Chapter 7 - Lecture Flashcards

1
Q

what are the higher mental functions in cognitive psychology?

A

Concept formation
Categories and Coding
Systems
Memory
Language
Problem solving
Decision making
Logic

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2
Q

What did Steven Pinker do?

A

Pinker explores various
aspects of human cognition and the mechanisms that
underlie our mental
processes

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3
Q

how does Pinker describe the structure of language?

A

Language: Pinker describes the structure of language and how it is processed in the mind. He discusses the concept of universal grammar and the innate
language abilities that humans possess
- universal grammar - brain is already hardwired similarly to computers, and givena healthy brain every brain has the capacity to learn the rules

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4
Q

what are the main beliefs of cognitive theories?

A
  • Current learning builds on previous learning
  • Learning involves information processing
  • Meaning depends on relationships among concepts
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5
Q

describe ‘going beyond the information given’ (bruner’s learning theory)

A

Humans were far from the fastest, the fiercest, or the
strongest of the predators on this planet
- The human proved, in the end, to be more intelligent
- The human eventually took the course of evolution into its own hands by using its brains
*brain information processing centre allows us to outcompete others

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6
Q

Language and mind are the products of _

A

cultural evolution made possible by the brain
*countries have their own languages/dialect

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7
Q

Mind refers primarily to human consciousness—define

A

the awareness we have of being, of thinking, of feeling.

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8
Q

The mind’s evolution is evident through three waves of
remarkable inventions:

A
  1. Simple machines amplifying human motor
    capacities
  2. Devices amplifying human sensory capacities
  3. Machines amplifying human intellectual capacities
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9
Q

name the 3 representational systems in Bruner’s theory

A

enactive representation, iconic representation, symbolic representation

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10
Q

name the 3 human inventions that relate to Bruner’s representational systems

A

enactive = amplification of motor capacities
iconic = amplification of sensory capacitites
symbolic = amplification of intellectual capacities

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11
Q

describe the development of representation in children: enactive

A

In the enactive mode, a baby would represent their
world through actions.
Knowledge is stored as muscle memory
- For example, a baby may continue to shake their
arm even when you take the rattle away
- They think the arm movement was making the noise
- Our knowledge of motor skills like riding a bike is
based on enactive representation
- They become automatic with practice

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12
Q

describe the development of representation in children: iconic representation

A

Here knowledge can be
represented through visual or auditory icons
- A child’s thinking is dominated by images and things are as they look

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13
Q

describe the development of representation in children: symbolic representation

A
  • Language starts to influence thoughts
  • Information can be categorized and summarized and be more readily manipulated
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14
Q

A symbolic representational system, most importantly language, is essential to

A

systematic reasoning
- language are agreed upon symbols that we give meaning to
* that’s why certain terms parents used don’t make any sense

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15
Q

what did Noam Chomsky suggest?

A

Innate Knowledge: Chomsky suggested that humans are born with an innate, biological predisposition for language
* This innate knowledge includes a set of grammatical principles and
rules that guide the formation of sentences and the understanding
of language

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16
Q

forming concepts involves _. Information processing and decision making also involve _

A

categorization
(bruner’s theory of representation: categorization)

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17
Q

A category can be thought of as a_

A

rule for classifying things as being equal: specifying the attributes objects must possess to belong

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18
Q

Categorizing implies the possibility of

A

“going beyond the
information given” (of making predictions about events or objects based on their category membership)
*making predictions on events and objects, constantly doing this to make sense

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19
Q

coding systems are _

A

hierarchal arrangements of related categories, such that the topmost category in the system is more general than are all the categories below it
*creating coding system that connects to broad idea
*do this as you learn more information

20
Q

what does transfer mean in terms of coding systems?

