanence
mental representation
18-24 months, substage 6
represent reality in your mind
representational ability (drawing and semiotic function/communicating with words)
deferred imagination (imitating something they saw previously)
- ex. child throwing a tantrum because they observed one the other day
preoperational
2-7 yrs
- centration
- irreversibility
- egocentrism
- intuitive reasoning
- animism (gives human qualities to inanimate objects)
- trouble with conservation and 3 Mt. task
- jump in make believe play and language development
concrete operational
7-11 yrs
- logical operations
- conservation develops
- coordination of spatial systems develop
- decentration (not egocentric)
- reversibility
- seriation
- classification
- can’t hypothesize
formal operational
12 yrs - adult
- hypothetical reasoning
- propositional reasoning
- reflective thinking
- limitations/quirks
- personal fable (think they are star)
- imaginary audience (self conscious)
what two processes account for changes in scheme for Piaget’s theory?
adaption and organization
adaption
building schemes through direct interaction with the environment
during times of rapid cognitive change, children are in a _________________
state of disequilibrium; changing from assimilation to accommodation
organization
internal process; rearranging and linking new schemes to make interconnected cognitive system
2 most powerful kinds of mental representations
images and concepts
how early in a child’s life is deferred imagination present?
as early as 6 weeks!
inferred imagination
rational imitation; imitate purposeful behaviors rather than arbitrary ones!
displaced reference
realization that words can be used to cue mental images of things not physically present; symbolic capacity
emerges around 1st birthday
video deficit effect
poorer performance after viewing a video than a live demonstration
children tend to not understand or discount information coming from a screen as it isn’t the same as someone right in front of them/able to interact with that character on the screen
core knowledge perspective
babies are born with a set of innate knowledge systems or core domains of thought
each prewired understandings permits a ready grasp of new, related information and therefore supports early, rapid development
experience is essential!
2 issues relating to Piaget’s stages
1) too abrupt/stage-like
2) various aspects of infant cognition develop together (not true)
3 parts of the mental system meant for processing
sensory register
short-term memory store
long-term memory store
sensory register
where sights and sounds are represented directly and stored briefly
information processing
agree w/ Piaget that children are active and inquiring beings but also focus on many aspects of thinking (attention, memory, categorization skills to complex problem solving)
short-term memory store
we retain attend-to information briefly so we can actively “work on” it to reach our goals
working-memory
the number of items that can be briefly held in mind while also engaging in some effort to monitor or manipulate those items
central executive
directs the flow of information while engaging in more sophisticated activities that enable complex, flexible thinking; manages the cognitive system’s activities
a conscious and reflective part of our mental system
automatic processes
processes that are so well-learned that they require no space in working memory, allowing us to focus on other information while performing them
long-term memory store
permanent knowledge base
unlimited
what 3 aspects of the cognitive system improve during childhood and adolescence?
1) the basic capacity of its stores, especially working memory
2) the speed with which information is worked on
3) the functioning of the central executive
executive function
the diverse cognitive operations and strategies that enable us to achieve our goals in cognitively challenging situations
why are the habituation times for very young babies long?
they have difficulty disengaging from the stimulus
recognition
noticing when a stimulus is identical or similar to one previously experienced
simplest form of memory
recall
more challenging; involves remembering something that isn’t present
infantile amensia
most of us can retrieve few, if any, events that happened to us before the ages of 2-3
autobiographical memory
recollections of meaningful one-time events
disproves that infantile amnesia is caused by passage of time
what 2 things contribute to the decline of infantile amnesia?
neurobiological change and social experience
what 2 theories are there for infantile amnesia?
hippocampus (continues to make new neurons which are thought to interfere with already stored early memories)
infant’s memory processing is largely nonverbal (harder to categorize and store events)
Korean toddlers are thought to be behind english-speaking toddlers in what process? what process are they thought to be more advanced in?
object-sorting skills; spatial categorization of “tight fit” items (cap on pen, ring on finger)
dynamic systems view
researchers analyze each cognitive attachment to see how it results from a complex system prior accomplishments and the child’s current goals
what did vygotsky believe was the origin of complex mental activities?
social interaction
zone of proximal (or potential) development
Vygotsky
range of tasks that the child cannot yet handle alone but can do with the help of more skilled partners
who designed the first successful intelligence test?
alfred binet
3 subtests of the Bayley Scales of Infant and Toddler Development
cognitive scale
language scale
motor scale
what 2 additional subtests rely on the parent for the Bayley Scales of Infant and Toddler Development?
social-emotional scale
adaptive behavior scale
standardization
giving a test to a large, representative sample and using the results as the standard for interpreting scores
normal distribution
where most scores cluster around the mean/average while fewer scores fall towards the extremes
bell curve!
what test is known to have a bell curve?
IQ test
developmental quotients (DQs)
infant IQ test scores are labeled this as they do not tap the same dimensions of intelligence that is assessed in older children
what are DQ tests used for?
screening/ helping to identify further observation and intervention for babies who are likely to have developmental issues
HOME (home observation for measure of the environment)
checklist for gathering information about the quality of children’s home lives through observation and parental review
HOME subscale
- organization of physicial environment
- provision of appropriate play materials
- emotional and verbal responsiveness of parent
- parental acceptance of child
- parental involvement with child
- opportunities for variety in daily stimulation
infants with low quality child care score _____ on measures of cognitive testing as well as later schooling
lower
developmentally appropriate practice
specify program characteristics that serve young children’s developmental and individual needs
LAD (language acquisition device)
innate system that contains a universal grammar / set of rules common to all languages
who proposed the LAD and what theory did they believe in?
