Child Psychology- Cognitive Flashcards by Rebecca Markham

Q

Topic 3- Perception

What does perception mean?

A

The way in which something is understood/ interpreted

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Q

Topic 3- Perception

Why is it important for a child from just 1 years old, to develop facial recognition?

A

Allows recognition of familiar and unfamiliar faces (‘nurturers’ and ‘strangers’) which is needed for evolutionary survival

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Q

Topic 3- Perception

Why is it important for a child to develop depth perception from just 1 years old?

A

Allows them to safely navigate their environment- crucial when they develop independent motor functions

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Q

Topic 3- Perception

What is the constructivist theory?

A

Perception develops as a result of past experiences- supports idea of top-down processing
* where info we perceive is affected by what we expect to see/ based on what’s happened before

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Q

Topic 3- Perception

What is the nativist theory?

A

Result of natural and instinctive process- perceprion is due to bottom-up processing
* not based on experiences, expectations or misinterpretations

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Q

Topic 3- Perception

Why are animals tested on more and not children?

A

Due to the ethical implications children face, like distress

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Q

Topic 3- Perception

What is selective rearing?

A

Raising an animal in certain conditions observing the resulting behaviours- investigate which skills are innate and which are environmental influence

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Q

Topic 3- Perception

Who is Turnbull and what did his study into BaMbuti pygmies from the Congo Region show?

A

Studied Kenge, a 22myear old pygmy- took him to the mountains where they saw a buffalo
* Without distance perception, Kenge thought they were insects- as they got closer to buffalo, Kenge was confused as to why the ‘insects’ were growing

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Q

Topic 3- Perception- Gibson and Walk ‘the Visual Cliff’

What was the aim of their research into depth perception?

A

To investigate how humans and animals perceive depth, when it develops and whether it’s innate

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Q

Topic 3- Perception- Gibson and Walk ‘the Visual Cliff’

What sample was used for the study?

A

36 infants, 6-14 months (mothers participated so gave informed consent)
rats, chicks, puppies, kittens etc (all young animals)

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Q

Topic 3- Perception- Gibson and Walk ‘the Visual Cliff’

What type of experiment, experimental design and IV and DV was used?

A

Lab experiment
Repeated measures
IV- called by mother from cliff side or shallow side
DV- whether child crawls to mother

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Q

Topic 3- Perception- Gibson and Walk ‘the Visual Cliff’

What was the purpose of the ‘cliff’?

A

To test depth perception while avoiding an actual fall

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Q

Topic 3- Perception- Gibson and Walk ‘the Visual Cliff’

What was the apparatus like?

A

Board laid across large sheet of glass
one side had patterned material placed underneath glass (shallow side)
other side had same material placed on floor under glass (deep side)

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Q

Topic 3- Perception- Gibson and Walk ‘the Visual Cliff’

How was the procedure carried out in terms of the child and the mother?

A

Child placed in centre
Mother called child from each side and child chose to crawl to mother

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Q

Topic 3- Perception- Gibson and Walk ‘the Visual Cliff’

How many children crawled to shallow side when shouted by their mother?

A

27/36

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Q

Topic 3- Perception- Gibson and Walk ‘the Visual Cliff’

How many children crawled to the deep side?

A

3/27 children that actually crawled off the board crawled onto the glass

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Q

Topic 3- Perception- Gibson and Walk ‘the Visual Cliff’

Did children display ability to perceive depth?

A

Yes

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Q

Topic 3- Perception- Gibson and Walk ‘the Visual Cliff’

What did the 3/27 children show?

A

That children aren’t able to perceive danger

Q

Topic 3- Perception- Gibson and Walk ‘the Visual Cliff’

How long does depth perception take to develop in chicks, rats and cats and humans?

A

Chicks- 1 day
Rats and cats- 3-4 weeks
Humans- 6-10 months

Q

Topic 3- Perception- Application

What is sensory integrative play and how can this be implemented on depth perception?

A

Strategy designed to help individuals cope with sensory and perceptive difficulties (children who struggle with perceiving info who may have developmental disorders)
Sensory therapist conducts initial assessment to determine sensory needs to then create an individual treatment programme- designed to be fun and modelled through play
Brushes on skin, sitting on bouncy ball, dancing, weighted vests stimulate senses

Q

Topic 3- Perception- Application

What is auditory bingo and how can it be implemented on depth perception?

A

Ability to interpret and create clear impression of sounds- children able to distinguish pitches, volume, rhythm etc
E.g. sound bingo- clues are sounds rather than numbers- children must recognise sound being played and find corresponding image on bingo card (should be familiar sounds like barn animals for example)

Q

Topic 4- Cogitive development and Education

What is cognitive development?

