Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

GPSYC 160 > Chapter 5: Cognitive Growth: Information Proessing Approaches > Flashcards

Chapter 5: Cognitive Growth: Information Proessing Approaches Flashcards

1
Q

cognition

A

mental process of knowing, including aspects such as awareness, perception, reasoning, and judgement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Piagets Theory

A
  • primarily studied children

- Action = Knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

schemes

A

mental representations that organize knowledge (a framework), organized patterns of sensimotor functioning
-framework that organize and interpret information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

analogy to schemes

A

folder on your computer=-has a label
contains “like”info
example :Michaela at zoo

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

assimilation

A

incorporating new information into existing knowledge schemes, understand an experience in terms of current stage of cognitive development and way of thinking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

accommodation

A

adjusting schemes to fit new information and experiences, changes in existing ways of thinking that occur in response encounters with new stimuli or events

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Piagetian Processes

Assimilation and Accomodation

A

first try to assimilate, then learns to accommodate
ex/ baby-sandbox
exploring with touch
sally puts everything in mouth

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Piagetian Processes

Organization

A

Grouping isolated behaviors into a higher-order, more smoothly functioning cognitive system; the grouping arranging of items into CATEGORIES
(to make sense of world, children organize their experiences)ex/ grocery store

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Piagetian Proccesses

Disequilibrium and Equilibration

A

Explain how children shift from one stage of thought to the next

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Disequilibrium

A

shift occurs as children experience cognitive conflict

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Equilibration

A

confliict is resolved through assimilation and accommodation, to reach a new balance or equilibrium of thought

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Stages if Development

A

cognition is qualitatively different from one stage to the next

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

motivation for change in each stage

A

internal search for equilibrium to become more _______ competent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What makes the stages differ from one another?

A

each stage consists of a different way of understanding and interpreting the world

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Piagets four stages

A
  • sensorimotor
  • preoperational
  • concrete operational
  • formal operational
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Sensorimotor Stage

A

birth to 2 years

infants contruct understanding of world by coordinating sensory experiences with motoric actions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Substage 1 (first month of life)

A

Simple Reflexes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Substage 2 (1-4 months)

A

First Habits and Primary Circular Reactions-

coordinate what were seperate actions into single, integrated activities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Substage 3 (4-8 months)

A

Secondary Circular Reactions-

infants take major strides in shifting cognitive horizons beyond themselves and begin to act on the outside world

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Stage 4 (8-12 months)

A

Coordination of secondary circular reactions-
begin to use more calculated approaches to producing events, coordinating several schemes to generate a single act. Achieve object performance during this stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Substage 5 (12-18 months)

A

Tertiary circular Reactions-
deliberate variation of actions that bring desirable consequences. Rather than just repeating enjoyable activities, infants appear to carry out miniature experiments to observe the consequence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Substage 6 (18 months to 2 years)

A

Beginnings of thought-

mental representation or symbolic thought. Infants imagine where objects that tehy cannot see might be

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

object permanence

A

understanding that objects and events continue to exist even when they cannot directly be seen, heard or touched
- fully developed by end of sensorimotor stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Preoperation Stage (2 to 7)