Chomsky; nativist theory
what do researchers have against Chomsky’s LAD?
1) doubt that one set of rules cover all languages
2) children do not acquire language as quickly as nativists suggest
2 types of interactionist theories
1) applies information-processing perspective to language development
2) emphasized social interaction
milestones in language development
2 m - cooing
4 m- turn-taking games (peek-a-boo, pat-a-cake)
6 m - babbling
8-12 m - gestures/pointing
12 m - first word
18-24 m - vocab expands, combine 2 words
cooing
around 2 months
“oooo”
babbling
around 6 mouths
“babababa; dadadada”
do deaf babies babble?
yes, with their hands!
joint attention
the child attends to the same object or event as the caregiver
underextension
when young children first learn words, they apply them too narrowly (ex. only using the word “bear” to a stuffed animal)
overextension
applying a word to a wider collection of objects and events than is appropriate
telegraphic speech
two-word utterances, focus on high-content words, omitting smaller/less important ones like “the”, “can”, “to”
referential style
their vocabularies consisted mainly of words that refer to objects
believed words are for naming things
expressive style
compared to referential children, they produce many more social formulas and pronouns
believed words are talking about feelings and needs
IDS (infant-directed speech)
form of communication made up of short sentences w/ high pitch, exaggerated expression, clear pronunciation, pauses between speech segments, gestures, and repetition
4 levels of development for vygotsky
phylogenetic
historical
ontogenetic
microgenesis
phylogenetic
time period/time related
level of becoming human/how did we evolve
questions: when did we start with language? tools? large brain development?
historical
level of history, especially tools with how it impacts thinking and feeling (ex. clothes, language, forks, guns, technology in general)
ontogenetic
how do we develop as individuals, each have own path of development
microgenesis
development of a specific skill (ex. learning how to read, write, the alphabet, etc.)
vygotsky’s social construct approach is more about the _____, won’t be ______
process; perfect
ZPD/zone of proximal development
what I can do –> what I can do with help –> what I can’t do
scaffolding
in the second zone of proximal development
guiding/helping the child a little, how development happens
____ and ______ are linked
language; cognition
Sapir-Whorf Hypothesis
language influences thought
miller et al (1995)
experimented with how number naming systems effects on math ability
english vs chinese speaking children
culture differences began at 4 and widened at 5
what did vygotsky think the main tool was in development
language!
private speech
used to guide thought, critically important
eventually becomes internal
ex. children talking to their dolls
3 things that are labelled as importance for development
- motivation enhancement working with others
- importance of apprenticeship
- mentorship; advisors
- importance of collaborative learning
- critical for development, parents helping child learn
critique of vygotsky
ZPD ambiguity
- how much is too much help? difficult to draw line
operational definitions
- didn’t have many
language vs. communciation
language - novel/different tones
communication - same tone
language is … (list)
- unique to humans
- novel/creative
- arbitrary
- displacement (talk about past, future)
- interpersonal (pragmatics)
- structure (duality) phonology, syntax, semantics
- phonemes: basic sounds
- morphemes: basic units of language
how many morphemes are in the word “strangers”?
3
strange (1) + er (2) + s (3)
pragmatics
give and takes of language
productive/expressive language development
crying: birth, only form of communciation
cooing: 2-4 m, “oooo”, “aaaa”
babbling: 4 m+, “dadada”, “mamama”
expressive jargon: end 1 yr +, understand pragmatics, put constants and vowels together but not real words
first word: 12-13 m
- holophrase - word w/ whole sentence worth of meaning
two word utterances:
- telegraphic speech - 2 word sentences
- word spurt - once hit 50 words = word explosion
by the time children say one word, how many do they understand?
about 100!
Parentese / child-directed speech
type of tone used with babies “baby talk”
critical for language development!
overregulation
when children learn rule for language and over apply it, means child is acquiring rule but not exceptions
ex. today I runned so fast
broca’s vs wernicke’s area
b - expressive language
w - receptive language
behaviorist perspective
- environmental influences
- operant conditioning
- imitation
nativist perspective
- biologically primed to learn language
- chomsky + LAD
- lennerberg
- biologically primed to learn language between 2 -
puberty (critical period), hard to test
- biologically primed to learn language between 2 -
interactionist perspective
- innate abilities + environmental influences
- come w/ some abilities (not universal grammar) but paired with environment
- Bruner (child directed speech)
wug experiment
point: shows kids abstracted/understood rules for language, not imitated as words were not real
sign language research
case study with deaf mother + hearing father (born in deaf family) had a baby
child showed signs of signing around 8-9 months while first word for hearing children is 13 months
only difference in language development
thought to be because signs are 100% visible on how to form while speech you cannot see how the mouth forms the words
Apes and language
Washo
- 120 ASL signs learned in first year, invented signs
that didn’t exist to him yet
Koko
- gorilla w/ largest sign vocab
- Penny Patterson
- 1200-1700 signs learned
both learned semiotic function
