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Psy 220 > Chapter 7 > Flashcards

Chapter 7 Flashcards

1
Q

Piaget(Constructivist approach)

Schemes

A

Organized patterns of action or thought that people construct to interpret their experience

Set of rules that can be repeated and generalized across situations

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2
Q

Piaget(Constructivist approach) View of Intellectual development

Organization

A

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

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3
Q

Piaget(Constructivist approach)

Adaption

A

Allows devleoping individuals to adjust to the demands of the environment via complementary

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4
Q

Piaget(Constructivist approach)

Assimilation

A

Process of interpreting new expericence, in terms of existing schemes

Eg. Calling all 4 legs creature the same name

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5
Q

Piaget(Constructivist approach)

Accommodation

A

Modify existing scheme to better fit new experiences

Eg. Creating new categories for different pets

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6
Q

Four Stages of cognitive

Sensorimotor

A

Birth - 2 yrs
Begins interaction with environment

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7
Q

Four Stages of cognitive

Preoperational

A

2- 7 years
represent the world symbolically

Imaginaryplay

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8
Q

Four Stages of cognitive

The concrete operations

A

7-11
learns rules such as conservation

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9
Q

Four Stages of cognitive

Formal operations stage

A

11 - beyond
adult like thoughts, think about the future

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10
Q

Critiques on Piaget’s Theory

A
  • 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
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11
Q

Neuroconstructivism

A

New knowledge is constructed by exisiting knowledge and is constrainted by genetic and envrionmental factors

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12
Q

Cognitive

Vygotsku’s Social cultural

A

Cognition evolves from the child’s social interactions

Children acquire mental tools by interacting with parents and mroe experienced members of the culture

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13
Q

Zone of proximal development

A

Gap between what a learner can accomplish independently and what he can accomplish with the auidance of a more skilled partner

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14
Q

Implications

A
  • Knowledge is not fixed
  • No test/score can reflect the range of a person’s knowledge
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15
Q

Guiding principle

A

Actively participate in culturally relevant activites with the aid and support of their parents and other guides.

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16
Q

Bruner(1983)

A

Parents provide scaffolding for their children’s development

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17
Q

Private speech(age 3 -4 )

A
  • 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

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18
Q

Roberson(2005)

A

Participants showed superior memory for color named in their own language and exhibited more confusion for color label by the same name.

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19
Q

Critiques on Vygotsky

A
  • Place too much emphasis on social interactions
  • Assumed knowledge and understanding of the world is transmitted through social interactions
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20
Q

Piaget v Vygotsky

A

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

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21
Q

Fischer’s dynamic skill framework

A
  • 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
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22
Q

Critique to fischer

A

Over complex, difficult to understand

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23
Q

Clincial method

Piaget studied children using the clinical method

A
  • Clinical method not widely used today
  • Imprecise because not involve asking standardized questions

Help discover how children think about problems

24
Q

Intelligance

A

Basic life function that helps us adapt to the environment

25
Q

Object permanence

A

Fundamental understanding that objects are permanent when they are no longer visible

26
Q

A not B error

A

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)

27
Q

Challenges to Piaget’s View of Development of Object permanence

A

Babies know more about object permanence than they reveal through their actions

28
Q

Symbolic capacity

A

Ability to use images, words, or gestures to represent or stand for objects and experiences

29
Q

Symbolic Thinking during preschool years

A
  • child use wrods to refer to things
  • Can refer to past and future
  • Pretend play
  • Imaginary companion
30
Q

Primary circular reactions(1-4 months)

A

Repeating actions that had initially happened by chance

Eg clapping hands

31
Q

Secondary circular reactions(4 -8months)

A

Derive pleasure from repeatedly performing an action

Sucking or banging a toy

32
Q

Coordination of secondary schemes(8 -12months)

A

combine secondary actions to achieve simples goals

33
Q

Beginning of thought(18months)

A

Evidence of symbolic capacity, Where one object can be used to represent another

34
Q

Struggles of preoperational thinker (>6 or 7 years)

A

Fooled by appearance and has difficulty with tasks that require logic

35
Q

Centration

A

Tendency to center attention on single aspect of the problem

The tallness of the beaker

Preoperational thinkers engage in centration

36
Q

Decentration

A

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

37
Q

Visual perspective taking

Non social theory of mind task

A

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

38
Q

Theory of Mind

A

Inferences on other people’s perspective socially

Two different POV of the same narrative

39
Q

Concrete operational stage

A
  • Focus on more than one aspect of a scheme
  • Able to better represent perspectives of others
  • Capable of logical operations
  • Classification skills improve
40
Q

Seriation

A

Arrange items mentally along a quantifiable dimension such as length or weight

41
Q

Transitivity

A

The ability to transfer gained knowledge between two elements to other elements

Shorter to longer, Lighter to heavier

42
Q

Classification

A
  • Older preoperational children can group items to a number of different rules

Class inclusion and whole-part relationship can remain challenging

43
Q

Abstract thought emerges in adolescence

Formal-operational

A

Thought is more abstruct than concrete operational thought
- permit systematic and scientific thinking about problems

44
Q

Abstract thought emerges in adolescence

Hypothetical deductive reasoning

A

reasoning from general ideas or rules to their specific implications

Devleop an answer and test it

45
Q

Decontextualize

A

Separate prior knowledge and beliefs from the demands of the task at hand

Doesn’t let previous answer affect current task

46
Q

Pros of Formal Thought

A
  • Prepare individual to gain a sense of identity
  • Think in more complex ways about moral issues
  • Understand other better
47
Q

Cons of formal thought

A
  • 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

48
Q

Adult cognition

Biggest push back of paige view of being only in one stage at a time

A
  • Use formal operations in field of expertise
  • use concrete operations in less familar areas
49
Q

Post formal thought

A

More complex than formal operational

50
Q

Relativistic thinking

A

Knowledge depends on its context and the subjective perspective of the knower

51
Q

Dialectical thinking

A

Detecting paradoxes and inconsistencies among ideas and trying to reconcile them

52
Q

Crystallized intelligence

A

Draws on things that one already know

Defining words

53
Q

Fluid intelligence

A

“On the fly” thinking

Problem solving, remembering new information

54
Q

Abilities decline with age

A
  • Processing speed
  • working memory
  • inhibition
55
Q

Abilites remain stable/improve with age

A
  • implicit memory
  • semantic memory
  • emotion regulation

Psy 220 (9 decks)

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