A

children represent world with words, images, and drawings

-think of things that are not there presently

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
operations
organized, formal, logical, mental processes (not in preoperation stage)
26
``` symbolic function (2-4) *1st substage of preoperational thought ```
ability to use a mental symbol, word, or object to stand for or represent something that is not physically present ex/ imaginative, drawings, scribbles, pretend play
27
egocentrism
inability to distinguish between one's own and someone elses perspective
28
symbolic functions example
phone conversation with a 2-4 year old | "three mountain task"
29
Intuitive Thought Substage | (4-7 years)
Children begin to use primitive reasoning and want to know the answers to all sorts of questions WANT TO LEARN
30
animism
belief that inaminate objects have lifelike qualities and are capable of action ex/ that floor hurt me
31
centration (flaw in thinking)
focusing attention on one charactistic to exclusion of others demo/ pennies, playdough
32
Conservation(ability) | Intutitive Thought substage
idea that an amount stays the same regardless of changes in its appearance *lacking in preoperational stage
33
Concrete Operational Stage (7-11 years)
Children can perform operations, understand transformational thought (conservation tasks), logical reasoning replaces intuitive reasoning as long as the reasoning can be applied to specific, concrete examples
34
transformation
process in which one state is changed into another
35
Concrete Operational Stage
begin questioning illogical ideas | "How is this possible" santa
36
classification
an important ability in concrete operational thought
37
classification skills- seriation
ordering stimuli along qualitative dimension
38
classification skills- transitivity
A=B and B=C then A=C
39
Formal Operational Stage (11-15 years)
individuals move beyond concrete experiences and think in more abstact and logical ways abstract, idealistic, and logical thinking
40
hypothetical deductive reasoning
ability to - develop hypothesis about ways to solve problems and can - systematically deduce best path to follow in solving them (deductive reasoning)
41
Adolescent Egocentrism
heightened self consciousness of adolescents
42
adol ego- imaginery audience
belief that others are as interested in them as they are
43
adol ego- personal fable
adolescent's sense of uniqueness and invincibility
44
Piaget in education
- constructive learning - faciliate rather than direct, learning - consider knowledge and level of thinking - ongoing assessment - promote students intellectual health
45
.......classroom into setting of exploration and discovery
"tell me and ill forget, show me and ill remember, let me help you and ill understand"
46
Piagets contributions
new way of looking at children
47
piagets critisms
- some estimates of timing of childrens abilities are inaccurate - development not always uniformly stage like - effects of training not taken into account - culture and education influence development
48
Labouve Vief
logical conclusion interpreted differently if real-world demands and pressures were taken into account
49
Postformal Thought-labouve vief
thinking that acknowledges that adult predicaments must sometimes be solved in relativistic terms
50
Perrys approach to Postformal thinking
dualistic thinking(right or wrong good or bad) declines when encountered with new ideas and points of view
51
Schaie perspective on postformal thought
stages
52
Acquisitive stage (childhood to adolescence)
main task is to acquire information
53
Acheiving stage (young adulthood)
point reached by young adult in which intelligence is applied to specific situations involving the attainment of long-term goals regarding careers, family, and societal contributions
54
Responsible Stage(late stages of early adulthood and middle adulthood)
concerns relate to their personal situations, including protecting and nourishing spouses, families and careers
55
executive stage (late adulthood and middle adulthood)
people take a broader perspective than ealier, including concerns about the world (many ppl not all)
56
Reintegrative stage (late adulthood)
focus is on tasks that have personal meaning
57
Vygotsky Theory of Cognitive Development
...
58
Social Constructivist approach
emphasis on social contexts of learning and construction of knowledge through SOCIAL INTERACTION
59
ZPD (Zone of Proximal Development)
- measure of learning potential | - captures the child's skills that are in the process of maturing
60
scaffolding
changing support over course of a teaching session to fit child's current performance level (supports independence and growth)
61
IQ vs ZPD
iq -emphasizes that intelligence is the property of the child zpd- emphasizes that learning is INTERPERSONAL. Child shared ZPD with a more skilled individual
62
Language and Thought
- children use language to plan, guide and monitor behavior | - language and thought develop independenty, then merge
63
private speech
- self talk | - inner talk
64
teaching strategies Vygotsky
- assess and use childs ZPD - more skilled peers as teachers - monitor and encourage private speech - instruction in meaningful context - transform classroom
65
Piaget and Vygotsky learning
Piaget- independent vygotsky- dependent (oversimplification)
66
Test Piaget and Vygotsky
neither believed formal standarized tests were best way to assess a child's learning
67
Role of Teachers | Piaget and Vygotsky
serve as facilitators or guides rather than as directors and molders of learning
68
Both theories are...
constructivist theory
69
constructivist
children actively construct knowledge and understanding rather than being passive receptacles
70
Social INteraction- piaget vs. vygotsky
piaget- does not have social emphasis | vygtosky- focused on social interaction; social contexts of learning
71
PIagets view of adult cognition
- thinking qualitatively same as adolescent's-formal operational - adults merely have more knowledge
72
research in adult cognition
- many dont reach formal operations until adulthood | - many adults dont use formal operatonal thinking
73
Cognitive changes in adulthood
realistic, pragmatic, reflective and relativistic
74
realistic
idealism decreases in face of real world constraints
75
pragmatic
switch from aquireing knowledge to applying it
76
reflective and relativistic
move away from absolutist thinking of adolescence

GPSYC 160 (10 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions