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+ FMST 210 > Chapter 6: Cognitive Change - Cognitive-Developmental and Sociocultural Approaches > Flashcards

Chapter 6: Cognitive Change - Cognitive-Developmental and Sociocultural Approaches Flashcards

1
Q

What was Piaget the first scientist to do?

A

systematically explain and examine children’s thinking and reasoning

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2
Q

What are schemas?

A

concepts, ideas, and ways of interacting on the world

  • plans to successfully interact with the world
  • with each new experience, children need to adapt their thinking and organize what they learn to construct new schemas, and refine existing schemas
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3
Q

What is assimilation?

A

integrating a new experience into a pre-existing schema

ie. toddler has a dog, they discover the neighbour has a dog, and they recognize and understand the dog even if it may look different

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4
Q

What is accommodation?

A

modifying or creating a schema in light of new information

ie. toddler sees a cat and calls it a dog, but someone around her tells her it’s a cat and explains the difference—assists the child in creating a new schema of cats

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5
Q

What is cognitive disequilibrum?

A

our schemas don’t match everything in the world

  • cognitive change is constantly occurring as a result of cognitive disequilibrium
    ie. moment when the toddler was told that what they thought was a dog wasn’t a dog—cat did not fit into the toddler’s schemas
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6
Q

Stage 1: Infancy - The Sensorimotor Stage

What are reflexes?

A

first indicators that infants have the ability to interact with the world and understand it are reflexes

  • infants are born with a number of involuntary autonomic reflexes
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7
Q

Stage 1: Infancy - The Sensorimotor Stage

Reflex: Palmar Grasp

  • Response
  • Developmental Course
A

curling fingers around objects that touch the palm

birth to 4 months, when it is replaced by voluntary grasp

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8
Q

Stage 1: Infancy - The Sensorimotor Stage

Reflex: Rooting

  • Response
  • Developmental Course
A

turning head and tongue toward stimulus when cheek is touched

disappears over first few weeks of life and is replaced by voluntary head movement

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9
Q

Stage 1: Infancy - The Sensorimotor Stage

Reflex: Sucking

  • Response
  • Developmental Course
A

sucking on objects placed into the mouth

birth to 6 months

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10
Q

Stage 1: Infancy - The Sensorimotor Stage

Reflex: Moro

  • Response
  • Developmental Course
A

giving a startle response in reaction to loud noise or sudden change in the position of the head, resulting in throwing out arms, arching the back, and bringing the arms together as if to grasp something

birth to 5-7 months

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11
Q

Stage 1: Infancy - The Sensorimotor Stage

Reflex: Babinksi

  • Response
  • Developmental Course
A

fanning and curling the toes in response to stroking the bottom of the foot

birth to 8-12 months

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12
Q

Stage 1: Infancy - The Sensorimotor Stage

Reflex: Stepping

  • Response
  • Developmental Course
A

making stepping movements as if to walk when held upright with feet touching a flat surface

birth to 2-3 months

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13
Q

Stage 1: Infancy - The Sensorimotor Stage

Reflex: Swimming

  • Response
  • Developmental Course
A

holding breath and moving arms and legs, as if to swim, when placed in water

birth to 4-6 months

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14
Q

Stage 1: Infancy - The Sensorimotor Stage

What are primary circular reactions?

A

repeating actions involving body parts that produce pleasurable or interesting results

  • often begin by chance or action
  • infant is learning more about their world

ie. accidentally discover their hand by their mouth and start sucking on their thumb (calming effect for them), playing with their feet

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15
Q

Stage 1: Infancy - The Sensorimotor Stage

What are secondary circular reactions?

A

repetitions of actions that trigger responses in external environment

  • going beyond their own body, and realizing that there are things they can do to make something happen in the outside world
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16
Q

Stage 1: Infancy - The Sensorimotor Stage

What is object permanence?

A

understanding that objects continue to exist outside of sensory awareness

  • object permanence signals to others that they now have the mental capacity for mental representation (can picture things in your hand even though you can’t see them)

ie. show a baby a toy and throw a blanket over it—if they don’t have object permanence, they think that the toy just went away (outside of their sensory awareness, therefore it doesn’t exist)
- once they acquire object permanence, they understand that toy continues to exist under the blanket even though they can’t see it, and will pull the blanket off

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17
Q

Stage 1: Infancy - The Sensorimotor Stage

What are tertiary circular reactions?

A

active, purposeful, trial-and-error exploration to search for new discoveries
- infant will vary their actions to see if something changes in the outcome

ie. dropping things from their high chair

18
Q

Stage 2: Early Childhood (Age 2-6) - Preoperational Stage

What is preoperational reasoning?

A

characterized by a dramatic leap in the use of symbolic thinking, primarily with the use of language

  • better able to organize their thoughts and imagination, and use it to guide their behavior
19
Q

Stage 2: Early Childhood (Age 2-6) - Preoperational Stage

What us egocentrism?

A

inability to take another person’s perspective

  • have a tendency to view the world only in their perspective
  • think that other people share their feelings, knowledge, physical view
  • physical view test: 3-mountain problem (seeing different things of the mountain model when on opposite sides of a table)
20
Q

Stage 2: Early Childhood (Age 2-6) - Preoperational Stage

What is animism?

