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Lifespan Development > Chapter 6: cognitive development > Flashcards

Chapter 6: cognitive development Flashcards

1
Q

Piaget’s theory of cognitive development

A

children actively construct their own cognitive worlds

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2
Q

schemes

A

actions or mental representations that organize knowledge

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3
Q

assimilation

A

using existing schemes to incorporate new information

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4
Q

accommodation

A

adjusting schemes to fit new information and experiences

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5
Q

organization

A

grouping isolated behaviors and thoughts into a higher-order, smoothly functioning cognitive system

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6
Q

equilibration

A

shifting from one stage of thought to the next

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7
Q

sensorimotor stage

A

infant constructs an understanding of the world by coordinating sensory experiences with physical actions. An infant progresses from reflexive, instinctual action at birth to the beginning of symbolic thought toward the end of the stage
- birth to 2 years

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8
Q

preoperational stage

A

the child begins to represent the world with words and images. These words and images reflect increased symbolic thinking and go beyond the connection of sensory information and physical action
- 2 to 7 years

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9
Q

concrete operational stage

A

the child can now reason logically about concrete events and classify objects into different sets
- 7 to 11 years

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10
Q

formal operational

A

the adolescent reasons in more abstract, idealistic, and logical ways
- 11 years through adulthood

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11
Q

6 substages of the sensorimotor stage

A
  1. simple reflexes
  2. first habits and primary circular reactions
  3. secondary circular reactions
  4. coordination of secondary circular reactions
  5. tertiary circular reactions, novelty, and curiosity
  6. internalization of schemes
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12
Q

simple reflexes stage

A

this occurs in the 1st month after birth where sensation and action are coordinated through reflexive behavior, such as rooting and sucking. The infant begins to produce behaviors that resemble reflexes in absence of the usual stimulus for the reflex.

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13
Q

first habits and primary circular reaction stage

A

this occurs between 1 and 4 months of age where habits and circular reactions are something the infant repeats the same way each time

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14
Q

primary circular reaction

A

a scheme based on an attempt to reproduce an event that initially occurred by chance

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15
Q

secondary circular reaction stage

A

this occurs between 4 and 8 months of age where the infant becomes before object oriented moving beyond preoccupation with the self and imitates some simple actions and physical gestures

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16
Q

secondary circular reaction

A

actions are repeated because of their consequences

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17
Q

coordination of secondary circular reaction stage

A

this occurs between 8 and 12 months of age where the infant must coordinate vision and touch, hand and eye. Their actions become more outwardly directed and they readily combine and recombine previously learned schemes in a coordinated way.
-intentionality

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18
Q

tertiary circular reactions, novelty, and curiosity stage

A

this occurs between 12 and 18 months of age

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19
Q

tertiary circular reaction

A

schemes in which an infant purposefully explores new possibilities with objects, continually doing new things to them and exploring the results

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20
Q

internalization of schemes stage

A

this occurs 18 to 24 months of age where infants develop the ability to use primitive symbols

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21
Q

symbol

A

in Piaget’s model, an internalized image or word that represents an event

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22
Q

object permanence

A

the understanding that objects continue to exist even when they cannot be seen, heard, or touched

23
Q

A-not-B error

A

occurs when infants make the mistake of selecting a familiar hiding place (A) rather than a new hiding place (B) as they progress into the stage of secondary circular reactions

24
Q

core knowledge approach

A

infants are born with domain-specific innate knowledge systems
-space, number sense, object permanence language
-evolutionary
-built-in sense of morality

25
Q

operations

A

reversible mental actions that allow children to do mentally what they previously only did physically

26
Q

symbolic function substage

A

the child gains the ability to mentally represent an object that is not present

27
Q

egocentrism

A

inability to distinguish between one’s own perspective and someone else’s

28
Q

animism

A

belief that inanimate object have lifelike qualities and are capable of action

29
Q

intuitive thought substage

A

the child uses primitive reasoning and wants to know the answers to all sorts of questions
- 4 to 7 years

30
Q

centration

A

focusing of attention on one characteristic to the exclusion of all other

31
Q

conservation

A

awareness that altering the appearance of an object or substance does not change its basic properties

32
Q

seriation

A

ability to order stimuli along a quantitative dimension

33
Q

transitivity

A

ability to logically combine relations to reach certain conclusions

34
Q

hypothetical-deductive reasoning

A

develop hypotheses/guesses and systematically deduce which is the best path to following in solving a problem

35
Q

adolescent egocentrism

A

heightened self-consciousness of adolescents
-reflected in beliefs that others are interested in them as they themselves are
- involved imaginary audience and a personal fable

36
Q

imaginary audience

A

feeling one is the center of attention

37
Q

personal fable

A

sensory of personal uniqueness and invincibility
- vulnerable

38
Q

neo-piagetians

A

argue for more emphasis on how children use attention, memory, and strategies to process information

39
Q

Vygotsky’s theory of cognitive development

A

emphasizes that children actively construct their knowledge and understanding and the role of the social environment in stimulating cognitive development
- society and cultures
-children use speech both for social communication and to help them solve tasks

40
Q

zone of proximal development (ZPD)

A

the range of tasks that are too difficult for children to master alone but that can be learned with guidance and assistance from others
- lower limit: independent
- upper limit: more dependent on help

41
Q

scaffolding

A

changing the level of support over the course of a teaching session, through dialogue, children’s concepts become more systematic, logical, and rational

42
Q

private speech

A

used for self-regulation to plan, guide, and monitor their behavior > eventually becomes inner speech in our minds

43
Q

Vygotsky’s teaching struggles (2)

A
  • use a child’s ZPD in teaching and observe/support when needed
  • monitor and encourage children’s use of private speech and place instruction in meaningful conetxt
44
Q

social constructivist approach

A

emphasis on the social contexts of learning and the construction of knowledge through social interaction

45
Q

role of language to Vygostky

A

major role in shaping thought

46
Q

cognitive changes in adulthood

A

adults and adolescents use the same type of reasoning and they think in qualitatively the same way but many individuals do not reach the highest level of formal operational thinking until adulthood

47
Q

adolescents often view the world in terms of ________

A

Polarity
- right/wrong
- we/they
- good/bad

With age, they become more aware of diverse opinions and the multiple perspectives of others

48
Q

emerging adulthood cognition

A

they are high in empathy, flexibility, and autonomy and are more likely to engage in complex, integrated cognitive-emotional thinking

49
Q

middle age cognition

A

more inwardly reflective and less cognitive-dependent in their thinking

50
Q

postformal thought is described as…

A
  • reflective, relativistic, and contextual
  • provisional
  • realistic
  • influenced by emotion
51
Q

fluid intelligence

A

ability to reason abstractly
- decreases with age

52
Q

crystallized intelligence

A

accumulated information and verbal skills
- increases with age

53
Q

cognitive mechanics

A

declines with age

54
Q

cognitive pragmatics

A

increases with age

Lifespan Development (10 decks)

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