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Learning, Measuring and Shaping Behaviour > Chapter 5 - Lecture > Flashcards

Chapter 5 - Lecture Flashcards

1
Q

in the chapter on constructing knowledge, we aim to

A

transition our understanding of learning from a behaviourist to cognitive perspective
- to understand the relationship between cognitive and educational psychology from the viewpoint of Jean Piaget

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2
Q

What is cognitive psychology?

A

higher mental functions

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3
Q

name 8 elements of cognitive psychology

A
  • concept formation
  • categories and concepts
  • systems
  • memory
  • language
  • problem solving
  • decision making
  • logic
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4
Q

If the simpler behaviours of animals can’t be
adequately explained using behaviouristic
positions, then _
(cognitive psychology)

A

the presumably more
complex behaviours of humans might be
even less well explained

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5
Q

for a long time, _ and _ were in opposition (now not trying to outcompete eachother)

A

cognitivism nd behaviourism

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6
Q

Cognitive theories
are concerned
mainly with
explaining _

A

higher mental processes:
memory, perception,
information processing,
decision making, and knowing

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7
Q

cognitive theories are often based on an

A

information processing model

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8
Q

Jean Piaget had a _ position

A

developmental cognitive position

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9
Q

describe piaget’s developmental cognitive position

A
  • Piaget’s research and theories influenced psychology and education
    Cognitive: mental representation
    Developmental: processes by which children achieve a progressively more advanced understanding of their environment and of themselves
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10
Q

describe piaget’s background

A

His first interests were primarily in biology, a field
in which he obtained his Ph.D. at the age of 22
After receiving his doctorate, Piaget spent a year wandering through Europe, uncertain about
what to do next
- During this year, he worked in a psychoanalytic
clinic, in a psychological laboratory, and eventually in Alfred Binet’s laboratory
- While in the Binet laboratory he was to administer an early intelligence test to young
children to standardize the items
- He held a lifelong interest in the thought
processes of children

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11
Q

piaget’s interest was _

A

epistemology

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12
Q

describe epistemology

A

the branch of philosophy concerned with the acquisition of knowledge
- Cognitive development for Piaget involved the
modification of intellectual schemas as the child
seeks to understand its world

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13
Q

define the Methode Clinique

A

a semi-structured interview technique in which participants’ answers to questions often determine what the next question will be

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14
Q

describe the Methode Clinique

A
  • Borrowed from clinical psychology and especially
    from psychoanalysis
  • Requires that the interviewer listen while letting the child talk
  • Requires the interviewer go where the child’s
    explanations and questions lead.
  • One of the advantages of the méthode clinique lies in the considerble flexibility it permits
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15
Q

Human development is a process of _ (theoretical orientation)

A

adaptation,

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16
Q

The highest form of human adaptation is _ (theoretical orientation)

A

cognition

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17
Q

Describe theoretical orientation

A

Two big questions:
What characteristics of children enable them to adapt to their environment?
- What is the simplest, most accurate, and most useful way of classifying child development?
- Piaget’s theoretical orientation is clearly biological and evolutionary, as well as cognitive

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18
Q

What did Piaged recognize about the element of time travel

A

it is unique to us
(thinking back to what happened before)

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19
Q

to assimilate is to

A

respond using previous learning

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20
Q

to accomodate is to

A

change behaviour in response to environmental demands

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21
Q

the interplay of assimilation and accomodation leads to _

A

adaptation

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22
Q

according to Piaget, there should be a balance between assimilation and accomodation - called _

A

an equilibrium

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23
Q

The cognitive schemas developed by children
must be able to _

A

handle new information and situations

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24
Q

Piaget proposed 2 intellectual processes:

A

assimilation and accomodation

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25
Q

describe assimilation

A
  1. Assimilation: Involves interpreting new
    information in light of an old schema
    All 4-legged animals are viewed as a “dog”
    *brain tries to organize info in a way that provides structure
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26
Q

describe accommodation

A
  1. Accommodation: Process by which old
    schemas are modified to fit new situations
    A horse is not a “dog”
    **adding specific examples in connection with a specific category
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27
Q

imitation is primarily _

A

accomodation

28
Q

When imitating, children
constantly modify their
behaviour in accordance
with _

A

the demands imposed
on them by their desire to
be something they aren’t or to be like someone else.
- Through the imitation of
activity, children’s repertoires of behaviours
expand and gradually begin to be internalized (forming mental concepts)

29
Q

do infants immitate people when they are not in their presence?

A

no, many of the infant’s imitative behaviours occur only in the presence of the model being imitated

30
Q

how does piaget describe intelligence?

A

Instead of describing intelligence as a relatively fixed quality or quantity, Piaget describes it as mobile—something that
changes

31
Q

define intelligence

A

the property of activity that is reflected in
maximally adaptive behaviour, and it can therefore be understood as the entire process of adapting

32
Q

intelligence is defined by _

A

the interactions of an individual with the environment

33
Q

(intelligence) interaction involves a balance of _ and _ which results in _

A

assimilation (incorporating
aspects of the environment to
previous learning) and
accommodation (changing
behaviour in the face of
environmental demands)
- The result of this interaction (of this functioning) is the development of cognitive
structures (schemas and
operations), which in turn are reflected in behaviour

34
Q

describe what interactions happen between an environment and behaviour

A

environment > assimilation + accomodation = functioning > cognitive structure>behaviour

35
Q

name the 4 stages in the stage theory

A
  • sensorimotor
    -properational (preconceptual and intuitive)
  • concrete operations
  • formal operations
36
Q

what age aligns with the sensorimotor stage?