A

belief that inanimate objects are alive and have feelings and intentions

ie. give dolls, action figures personality and feelings, and treat them like another human (why they get upset when they lose the toy)

21
Q

Stage 2: Early Childhood (Age 2-6) - Preoperational Stage

What is irreversibility?

A

lack of reasoning to see that reversing a process can often undo and restore it to the original state

22
Q

Stage 2: Early Childhood (Age 2-6) - Preoperational Stage

What is conservation?

A

understanding that the quantity of a substance is not transformed by changes in its appearance

23
Q

Stage 3: Middle Childhood (Age 6-11) - Concrete Operational Stage

What is the concrete operational reasoning stage?

A
  • can use logic to solve problems
  • have a more sophisticated understanding of the real world
  • acquire reversibility and conservation skills
24
Q

Stage 3: Middle Childhood (Age 6-11) - Concrete Operational Stage

What is classification?

A

ability to understand hierarchies, to simultaneously consider relations between a general category and more specific subcategories

25
Q

Stage 3: Middle Childhood (Age 6-11) - Concrete Operational Stage

What is seriation?

A

ability to order objects in a series according to a physical dimension (putting things in size order)

26
Q

Stage 3: Middle Childhood (Age 6-11) - Concrete Operational Stage

What is transitive inference?

A

ability to infer the relationship between two objects by understanding each object’s relationship to a third

27
Q

Stage 3: Middle Childhood (Age 6-11) - Concrete Operational Stage

Describe cultural differences in concrete operational reasoning.

A
  • differences in how children represent skills of concrete operational reasoning
  • performance can be a result of methodology, level of education
28
Q

Stage 4: Adolescence - Formal Operational Stage

What is the formal operational stage?

A
  • being able to think abstractly, logically, and systematically
  • being able to understand the hypothetical
29
Q

Stage 4: Adolescence - Formal Operational Stage

What is hypothetical-deductive reasoning?

A

ability to consider problems, generate and systematically test hypotheses, and draw conclusions

  • many adults fail
  • not consistent across people and intellectual domains
  • formal education plays a big part in these skills (better opportunities to use this reasoning to develop cognitive skills)
30
Q

Stage 4: Adolescence - Formal Operational Stage

What is adolescent egocentrism?

A

separating one’s own perspective from that of another person

31
Q

Stage 4: Adolescence - Formal Operational Stage

What is imaginary audience?

A

heightened level of self-consciousness

  • each individual is concerned about themselves, but each of them think everyone else in the world is watching them
32
Q

Stage 4: Adolescence - Formal Operational Stage

What is personal fable?

A

sense of self-importance and invincibility

  • believe that emotions they are experiencing are unique and way more intense for themselves than anyone else—think it’s not happening to anyone else (“nobody understands me”)
  • puts them at higher levels of depression and suicidal thoughts
  • think something bad that can happen to others won’t happen to them, which increases risk-taking behaviour
33
Q

Beyond Formal Operations

What us postformal reasoning?

A

integrates abstract reasoning with practical considerations

  • recognizes that most problems have multiple causes and solutions (some solutions better than others)
  • all problems involve some level of uncertainty
34
Q

Beyond Formal Operations

What is relativistic thinking?

A

most knowledge is viewed as relative, dependent on the situation and thinker

  • all beliefs are suggestive, and everyone takes a different perspective
  • all perspectives are defensible (how you can have an intellectual discussion or debate, and not assume there is a right answer)
35
Q

Beyond Formal Operations

What is pragmatic thought?

A

emphasizes the use of logic to address everyday problems

  • allows us to accept inconsistency, ambiguity, and uncertainty
  • nothing we think about is concrete anymore
36
Q

Beyond Formal Operations

What is cognitive affective complexity?

A

capacity to be aware of emotions, integrate positive and negative feelings about an issue, and regulate intense emotions to make logical decisions about complicated issues

  • combining emotions and logical thinking to come to a solution or decision
37
Q

Vygotsky’s Sociocultural Perspective

What is the sociocultural perspective?

A

we are embedded in a context that shapes how we think and who we become

  • social experiences teach children how to think
  • our thinking changes as we interact with people and their environment
38
Q

Vygotsky’s Sociocultural Perspective

What is scaffolding?

A

assistance that permits the child to bridge the gap between his or her current competence level and the task at hand

39
Q

Vygotsky’s Sociocultural Perspective

What is guided participation?

A

more skilled partner is attuned to needs of the child and helps her accomplish more than she could do alone

40
Q

Vygotsky’s Sociocultural Perspective

What is zone of proximal development?

A

gap between a child’s competence level (what she can do alone) and what she can do with assistance

41
Q

Vygotsky’s Sociocultural Perspective

What are cultural tools?

A

includes physical items and ways of thinking about phenomena and problem solving

  • facilitate learning about phenomena and problem solving
  • used to advance your knowledge and understanding

ie. cell phones, tablets, laptops

+ FMST 210 (17 decks)

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