Chapter 7 Flashcards
Piaget(Constructivist approach)
Schemes
Organized patterns of action or thought that people construct to interpret their experience
Set of rules that can be repeated and generalized across situations
Piaget(Constructivist approach) View of Intellectual development
Organization
Combing existing schemes into new/more complex schematic representations
Inital development of grasping skill then be combined and deployed to get access to a facorite toy
Piaget(Constructivist approach)
Adaption
Allows devleoping individuals to adjust to the demands of the environment via complementary
Piaget(Constructivist approach)
Assimilation
Process of interpreting new expericence, in terms of existing schemes
Eg. Calling all 4 legs creature the same name
Piaget(Constructivist approach)
Accommodation
Modify existing scheme to better fit new experiences
Eg. Creating new categories for different pets
Four Stages of cognitive
Sensorimotor
Birth - 2 yrs
Begins interaction with environment
Four Stages of cognitive
Preoperational
2- 7 years
represent the world symbolically
Imaginaryplay
Four Stages of cognitive
The concrete operations
7-11
learns rules such as conservation
Four Stages of cognitive
Formal operations stage
11 - beyond
adult like thoughts, think about the future
Critiques on Piaget’s Theory
- underestimating congnitive abilities of infants and young children
- Wronlgy claiming that broad stages of development exists
- Failing to explain how development came about
- gives limited attention to social influences on cognitive development
Neuroconstructivism
New knowledge is constructed by exisiting knowledge and is constrainted by genetic and envrionmental factors
Cognitive
Vygotsku’s Social cultural
Cognition evolves from the child’s social interactions
Children acquire mental tools by interacting with parents and mroe experienced members of the culture
Zone of proximal development
Gap between what a learner can accomplish independently and what he can accomplish with the auidance of a more skilled partner
Implications
- Knowledge is not fixed
- No test/score can reflect the range of a person’s knowledge
Guiding principle
Actively participate in culturally relevant activites with the aid and support of their parents and other guides.
Bruner(1983)
Parents provide scaffolding for their children’s development
Private speech(age 3 -4 )
- Critical step in development of mature throught
- Forerunner of the silent thinking adults use
- more effective problem solving performance
Speech to oneself that guides one’s thought and behavior
Roberson(2005)
Participants showed superior memory for color named in their own language and exhibited more confusion for color label by the same name.
Critiques on Vygotsky
- Place too much emphasis on social interactions
- Assumed knowledge and understanding of the world is transmitted through social interactions
Piaget v Vygotsky
Animal and human development are the same vs it’s different
Development precedes learning vs learning precedes devleopment
Self knowledge development vs Children and their partners co construct knowledge development
Fischer’s dynamic skill framework
- Not possible to anaylze behavior outside the context in which it occurs
- Behavior emerges from interactions between person and context
- Behavior changes in response to changes in context
Critique to fischer
Over complex, difficult to understand
Clincial method
Piaget studied children using the clinical method
- Clinical method not widely used today
- Imprecise because not involve asking standardized questions
Help discover how children think about problems
Intelligance
Basic life function that helps us adapt to the environment
Object permanence
Fundamental understanding that objects are permanent when they are no longer visible
A not B error
Tendency of 8 to 12 months to search for an obejct in the place where they last found it(A) rather than in its new hiding place(B)
Challenges to Piaget’s View of Development of Object permanence
Babies know more about object permanence than they reveal through their actions
Symbolic capacity
Ability to use images, words, or gestures to represent or stand for objects and experiences
Symbolic Thinking during preschool years
- child use wrods to refer to things
- Can refer to past and future
- Pretend play
- Imaginary companion
Primary circular reactions(1-4 months)
Repeating actions that had initially happened by chance
Eg clapping hands
Secondary circular reactions(4 -8months)
Derive pleasure from repeatedly performing an action
Sucking or banging a toy
Coordination of secondary schemes(8 -12months)
combine secondary actions to achieve simples goals
Beginning of thought(18months)
Evidence of symbolic capacity, Where one object can be used to represent another
Struggles of preoperational thinker (>6 or 7 years)
Fooled by appearance and has difficulty with tasks that require logic
Centration
Tendency to center attention on single aspect of the problem
The tallness of the beaker
Preoperational thinkers engage in centration
Decentration
Ability to focus on two or more dimensions of a problem at once
The fluid going back and forth between two different beakers
Do reversible can help child understand, check their understanding
Concrete operational thinkers can solve this problem correctly
Visual perspective taking
Non social theory of mind task
Knowing how each person view/what they see
Difficult for preoperational thinkers
Constantly choose task/answer they can see rather than what other people see
Theory of Mind
Inferences on other people’s perspective socially
Two different POV of the same narrative
Concrete operational stage
- Focus on more than one aspect of a scheme
- Able to better represent perspectives of others
- Capable of logical operations
- Classification skills improve
Seriation
Arrange items mentally along a quantifiable dimension such as length or weight
Transitivity
The ability to transfer gained knowledge between two elements to other elements
Shorter to longer, Lighter to heavier
Classification
- Older preoperational children can group items to a number of different rules
Class inclusion and whole-part relationship can remain challenging
Abstract thought emerges in adolescence
Formal-operational
Thought is more abstruct than concrete operational thought
- permit systematic and scientific thinking about problems
Abstract thought emerges in adolescence
Hypothetical deductive reasoning
reasoning from general ideas or rules to their specific implications
Devleop an answer and test it
Decontextualize
Separate prior knowledge and beliefs from the demands of the task at hand
Doesn’t let previous answer affect current task
Pros of Formal Thought
- Prepare individual to gain a sense of identity
- Think in more complex ways about moral issues
- Understand other better
Cons of formal thought
- Questioning can lead to confusion
- Rebellion against ideas
- Egocentrism(Imginary audience and personal fable)
Personal fable: uniquiness of this experience
Imginary audience: Everyone is thinking about me
Adult cognition
Biggest push back of paige view of being only in one stage at a time
- Use formal operations in field of expertise
- use concrete operations in less familar areas
Post formal thought
More complex than formal operational
Relativistic thinking
Knowledge depends on its context and the subjective perspective of the knower
Dialectical thinking
Detecting paradoxes and inconsistencies among ideas and trying to reconcile them
Crystallized intelligence
Draws on things that one already know
Defining words
Fluid intelligence
“On the fly” thinking
Problem solving, remembering new information
Abilities decline with age
- Processing speed
- working memory
- inhibition
Abilites remain stable/improve with age
- implicit memory
- semantic memory
- emotion regulation