A

Categorizing and placing concepts (categories) into coding systems is
basic to generalizing — or what is termed transfer

21
Q

in research on concept formation, we have 2 models of _

A

abstraction

22
Q

we have 2 models of abstraction:

A

prototype (a general model, ex honda)
exemplar (a specific example, ex. honda civic)

23
Q
  • it’s not just about categorizing, it’s also about _
A

putting meaning
- personal narratives, connections that occur

24
Q

define meaning and the narrative construction of reality

A
  • How humans make meaning
  • How humans use personal narratives to make sense of their lives
25
Q

what are the educational implications of Bruner’s Theory

A

Theory strongly advocates discovery- oriented, constructivist teaching methods
- Bruner suggests that
some form of spiral
curriculum is often the
best for learner-
centered education

26
Q

on the slide in class, what was on the bruner spiral

A

as difficulty increases, new content>revision>mastery

27
Q

jean piaget had a _ position

A

developmental-cognitive position

28
Q

piaget’s position is primarily a theory of human development, however, it is also a theory of _

A

learning

29
Q

The acquisition of knowledge is a
gradual developmental process made
possible through

A

the interaction of the
child with the environment

30
Q

The sophistication of children’s representation of the world is a function

A

of their stage of development
- That stage is defined by the thought
structures they then possess

31
Q

what are the (3) forces that shape learning

A
  • Maturation, active experience,
    equilibration, and social interaction are
    the forces that shape learning.
32
Q

Lev Vygotsky had a _theory

A

social/cognitive

33
Q

Lev Vygotsky’s social/cognitive theory involved the ZOPD, what is this?

A

Zone of proximal development: The range
of tasks that a child can perform with the
help of others but not independently
* too easy/hard = disconnection

34
Q

describe vygotsky’s past

A
  • A private tutor educated him during his earliest
    years before he entered a Jewish high school
  • He was later admitted to the University of Moscow
    via a lottery system
  • Simultaneously studied history and philosophy at
    Shaniavsky University while studying law at
    Moscow University
  • After graduating from the two universities in 1917,
    he began teaching in a state school at Gomel
    Vygotsky became interested in psychology in 1924
35
Q

He pioneered research and ideas in _ that still seem fresh
and current Vygotsky has been described as the _ of psychology

A

developmental
psychology and education

“Mozart”

36
Q

Vygotsky’s theory is often referred to as an example of _

A

constructivism

37
Q

According to Vygotsky, _ are involved in the development of human consciousness

A

culture and social interaction

38
Q

Whereas Piaget’s theory gives a primary role to forces that are within the child, Vygotsky’s system emphasizes

A

forces that are outside the child—in other words, the forces of culture

39
Q

Social interaction is fundamentally involved
in the development of

A

cognition
- Cultures are very powerful, dynamic, changing things that exert a tremendous
influence on each of us

40
Q

describe the educational applications of the zone of proximal growth and scaffolding

A

Vygotsky’s theory says a great deal about the forces
that shape children’s learning
- It says much about the special relationship that exists between teachers and learners

41
Q

The Tools of the Mind curriculum reflects two aspects of Vygotsky’s theory that have especially clear and important educational implications:

A

his notions of the zone of proximal growth and of scaffolding

42
Q

describe the inner circle, middle circle and outer circle on the ZOPD diagram in class

A

inner circle: current understanding, can work unassisted
middle circle: ZOPD, learns through scaffolding
outer circle: out of reach

43
Q

list the scaffolding strategies form the diagram in class

A
  • use of first language
  • read aloud
  • modeling/gestures
  • intentional small group/partner work
  • sentence structures/starters
  • graphic organizers
  • connect to background knowledge
  • visuals
44
Q

how can vygotsky’s theory be criticized?

A

not a highly scientific theory
- Some critics argue that
Vygotsky’s description of
stages in language
development is not
particularly useful or accurate
Many consider him to be one of the most influential and important psychologists of the twentieth century

45
Q

Vygotsky’s theory fares
relatively well relative to the major criteria of good
theories, as it:

A
  • is relatively clear and
    understandable,
    attempts to simplify complex observations,
    is consistent, has very important practical
    implications, and continues to stimulate and guide a considerable amountof research in the social sciences