Chapter 9 Flashcards

You may prefer our related Brainscape-certified flashcards:
1
Q

Preoperational Stage

A
  • second stage of Piaget’s model of cognitive development
  • 2-7
  • egocentrism
  • immature notions about what causes what
  • confusion between mental and physical events
  • ability to focus on only one dimension at a time
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Symbolic Thought

A
  • Preoperational thought
  • The use of symbols to represent objects and relationships among them
  • drawings are symbols of objects, people, and events in their own lives
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Symbolic/Pretend Play

A
  • children make believe that objects and toys are other than what they are
    - requires cognitive sophistication
    -12 or 13 months
    - make believe they are
    performing familiar activities such
    as sleeping/feeding themselves
  • 15 to 20 months
    - shift from themselves to others
    - pretend to feed his/her doll
  • 30 months
    - she/he make believe that the
    other object takes an active role
    - may pretend doll is feeding itself
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Violent Pretend Play

A
  • less empathetic
  • less likely to help other children
  • more likely to engage in antisocial behavior later on
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Imaginary Friends

A
  • 65% of preschoolers have them
  • more common among firstborn or only children
  • children with imaginary friends are/have…
    - less aggressive
    - more cooperative
    - more creative
    - more real friends
    - greater ability to concentrate
    - more advanced in language
    development
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Egocentrism

A
  • putting oneself at the center of things such that one is unable to perceive the world from another person’s point of view
  • prevents young children from taking the viewpoints of others
  • three mountain test (Piaget)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Causality

A
  • precasual: a type of thought in which natural causes-and-effect relationships are attributed to will and other preoperational concepts
    - “why does it get dark outside?”
    “so I can go to sleep”
    - answers are centered around
    themselves and how it affects
    them
  • transductive reasoning: reasoning for one specific isolated event to another specific isolated event
    - he/she can play outside
    because it is light outside
    - cause-and-effect relationships
  • animism: The attribution of life and intentionality to inanimate objects
    - “why is the moon gone during
    the day”
    “is it scared of the sun?”
  • artificialism: The belief that environmental features were made by people
    - “why is the sky blue?”
    “did someone paint it?”
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

One Dimension at a Time

A
  • conservation: in cognitive psychology, the principle that properties of substances such as weight and mass remain the same when superficial characteristics such as their shapes or arrangement are changed
    - preoperational children focus
    on one problem at a time
    - Piaget called this
    centration
    - conservation requires the ability
    to focus on two aspects of a
    situation at one time
    - the inability to understand
    conservation is because of
    irreversibility
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Class Inclusion

A
  • including new objects are categories and brought her mental classes or categories
  • requires children who can focus on two aspects of the situation at a time
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Factors in Cognitive Development

A
  • two factors
  • scaffolding: Vygotsky’s term for temporary cognitive structures or methods of solving problems that help the child as he/she learns to function independently
    - count on fingers
    - temporary support
  • zone of proximal development (ZPD): Vygotsky’s term for the range of tasks a child can carry out with the help of someone who is more skilled
    - watching parent cook
    - the key forms of children’s
    cognitive activities develop
    through interaction with older,
    more experienced individuals
    who teach and guide them
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Home Environment

A
  • Bettye Caldwell and her colleagues developed a measure for evaluating children’s home environments
    - HOME – Home Observation
    for the Measurement of the
    Environment
    - directly observe parent-child
    interaction at home
  • early learning experiences affect children’s levels of intellectual functioning
    - higher IQ scores and greater
    school achievement later on
  • Victoria Molfese and her colleagues found that the home environment is the single most important predictor of scores on IQ tests
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Effects of Early Childhood Education

A
  • preschool education enables children to get an early start on achievement in school
  • early 1960s – preschool programs were created for children who were living in poverty
    • Head Start program
      - studies of Head Start
      show that environmental
      enrichment can enhance
      the cognitive development
      of economically disadvantaged
      children
      - gains in school readiness
      tests and achievement tests
      - programs that involve/
      education parents are
      particularly beneficial
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Television

A
  • The Children’s Television Act requires networks devote and number of hours to per week to educational tv
    - mild to moderate positive
    effects on preschooler’s
    cognitive development
  • promote intellectual growth of preschoolers
    - especially children of lower
    socioeconomic status
  • regular viewing increases children’s learning of numbers, letters, and cognitive skills
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Theory of Mind

