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Psych 2GG3 > Chapter 7 - Three Cognitive Theories > Flashcards

Chapter 7 - Three Cognitive Theories Flashcards

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1
Q

Information-processing

A
  • relates to how information is modified, resulting in knowledge, perception, or behaviour
  • dominant model of the cognitive approaches
  • computer metaphors
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2
Q

Culture

A
  • sum total of attainments and accumulated customs, beliefs, and morals of a group
  • typically marked by shared languages, beliefs, habits, etc.
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3
Q

Mind

A
  • human consciousness

- based in the brain and evident in thought, perception, feelings, etc.

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4
Q

Enactive representation

A
  • Bruner

- how young children represent their world in terms of sensations and actions

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5
Q

Iconic representation

A
  • Bruner
  • child’s representation of the world characterized by representing the world in terms of relatively concrete mental images
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6
Q

Symbolic representation

A
  • Bruner
  • final stage in child’s representation of the world
  • uses arbitrary symbols such as language
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7
Q

Categories

A
  • grouping of related objects or events
  • both a concept and percept
  • Bruner defines it as a rule for classifying things as equivalent
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8
Q

Categorization

A
  • process of identifying objects or events on the basis of the attributes they share with other instances
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9
Q

Concepts

A
  • abstraction or representation of the common properties of events, objects, or experiences
  • an idea or notion
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10
Q

Percept

A
  • the effect of sensory experiences

- according to Bruner, percepts are equivalent to concepts

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11
Q

Attributes

A
  • a characteristic of an object

- a quality or value

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12
Q

Criterial attributes

A
  • characteristics of objects, events or experiences that define their membership in a category
  • Bruner
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13
Q

Coding system

A
  • hierarchical arrangement of related categories
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14
Q

Transfer

A
  • a general term for the application of old learning to a new situation
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15
Q

Prototype model

A
  • prototype is an abstraction of the most average or representative features of a concept, to which new instances can be compared
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16
Q

Exemplar model

A
  • assumes that people learn and remember the best examples of a concept and then compare new instances with these examples
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17
Q

Paradigm

A
  • pattern or model

- theoretical, philosophical, or scientific framework that guides investigations, theories, and conclusions

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18
Q

Narratives

A
  • stories that transmit the details of an occurrence of a series of events
  • Bruner = narratives play a fundamental role in the construction of personal reality and meaning
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19
Q

Discovery learning

A
  • acquisition of new information or knowledge largely because of the learner’s own efforts
  • associated with Bruner, contrasts reception learning
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20
Q

Conceptual change movement

A
  • discovery-oriented movement in education

- emphasis on discover and mental reorganization

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21
Q

Reception learning

A
  • involves primarily instruction or tuition rather than learner’s own efforts
  • expository or didactic methods
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22
Q

Méthode clinique

A
  • Piaget’s experimental model

- invervie technique in which questions are determined largely by the subject’s responses

23
Q

Adaptation

A
  • changes in an organism in response to the environment
24
Q

Assimilation

A
  • act of incorporating objects or aspects of objects into previously learned activities
25
Q

Accommodation

A
  • modification of an activity or ability in the face of environmental demands
  • assimilation and accommodation are the means in which adaptation occurs
26
Q

Schema

A
  • unit in cognitive structure
  • activity together with the biology that underlies the activity
  • idea or concept
27
Q

Equilibration

A
  • process by which people maintain a balance between assimilation and accommodation
  • essential for adaptation and cognitive growth
28
Q

Internalization

A
  • processes by which activities, objects, and events in the real world become represented mentally
29
Q

Deferred imitation

A
  • ability to imitate people or events in their absence

- crucial in the development of language abilities

30
Q

Cognitive structure

A
  • content of mind

- individual’s mental representations

31
Q

Sensorimotor intelligence

A
  • 0 - 2

- understanding the world in terms of their activities with it and sensations of it

32
Q

Object concept

A
  • child’s understanding that the world is composed of objects that continue to exist apart of their perception
33
Q

Preoperational thinking

A
  • 2 - 7
  • weaknesses in child’s logic
  • intuitive thinking, preconceptual thinking
34
Q

Preconceptual thinking

A
  • 2 - 4

- child has not yet developed the ability to classify

35
Q

Transductive

A
  • reasoning that proceeds from particular to particular
36
Q

Intuitive thinking

A
  • 4 - 7
  • ability to solve problems intuitively
  • inability to respond correctly in the face of misleading perceptual features of problems
37
Q

Conservation

A
  • certain quantitative attributes for objects remain unchanged unless something is added to or taken away from them
38
Q

Egocentrism

A
  • a way of functioning characterized by an inability to assume the viewpoint of others
39
Q

Operation

A
  • thought process

- action that has been internalized and is reversible

40
Q

Concrete operations

A
  • 7 - 12

- ability to deal with concrete problems and objects, or objects and problems easily imagined

41
Q

Reversibility

A
  • ability to reverse or undo activity in either an empirical or conceptual sense
  • realize the logical consequences of an opposite action
42
Q

Identity

A
  • a logical rule that specifies that certain activities leave objects or situations unchanged
43
Q

Compensation

A
  • certain changes can compensate for opposing changes, thereby negating their effect
44
Q

Formal operations

A
  • 11 - 15

- increasing ability to use logical thought processes

45
Q

Propositional thinking

A
  • thinking of the formal operations child

- the ability to think about abstract, hypothetical states of affair

46
Q

Maturation

A
  • process of normal physical and psychological development

- occurs independently of particular experiences

47
Q

Zone of proximal development

A
  • individual’s current potential for further intellectual development
  • might be assessed by further questioning and the use of hints and prompts while administering a conventional intelligence test
48
Q

Sapir-Whorf hypothesis

A
  • strong form = belief that language is essential for thought and that different languages lead people to think and behave differently
  • weak form = language limits but does not determine thought
49
Q

Vygotsky blocks

A
  • set of 22 wooden blocks of different colours, heights, shapes, and size
  • used to study the development of thought and language
50
Q

Genetic epistemology

A
  • one of Piaget’s labels for his system

- the origins and growth of knowledge

51
Q

Social speech

A
  • 0 - 3
  • primitive stage of language development
  • child expresses simple thoughts and emotions out loud
  • function is to control the behaviour of others
52
Q

Egocentric speech

A
  • 3 - 7

- children often talk to themselves in an apparent effort to control their own behaviour

53
Q

Inner speech

A
  • 7+
  • characterized by self-task
  • gives direction and substance to thinking and behaviour
  • involved in all higher mental functioning
54
Q

Scaffolding

A
  • various types of support that teachers need to provide for children if they are to learn
  • eg. directions, suggestions, other forms of verbal assistance
  • most effective if it involves tasks within the zone of proximal growth

Psych 2GG3 (4 decks)

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