A

birth to 2 years

37
Q

what age aligns with the preoperational stage, and within it the preconceptual and intuitive

A

preoperational:2-7 yrs
preconceptual:2-4
intuitive:4-7

38
Q

what age aligns with the concrete operations stage?

A

7-11/12 yrs

39
Q

what age aligns with formal operations?

A

11/12/13/14

40
Q

describe the stage theory

A

Piaget believed that development progresses through a series of stages, each characterized by the development of new abilities or, more precisely, each consisting of a more advanced level of adaptation

41
Q

piaget’s position is primarily a theory of _ but also a theory of _

A

theory of human development but also a theory of learning

42
Q

The acquisition of knowledge is a _ process made possible through the _

A

gradual developmental process made
possible through the interaction of the
child with the environment.

43
Q

The sophistication of children’s representation of the world is a function of their _

A
  • stage of development.
  • that stage is defined by the thought structures they then possess
44
Q

what are the forces that shape learning?

A
  • Maturation, active experience, equilibration, and social interaction
45
Q

what else was really important to piaget?

A

the errors children make

46
Q

describe the educational implications of Piaget’s theory

A

Piaget’s theory:
- profoundly and significantly impacts school curricula, instructional procedures, and measurement practices
- suggests a number of very specific instructional
approaches and principles
Implies providing opportunities for both mental and physical
activity
- Suggests that schools should take pains to provide students with tasks and challenges of optimal difficulty
- Gives a very important role to social interaction

47
Q

how accurate / clear / predicting/ useful or influential is piaget’s position?

A
  • On occasion, the theory underestimates children’s abilities, but at other times, it may be guilty of overestimating abilities
  • Is the theory clear and understandable? Yes and no
  • Does the theory explain and predict well? Again, yes and no
  • How useful and influential is the theory?Very
48
Q

At the beginning of sensorimotor development stage, the infant has:

A
  • a here-and-now understanding of the world
  • lack of the object concept
  • absence of language
49
Q

Through interaction with the world, the infant builds a representation of reality that includes:

A
  • the development of language
  • the ability to coordinate activities
  • the appearance of intentionality, and
  • the recognition of cause-and-effect relationships
50
Q

define object concept (sensorimotor development)

A

If you hide a toy behind a
blanket or your hand, the
infant may act as if the
toy no longer exists, showing surprise or
confusion when the
object disappears from
their view

51
Q

The appearance of intentionality in a child’s
behaviour refers to _

A

the perception that the child’s actions are purposeful and goal-directed, indicating an
understanding of intention or a desired outcome
- It’s an important developmental milestone, as it demonstrates that the child is capable of recognizing and inferring intentions in others and, in turn, exhibiting intentional actions themselves

52
Q

give an example of a child showing the appearance of intentionality

A

cooking with a fake kitchen, mimicking the actions, flipping imaginary pancake, making sizzling sounds

53
Q

describe cause and effect relationships (sensorimotor development)

A

How specific actions lead to predictable outcomes
- Imagine a young child learning about cause and effect by using a light switch
- In this example, the cause is flipping the light switch either up or down, and the effect is the corresponding change in the room’s light
- the child quickly learns that flipping the switch up causes the light to turn on, - while flipping it down causes the light to turn off

54
Q

within preoperational thinking, which concept is present in the preconceptual sub-stage

A

Errors of logic
- Transductive (from particular to particular) reasoning
- My dog has hair; that thing has hair therefore it is a dog

55
Q

within preoperational thinking, which concepts are present in the intuitive sub-stage

A
  • Intuitive problem solving
  • Egocentrism
  • Absence of conservation
56
Q

define intuitive problem solving

A

thinking becomes more logical, although still dominated by perception (hence the label intuitive)

57
Q

define egocentrism

A

inability to consider the perspective or viewpoint of others

58
Q

define absence of conservation

A

the understanding that certain properties of objects remain constant, even when their outward appearance changes (ex. pouring liquid into taller thinner peaker = same volume, non-conserving child doesn’t understand)

59
Q

define operation

A
  • An operation can be defined as an internalized activity (in other words, a thought) that is subject to certain rules of logic.
  • The ability to conserve (reflecting logical rules of
    reversibility, identity, and compensation)
60
Q

operations involves the logico-mathematical scheme which involves:

A
  1. reversibility: 2 units combined can be separated (3+5=8 and 8-3=5)
  2. identity: combining an elements with its inverse
    nulls it (+5) + (-5) = 0
  3. compensation: combining more than one
    operation
61
Q

describe reversibility in the logico-mathematical scheme

A

Reversibility, emerges when the child realizes that an action could be reversed and certain consequences will follow from doing so

62
Q

describe identity in the logico-mathematical scheme

A

Identity is the idea that for every action or operation
there is another operation that leaves it unchanged.
- For example, adding or taking away nothing produces no change

63
Q

describe concrete operations

A
  • Conservations
  • Children can now deal more adequately with classes, series, and number
  • Thinking is tied to what is concrete – more rule
    regulated thinking, but where the rules of logic are
    applied to real (concrete) objects and situations and
    not hypothetical situations
64
Q

what test shown in class helps us realize logically where the child is at

A

A test of a child’s understanding of seriation - The elements of the series are presented in random order and the child is asked to arrange them in sequence by height
- the top row was arranged by a 3½-year-old, and the bottom, by an 8-year-old

65
Q

describe formal operations

A
  • Defined by the appearance of propositional thinking
    (hypothetical thinking)
  • Abstract relations
  • Hypothetical nature of thought
  • The child’s thought processes are freed from the immediate and real and are potentially as logical as they will ever be

Learning, Measuring and Shaping Behaviour (17 decks)

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