A
  • a commonsense understanding of how the mind works
  • Piaget predicted that preoperational children are too egocentric to have a theory of mind
  • research shows that preschoolers can accurately predict and explain human action and emotion in terms of mental states
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Origins of Knowledge

A
  • age 3 – begin to realize that people gain knowledge about something by looking at it
  • age 4 – begin to understand that particular senses provide information about only certain qualities of an object
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

The Appearance-Reality Distinction

A
  • the difference between real events on the one hand and mental events, fantasies, and misleading appearances on the other hand
  • Piaget – children do not differentiate reality from appearances or mental events until 7 or 8
  • Marjorie Taylor and Barbara Hort – children age 3-5 cannot make the distinction
    - 3-year-olds also cannot
    understand changes in their
    mental states
17
Q

Development of Memory

A
  • by age 4, children can recall events that occurred at least 1 1/2 years earlier
  • Katherine Nelson interviewed children ages 2 to 5
    - found that 3-year-olds can
    present coherent accounts of
    familiar events
    - scripts: generalized accounts
    of repeated events
    - an unusual experience (like a
    hurricane) may be remembered
    in detail for years
  • autobiographical memory: the memory of specific events, also called episodic memory
18
Q

Factors Influencing Memory

A
  • what the child is asked to remember
  • the interest level of the child
  • availability of retrieval cues
    - younger children depend more
    on cues provided by adults to
    retrieve their memories
  • what memory measures the child is using
19
Q

Measuring Memory

A
  • children’s memory can be measured or assessed by asking them to say what they remember
    - verbal reports underestimate
    children’s memory
    - a study found that children
    who were allowed to recall
    events using a doll were better
    able to recall the events
20
Q

Memory Strategies

A
  • rehearsal: mental repetition
  • organize things to be remembered into categories
  • children don’t engage in rehearsal until 5
  • advances greatly in middle childhood
21
Q

Language Development

A
  • preschoolers learn an average of nine words a day
  • fast-mapping: a process of quickly determining a words meaning, facilitates children’s vocabulary development
  • whole-object assumption: the assumption that words refer to whole objects and not to their component parts or characteristics
  • contrast assumption: the assumption that objects have only one label; also known as mutual exclusivity assumption
22
Q

Development of Grammar

A
  • age 3 – grammar explosion
    - sentence structure expands
    to include the words missing
    in telegraphic speech
    - add articles (a, an, the),
    conjunctions, possessive
    adjectives (your, her), pronouns,
    and prepositions (in, on, around,
    through)
  • overregularization: the application of regular grammatical rules for forming the past tense of irregular verbs and plurals of irregular nouns
    - apply grammatical rules strictly
    - try to imitate parents
    - misapply them to irregular
    words
    - “mommy sitted down”
23
Q

Asking Questions

A
  • children’s first questions are telegraphic and characterized by a rising pitch at the end
    - “more milky?”
  • latter part of the third year
    - wh- questions appear
    - more likely to use “when”
    because they are egocentric
    - “why” and “how” are too
    philosophical
  • age 4
    - why, when, and how questions
    - “where mommy go?”
    - later on the child will include is,
    did, and will
24
Q

Passive Sentences

A

Most children don’t produce passive sentences spontaneously until 5/6

25
Q

Pragmatics

A
  • the practical aspects of communication, such as adaptation of language to fit the social situation
    - show greater formality in their
    choice of words when role
    playing high-status figures
    - because of egocentrism in
    preschoolers, they think others
    know everything they know
    - once that changed the child
    begins to realize others have
    different points of view
26
Q

Language and Cognition

A
  • interwoven
  • does cognitive development precede language development
    - Piaget believed it did
    - children must understand
    concepts before they use words
    to describe them
  • does language development precede cognitive development
    - claim that children create
    cognitive classes to understand
    things that are labeled by words
27
Q

Outer Speech and Inner Speech

A
  • in the early stages of language development, concepts often precede words
    - language influences thought
  • Vygotsky believed that during most of the first year, vocalizations and thought are separate
    - second year, thought and
    speech combine forces
  • inner speech: Vygotsky’s concept of the ultimate binding of language and thought. Inner speech originates in vocalizations that may regulate the child’s behavior and become internalize by age 6 or 7
    - at first, children’s thoughts are
    spoken out loud
    - gradually become internalized
    - involved in the development of
    planning and self-regulation
    - facilitates learning