chapter 8 Flashcards
Cognitive Development Early Childhood
Early childhood (ages 2-6) is a period of rapid cognitive growth.
Children move from relying on sensory exploration to symbolic thought.
sensory exploration
refers to the process by which individuals, particularly infants and young children, interact with and learn about their environment using their senses—sight, sound, touch, taste, and smell.
symbolic thought
refers to the ability to use symbols—such as words, images, or objects—to represent things, ideas, or concepts that are not immediately present.
Symbolic Thinking (Piaget’s)
Children use words, images, and pretend play to help them solidify new schemes they are developing cognitively
Egocentrism (Piaget’s)
Difficulty understanding others’ perspectives and a tendency to think everyone sees things in the same
ways as they do.
Syncretism (Piaget’s)
In this stage children have a tendency to think that when two events that occur simultaneously, one caused
the other.
Animism (Piaget’s)
Belief that inanimate objects have human-like qualities and are alive
Classification Errors (Piaget’s)
Preoperational children have difficulty understanding that an object can be classified in more than one way.
Conservation Errors (Piaget’s)
Struggles with understanding that quantity remains constant despite changes in shape or appearance and that moving or rearranging matter does not change the quantity.
Centration (Piaget’s)
Focus on one characteristic of an object to the exclusion of the others (e.g., taller glass = more liquid).
Zone of Proximal Development (ZPD) (Vygotsky’s)
Learning happens best when a task is just beyond a child’s ability but can be achieved with help.
Scaffolding (Vygotsky’s)
Temporary support from adults or more knowledgeable peers.
Private Speech (Vygotsky’s)
Self-directed talk that aids problem-solving (Piaget saw this
as egocentric; Vygotsky viewed it as crucial for learning).
Piaget
Children learn through self-discovery.
Cognitive development follows set stages.
Language develops after cognitive skills.
Emphasis on individual exploration.
Vygotsky
Children learn through social interaction.
Development is continuous & shaped by culture.
Language drives cognitive development.
Emphasis on guided learning (ZPD)
Divided Attention
Divided attention refers to the ability to focus on multiple tasks or stimuli simultaneously. In early childhood, this skill is still developing, making it difficult for young children to effectively split their attention between two activities at once.
Selective attention
The ability to focus on a specific task or stimulus while ignoring distractions. In early childhood, this skill is still developing, making it difficult for young children to filter out irrelevant information.
Sustained attention
The ability to maintain focus on a task or activity over an extended period, despite distractions. In early childhood, this skill is still developing, making it challenging for young children to stay engaged in tasks requiring prolonged concentration.
Sensory Memory
Definition: The briefest form of memory that holds sensory
information (sights, sounds, smells) for a few seconds or less before it either fades or is transferred to short-term memory.
* Example: Noticing the details of a scene right after glancing at it but forgetting them moments later.
Working Memory (Short-Term Memory)
Definition: The ability to hold and manipulate information temporarily while performing cognitive tasks. It is limited in capacity (about 4-7 items in adults, fewer in young children).
* Example: Remembering a phone number long enough to dial it or following multi-step directions
Long-Term Memory
Definition: The permanent storage of information, which can last for days, years, or even a lifetime. It is divided into Declarative (Explicit) Memory and Non-Declarative (Implicit) Memory.
* Example: Remembering your childhood home or knowing how to ride
a bike.
Autobiographical Memory
Definition: A specific type of long-term memory that stores personal life experiences and events. It develops gradually as children acquire self-awareness and language skills.
* Example: Recalling your 5th birthday party or your first day of school.
Executive function
refers to a set of cognitive skills that help individuals regulate their thoughts, emotions, and actions to achieve goals.
Inhibitory Control
The ability to resist impulses and distractions
Working Memory
Holding and manipulating information in mind
Cognitive Flexibility
Adapting to changing situations and problem-solving
Theory-Theory
is the idea that children actively construct explanations about the world around them, much like scientists forming hypotheses. When faced with new information,
they develop their own theories to make sense of events, even if these explanations are
incorrect.
Theory of Mind (ToM)
refers to the ability to understand that others have thoughts, feelings, beliefs, desires, and perspectives that are different from one’s own
synaptic growth
refers to the process of the development and strengthening of connections between neurons, known as synapses. These synapses are crucial for transmitting electrical signals in the brain, enabling communication between neurons. Synaptic growth is a key component of brain development, learning, memory formation, and overall cognitive functioning.
myelination
is the process by which a fatty substance called myelin forms around the axons of neurons in the brain and nervous system. Myelin acts as an insulating layer, similar to the coating around electrical wires, and is essential for the proper functioning of the nervous system. It speeds up the transmission of electrical signals between neurons, allowing the brain and body to communicate more efficiently.
pruning
in the context of brain development refers to the process by which the brain eliminates or “prunes” unnecessary or unused neural connections (synapses) to enhance the efficiency of brain function.
Children with strong early cognitive skill
perform better in math, reading, and problem-solving in later years.
Delays in brain maturation
particularly in the prefrontal cortex, are linked to difficulties with attention, impulse control, and executive function
Early interventions
such as enriched learning environments and supportive caregivers, can enhance cognitive growth and long-term success.