A

Refers to, but isn’t limited to, info processing, problem solving, perceptual abilities and learning language

Q

Topic 4- Cogitive development and Education

What were Jean Piaget’s universal, invarient four stages of cognitive development?

A

Sensorimotor (0-2)- motocoordination development- object permanence
Preoperational (2-7)- thinking=perception, animism and egocentrism develops
Concrete operational (7-11)- overcome cog deficits- conservation develops
Formal operational (11+)- understand abstract concepts- logical reasoning develops

Q

Topic 4- Cogitive development and Education

How did Vgotsky differ from Piaget?

A

He was interested in cultural contexts
* Children have a zone of proximal development- area child can reach with the help of a more knowledgable other (MKO)- social interaction like this aids cognitive development

# Topic 4- Cogitive development and Education How would Piaget's theory of cognitive development impact education?

* Curriculums would need to be tailored accordingly to match speed of development * Setting- children placed in appropriate sets for their level of knowledge * Teacher training- trained to tailor classes for their students

# Topic 4- Cogitive development and Education How would Vgotsky's Zone of proximal development 'MKO' act in schools (who could be this person)?

* Older students- 'buddies' * Teachers- help in and out of class * Teaching assistants

# Topic 4- Cogitive development and Education- Wood et al What was the aim for research into the role of tutoring in problem solving?

To investigate if children responded to 'tutoring' when having a problem to solve and to see how this changed with different age groups

# Topic 4- Cognitive development and Education- Wood et al What sample was used for the research?

* 30 children (ages 3, 4 and 5)- 5 boys 5 girls in each group * Volunteer sample * M/C or LM/C from USA

# Topic 4- Cognitive development and Education- Wood et al What design was used?

Controlled observation from Harvard Uni (lab exp)

# Topic 4- Cognitive development and Education- Wood et al How long did the procedure last?

20 mins to 1 hour

# Topic 4- Cognitive development and Education- Wood et al What are some strengths of the procedure, in terms of ethics and reliability?

* Informed consent- parents gave permission * Inter-rater reliability was strong (94%) in the scoring system based on success * Standardisation- tutor changed behaviour to suit particular child

# Topic 4- Cognitive development and Education- Wood et al What were the children tasked with?

To build a 3D toy pyramid with 21 blocks- deigned to be fun, complex and interesting

# Topic 4- Cognitive development and Education- Wood et al How much free play did the children get with the blocks and what would the tutor say/ do after this time?

* 5 minutes to get used to them * They'd demonstrate with 2 small blocks how to put them together, or say 'make more like that' if they'd paired them during their free play

# Topic 4- Cognitive development and Education- Wood et al What did the tutor have to ensure throughout?

* That the child completes as much as they can alone * That they gear their behaviour to suit the needs of each child whilst following closely a standardised procedure

# Topic 4- Cognitive development and Education- Wood et al What three things could the children have done in response to the tutor?

* Ignored tutor and carried on * Took blocks from tutor and play with them * Take new blocks and build something new

# Topic 4- Cognitive development and Education- Wood et al When and how did the tutor intervene if necessary?

* If the child got into difficulty * With verbal instruction before visual demonstration

# Topic 4- Cognitive development and Education- Wood et al What was found about the younger children in terms of number of intervention, type of demonstration and response to tutor?

* Number of intervention higher for younger * Needed more physical demonstration than verbal * Child ignored tutor more frequently

# Topic 4- Cognitive development and Education- Wood et al Which age group had fewer unassisted pairings and were the pairings correct?

3 year olds (64%)- less were correct compared to other children

# Topic 4- Cognitive development and Education- Wood et al What was the success rate for older children when being told verbally what to do?

57%- they require more verbal than physical demos

# Topic 4- Cognitive development and Education- Wood et al What was concluded to differ across age groups?

Level and type of support

# Topic 4- Cognitive development and Education- Wood et al What is the process of scaffolding?

1. Recruitment- get learner interested 2. Reduction of degrees of freedom- simplify tasks 3. Direction maintenance- keep motivated 4. Mark critical features- important parts 5. Frustration control- less stress 6. Demonstartion- model correct outcome

# Topic 4- Cognitive development and Education- Application What are mnemonics and how can they be used to improve revision or learning?

* Rely on use of familiar info that jogs the memory about newly learnt concepts- used when copius amounts of info need to be remembered and recalled * Visual mnemonics- "method of loci"- visualising a familiar place and associating it with a certain topic (objects from the environment jog memory about associated topic) * Verbal mnemonics- use first letter of word in set of info (GREEDUM, SCAR)-used to help remember a lot of content around one topic

# Topic 4- Cognitive development and Education- Application What is context-dependent memory and how can this be used to improve revision and learning?

* Grant- recalling info in the same context in which it was learnt can improve our memory * Studying and testing in same environment= improved performance