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Psych 2GG3 Test 2 > Chapter 7 > Flashcards

Chapter 7 Flashcards

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1
Q

What does cognitive psychology look at?

A

Higher mental functions (memory, language, problem solving etc)

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2
Q

Why was cognitive psychology created

A

To explain complex behaviours that can’t be explained by a behaviourist approach

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3
Q

Are cognitive theories based more on animal or human behaviour?

A

Human

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4
Q

What model are cognitive theories often based on?

A

An information processing model

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5
Q

Are cognitive theories more or less ambitious than behaviouristic theories

A

Less

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6
Q

What is the main metaphor of cognitive psychology?

A

A computer-based information processing metaphor

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7
Q

Main beliefs of cognitive theories

A
  1. Current learning builds on previous Learning
  2. Learning involves information processing
  3. Meaning depends on relationships among concepts
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8
Q

What is bruner’s learning theory?

A

Going beyond the information given: we make connections and go above and beyond

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9
Q

According to Bruner what are language and mind the products of?

A

Cultural evolution

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10
Q

Mind refers to…

A

Primarily human consciousness, the awareness we have of being, thinking, feeling

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11
Q

What 3 waves are the minds evolution evident through?

A
  1. Enactive representation: Machines amplifying human motor capacities (cars and busses)
  2. Iconic interaction: Machines amplifying human sensory capacities (eye glasses)
  3. Symbolic interaction: Machines amplifying human intellectual capacities (smart phones)
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12
Q

Enactive representation in children

A

A baby represents their world through actions
Children represent objects through their own actions
Ex. A baby continues to shake their arm even when you take the rattle away : they think their arm was making the noise

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13
Q

Iconic representation in children

A

Knowledge represented through visual or auditory icons
Ex. A Childs thinking is dominated by images

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14
Q

Symbolic representation in children

A

Language starts to influence thoughts
Ex.info can be categorized and summarized to be more readily manipulated

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15
Q

Representation and cognitive theory

A

A symbolic representational system (mostly language)

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16
Q

Who accounts for the theory of categorization?

A

Bruner

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17
Q

What is a category

A

A rule for classifying things as being equal

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18
Q

What does categorizing imply?

A

the possibility of going beyond the information given (make predictions of things based on their category membership)

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19
Q

Coding systems:

A

Hierarchical arrangements of related categories
Categorization = generalization

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20
Q

Two models of abstraction

A

Prototype (general model)
Exemplar (specific model)

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21
Q

Meaning and the narrative construction Of reality

A

How humans make meaning
How humans use personal narratives to make sense of their lives

22
Q

Educational implications of bruner’s theory

A

Theory strongly advocates for discovery-oriented, constructivist teaching methods
Spiral curriculum: increases in difficulty

23
Q

Who had a developmental-cognitive position

A

Jean Piaget

24
Q

Development:

A

Processes by which children achieve a progressively advanced understanding of the environment and themselves

25
Q

Epistemology (Piagets intrest)

A

Concerned with the acquisition of knowledge

26
Q

What did cognitive development for Piaget involve?

A

Intellectual schemas

27
Q

Method-cinique

A

A semi-structured interview technique where the Childs answers to question determine what the next question will be

28
Q

What is human development a process of?

A

Adaptation

29
Q

What is the highest form of human adaptation?

A

Cognition

30
Q

The interplay of what leads to adaptation?

A

Assimilation and accommodation
There should be an equilibrium between the two

31
Q

Piagets proposed 2 intellectual processes

A

Assimilation: interpreting new information in light of an old schema ex. All 4-legged animals are viewed as a dog
Accommodation: where Old schemas are modified to fit new schemas ex. A horse is not a dog

32
Q

Piagets stages of play

A

Stage 1: No understanding of rules, do not play according to rules
Stage 2: believe rules come from a higher authority like God and cannot be changed, break and change rules constantly
Stage 3: understand that rules are social and can be changed, do not change rules;adhere to them rigidly
Stage 4: complete understanding of rules, change rules by mutual consent

33
Q

What is imitation in children primarily?

A

Accommodation

34
Q

What does Piaget describe intelligence as?

A

Mobile - something that changes

35
Q

What interaction leads to the development of cognitive structures?

A

Between assimilation and accommodation

36
Q

What are Piagets stages of development?

A

Sensorimotor (birth to 2)
Pre-operational (2-7): preconceptual (2 to 4) and intuitive (4 to 7)
Concrete operations (7-12)
Formal operations l(12-15)

37
Q

Sensorimotor development

A

Beginning of stage infant has a lack of object concept and an absence of language
Through interaction with the world infants develop language and the ability to coordinate activities

38
Q

Preoperantional development

A

Preconceptual: Errol of logic, transductive reasoning
Intuitive: egocentrism (focused on self), absence of conservation

39
Q

Absence of conservation

A

Children cannot recognize that although shapes of cups might change liquid density will stay the same

40
Q

Operation can be defined AS…

A

A thought that is subject to certain rules of logic

41
Q

The ability to conserve:

A

Reversibility
Identity
Compensation

42
Q

Reversibility

A

When a child realizes that an action can be reversed and conseques will follow from doing so
Ex. (3+5=8 and 8-3=5)

43
Q

Identity

A

Idea that for every operation there is another operation that leaves It unchanged
Ex. (5)+ (-5) =0

44
Q

Compensation

A

Combining more than one operation

45
Q

Concrete operations

A

Idea of Conservation is achieved
Children can deal with classes, series and numbers
Thinking is tied to what is concrete

46
Q

Formal operations

A

Appearance of hypothetical thinking
Abstract relations

47
Q

What forces shape learning?

A

Maturation
Active experience
Equilibration
Social interaction

48
Q

What did piaget’s theory significantly impact?

A

School curriculum

49
Q

Vygotsky zone of proximal development

A

The range of tasks A child can preform with the help of others

50
Q

What is vygotskys theory an example of?

A

Constructivism ( construction/help)

51
Q

Piaget’s vs vygotsky theory

A

Piagets theory focuses on forces within the child
Vegotsy focuses on forces outside of the child ( cultural and social)

52
Q

The tools of mind curriculum

A

Zone Of proximal growth (what challenges the students)
Scaffolding ( techniques used to help learners ) ex. Graphic organizers and visuals

Psych 2GG3 Test 2 (6 decks)

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