chs.5-7 Flashcards
Piaget cognitive development theory
5
- infants younger than 8 months old are incapable of object premnance–object still exists even when it is hidden
- cognitive development is through assimilation and accommodation
- infants are incapable of mental representation–thinking about the object using mental images when the object is not present
- infants do not remember the object once it is hidden, rather they need to experience it using visual & tactile senses
- cognitive development is discontinuous , happens through stages, and the individual is an active participant in their environment
cognitive schema
mental frameworks in which we organize consistent information/ experinces
assimilation
integrating new information that are consistent w/ our schemas into our pre-existing schemas
“ a squirrel could be labelled as a bunny “
accommodation
changing our mental schemas so that it fits new information that is different than our schemas
because we are incorporating new information that is not consistent with our mental schemas, we experience cognitive dissonance
i.e.: “ not all fluffy things are bunnies”
cognitive dissonance
the mental discomfort we experience when we encounter experiences/ information that are not consistent with our pre-existing mental schemas
Piaget’s 6 sensorimotor substages
- Reflexes
* learning experiences through our senses - Primary circular repetition
* accidental learning of pleasurable behaviours, and repeating these behaviours through the body areas that elicited the pleasurable feelings - secondary circular learning
* Learning about the external environment; learning that our actions have effects on the external environment - coordination of secondary circular learning
* goal-oriented behaviours
* combing 2 secondary circular reactions to achieve a goal
* object premnance emerges - tertiary circular learning
* learning about gravity
* systematic learning - mental representation
* forming mental images about an object; thinking about an object even when it’s not present
* deferred imitation–imitating actions of an absent model
evaluating Piaget’s theory
- infants do understand object permanence, they just do not have the neural connections and motor skills needed
- infants can show deferred imitation early on
* According to the intermodel perception theory, infants can recognize an object that they had never seen before if they were able to experience it earlier through their senses - Tasks A not B
* even though the infant watched the toy being moved from place A to place B, they still went to look for it in object B
core knowledge theory
infants are born with several innate learning models, which helps them to learn things fast and adaptation
core knowledge theory
infants are born with several innate learning models, which helps them to learn things fast and adaptation
information processing theory
we learn information like a computer: we store information, manipulate it as our experiences change, and then retrieve information to solve
problems
three components: sensory memory, working memory & long term memory
information processing theory
attention
3
- our ability to direct our awareness
- infants do not have a great sight, but they are attentive to contrasts
- infants ability to habituate improves with age; those who habituate faster than others, show greater efficiency in information processing ( greater memory capacity & learning)
information processing theory
memory
2
- infants show great memory capacities, as they grow and their habitation becomes faster
* habtiuation= repeated exposure to the same stimulus results in decreased intensity and frequency of the response
as infants get exposed to the same stimulus, they get bored looking at the same object - infants learn emotional experiences and familiar contexts ( i.e.: habituation)
information processing theory:
infants’ thinking
Categorization
grouping different stimuli from a common class is an adaptive mental process:
1. organized storage of information in memory,
2. efficient retrieval of that information
3. capacity to respond with familiarity to new stimuli from a common class
infant’s intelligence
intellegence is one’s ability to adapt to new experinces in life
The Bayley Scales of Infant Development III (BSID
III)
- neurobehavioral test used to detect possible brain damage and possible cognitivedeficits in infants ; it does not measure intellegene though
