Cog dev Flashcards
Piaget theory of cognitive development
-children’s don’t just know less but reason differently
-maturation is key to how children’s thinking changes
-role of motivation
-how knowledge develops
schemas, born with few which develop during infancy, ‘me-schema’
-disequilibrium when children can’t make sense of the world due to existing schema being insufficient, creates discomfort, to escape this they explore and learn more to result in equilibrium
-equilibrium is a pleasant state when experiences of the world match current schemas
-assimilation, new experiences incorporated into existing schema
-accommodation, creation of new schema to fit knowledge, major schema change
AO3
:) Howe et al, 9-12yrs discuss movement of objects down a slope, children’s knowledge increased, children didn’t reach same conclusion, personal mental representations
:) revolutionised teaching, learn in more natural way, learning focused around play and discovery
:( Vygotsky, learning is more of a social process, Piaget is limited in explanation
:(equilibrium overemphasised, not all children equally motivated (Piaget’s middle class study)
Piaget’s stages
explains how knowledge is acquired through schemas, and process of cognitive development
sensorimotor (0-2)
-physical sensations
-understand people are separate from objects
-object permanence
preoperational (2-7)
-egocentrism, 3 mountains
concrete operational(7-11)
-conservation
-class inclusion
formal operational (11+)
-abstract reasoning developed
AO3
:( McGarrigle and Donaldson, naughty teddy study, conservation, 72%correct, Piaget underestimated ability
:( Hughes, policeman, able to decentre, underestimated children
Vygotsky
knowledge is
-first intermental (between expert and less expert)
-then intramental (within individual)
child as apprentice
-learning = social process,
-ZPD, what a child knows vs what a child could know after interaction with expert
-most formal reasoning can only be reached with help of expert other
-Wood et al, scaffolding
-recruitment (engage interest)
-reduction in degrees of freedom (focus learner)
-direction maintenance (motivate)
progressive scaffolding strategies:
-demonstration
-preparation
-indication
-specific instruction
-prompt
AO3
:) ZPD evidence, roazzi and bryant, number of sweets challenge better when working with peers
:) conner and cross, 45 children 16-54months, less direct intervention as children developed
:( Howe et al, group discussion on movement of object, didn’t all come to same conclusion despite same experience
Baillargeon voe
-object permeance due to poor motor skills not a lack of understanding
-developed violation of expectation used to compare infant reactions to expected vs unexpected events
-born with innate physical reasoning system, to learn about the world around us
-PRS means when infants are shown an impossible occurrence it’s expected to draw their attention which helps them develop their understanding
-24 infants, tall and short rabbit passing behind window
-possible condition: tall seen, short isn’t
-impossible condition: neither rabbit seen
-possible: 25.11s
-impossible: 33.07s
- means infants surprised at impossible event, presumes they knew the tall rabbit should’ve been seen
-understanding of object permanence by 6months
AO3
:)better understanding, Piaget assumed when infant failed to search they thought it no longer exists, another explanation is simply losing interest so voe explains control of this possibility
:(hard to judge what infants understands
:) lab, validity, parents closed eyes
:) opportunity sampling (piagets mc sample)
:) double blind
selman
scenario of Holly and her friends cat stuck up a tree
0 (3-6) socially egocentric
-cannot distinguish between their own emotions and others
1(6-8) social information role taking
-focus on one perspective at a time but distinguish between the two
2(8-10) self reflective role taking
-explain position of other but still only consider one pov
3(10-12) mutual role taking
-able to consider multiple pov
4(12+) social and conventional system role taking
-recognises that understanding others viewpoints isnt enough to come to an agreement, social conventions needed to keep order
3 further elements to fully explain social development
-interpersonal understanding
(being able to take different roles is evidence we understand social situations)
-interpersonal negotiation understanding
(develop skills to respond to social situations e.g learning to negotiate and manage conflict)
-awareness of personal meaning of relationships
(reflect on social behaviour in context of life history and full range of relationships)
AO3
:) practical application for schools (understanding child’s perspective and reasoning)
:( cultural bias
:) application to diagnosis e.g autism
:( only one aspect to development e.g ignores social and emotional factors
:( hoffman- parenting style
:) better with age gurucharri and selman
theory of mind
-ability to mind read
-Meltzoff, beads into jar, adults struggled to put beads in jar, children after managed to put beads in jar so they knew what the adults intended to do
-false-belief task, Wimmer and Perner, Maxi chocolate in blue cupboard, Mum moved to green cupboard, 3yr green cupboard, 4yr old blue cupboard
-sally anne task, Baron cohen, sally placed marble in basket, Anne moves it when sally isn’t looking
-85% ‘normal’ correctly identified vs 20% ASD, ASD involves ToM deficit
-eyes task
AO3
:(false belief tasks require other cognitive processes such as memory
:( difficult to distinguish ToM from perspective taking,
:)application to ASD,
:( eyes task, different from real life scenarios
mirror neuron system
neurons in brain that are activated when performing action
also active when observing someone else do identical action
stimulate physical act as well as emotional experience (empathy) e.g when we see others upset we feel upset
defective mirror neurons explain autism, lacks TOM so cant appreciate others internal mental states
Rizzolati
studying monkeys motor cortex, researcher reached for food, as did monkey and it’s motor cortex was activated, found out by accident
:) Di pellegrino
monkeys and food, electrodes, frontal lobe, active both when monkey reached for food and observed other reach for food
:)lacoboni- 24 fmri, prefrontal cortex and inferior frontal gyrus = high mn, related to thinking
:( fmri based on groups, ignores individual experience
:( reductionist, reduces empathy to firing neurons
:( animal studies
