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DLB B > Cognitieve Development > Flashcards

Cognitieve Development Flashcards

1
Q

Piagetian

A

nature and nurture, continuity/discontinuity, the active child

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2
Q

Information processing

A

nature and nurture, How change occurs

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3
Q

Core-knowledge

A

nature and nurture, Continuity/dicontinuity

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4
Q

Sociocultural

A

nature and nurture, Influence of the sociocultural context, how change occurs

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5
Q

Dynamic-systems

A

nature and nurture, the active child

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6
Q

Advantages about knowing theories

A
  1. framework for understanding
  2. questions about human nature
  3. Better understanding of children
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7
Q

Piagets theorie

A

1.sensorimotor, preoperational, concrete and formal operational stages en assimilatie, accommodation en equilibration

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8
Q

Piaget was een…

A

Constructivist (kinderen construct knowledge zelf) Hypothese–>performing expirements–>drawing conclusions

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9
Q

Assimilation

A

The process by which people translate incoming information into a form that fits concepts they already understand

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10
Q

Accommodation

A

The process by which people adapt current knowledge structures in response to new experiences

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11
Q

Equilibration

A

the process by which children or other people balance assimilation and accommodation to create stable understanding

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12
Q

Piagets stage theory , discontinuity

A
  1. qualitate change (uitkomst, intent/geweten)
  2. Broad applicability (type of thinking about topics)
  3. Brief transitons (tussen gan tussen oude manier van denken en nieuwe manier)
  4. Invariant sequence (zelfde volgorde voor iedereen)
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13
Q

Sensorimotor stage

A

0-2 y
live in the here and now
sensory and motor abilities

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14
Q

Preoperational stage

A

2-7 y/o

  • taal en mental imagery
  • inability mental operations (egocentrism, water in glasses)
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15
Q

Concrete operational stage

A

7-12

  • logisch denken (glas)
  • kunnen nog niet experimenteren om hun believes te testen
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16
Q

Formal operational stage

A

12-hele leven

tot hink about abstract hypothetical situations, experiments are performable

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17
Q

Object permanence

A

The knowledge that an object continues to exist even when they are out of view

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18
Q

A-not-B error

A

The tendency to reach for a hidden object where it was last found than in the new location where it was last hidden.
vanaf 1 jaar leren ze dit pas goed te doen

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19
Q

Deferred imitation

A

the repetition of other peoples behavior a substantial time after it originally occurred

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20
Q

Symbolic representation

A

use of an object for another one (stok wordt toverstaf)

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21
Q

Egocentrism

A

The tendency to preceive the world solely from ones point of few

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22
Q

Centration

A

the tendency to focus on a single, perceptual striking feature of an object or event (gewicht op wip i.p.v locatie)

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23
Q

Conservation concept

A

The idea that changing the appearance of an object does not necessarily change the objects other key properties. (munten)

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24
Q

Zwakte Piaget

A
  1. Piagets theory is vague about the mechanisms that give rise to childrens thinking and growth
  2. Infants and young children are more cognitively competent than Piaget recognized
  3. Piaget theory understates the contribution of the social world to cognitive development.
  4. The stage model depicts children thinking as being more consistent than it is.
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25
Q

Information-processing theories

A

A class of theories the focus on the structure of the cognitive system and the mental activity used to deploy attention and memory to solve problems

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26
Q

Task analysis

A

The research technique of specifying the goals, obstacle to their realization, and potential solution strategies involved in problem solving

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27
Q

Computer simulation

A

a type of mathematical modelthat expresses ideas about mental processes in precise ways

28
Q

Problem solving

A

the process of attaining a goal by using a strategy to overcome an obstacle

29
Q

types of memory processes

A

working memory, long-term memory and executive functioning

30
Q

Working memory

A

Memory system that involves actively attending to, maintaining, and processing information.
Limited

31
Q

Long-term memory

A

information retained on an enduring basis
1. factual knowledge
2. conceptional knowledge (concepts of justice)
3. procedural knowledge (voetbal pasen)
4. attitudes (cornflakes)
Unlimited

32
Q

Executive functioning

A

control behavior and thoughts.

33
Q

Key executive functions

A
  1. Inhibitions (zelf controle, telefoon voor een toets) - Preschool/elementry
  2. Enhancement of working memory (strategies) - steeds beter
  3. Cognitive flexibility (perpectief) -
34
Q

Explenationd of memory development

A
  1. Basic processes
  2. strategies
  3. content knowledge
35
Q

Basic processes

A

The simplest and most frequently used mental activity

Associating -> recognizing -> recalling

36
Q

Encoding

A

the process of representing in memory information that draws attention or is considered important

37
Q

Rehearsal

A

the process of repeating information multiple times to aid memory of it

38
Q

Selective attention

A

The process of intentionally focusing on the information that is most relevant to the current goal

39
Q

Content knowledge

A

improves recall of new material by making it easier to integrate the new material with existing understanding.
children remember more about topic of intrest
- coding, association and guides memory

40
Q

Overlapping waves theory

A

an information-processing approach that emphasizes the variability of childrens thinking

41
Q

why are kids bad at planning

A
  • beste oplossing niet snelste
  • Over optimistisch over abilities
  • prefrontale cortex nog niet volgroeid
42
Q

Core-knowledge approach

A

Approaches that view children as having some innate knowledge in domains of special evolutionary importance and domain specific learning mechanism for rapidly and effortlessly acquiring additional information in those domains

43
Q

Domain Specific

A

Information about a particular content area

44
Q

Nativism

A

The theory that infants have innate knowledge of evolutionary important domains

45
Q

Language acquisition device

A

domain within core-knowledge theories that propose that children have innate knowledge and specialized learning mechanism for language

46
Q

Contructivism

A

The theory that infants build increasingly advanced understanding by combining rudimentary innate knowledge with subsequent experiences.

47
Q

constructivists three theory with science

A
  1. identifying fundamental –> divide in basic category (people, animal, non living)
  2. Explain phenomena of few fundamental principles (food and water for animal)
  3. They explain events in the form of unobservable causes (kindje krijgen dieren door internal forces en niet external)
48
Q

Sociocultural theories

A

Approach that emphasizes that other people and the surrounding culture contribute greatly to children’s development

49
Q

Guided Participation

A

A process in which more knowledgeable individuals organize activities in ways that allow less knowledgeable people to learn

50
Q

Social scaffolding

A

A process in which more competent people provide a temporary framework that supports childrens thinking at a high level than children could manage on their own.

51
Q

Cultural tools

A

The innumerable products of human ingenuity that enhance thinking

52
Q

Vygotsky

A

Children are social learners, continuous change

53
Q

Vygotsky internalization of thought process

A
  1. other peoples statements
  2. private speech (aloud)
  3. Private speech (internal)
54
Q

Tomasello

A
  1. willen andere iets leren

2. willen leren van andere

55
Q

Sociocultural theorist on cultur

A

Processes the same but content differs

56
Q

Intersubjectivity

A

The mutual understanding that people share during communication

57
Q

Joint attention

A

A process in which social patterns intentionally focus on common referent in the external environment (heart intersubjectivity)

58
Q

Dynamic-system theories

A

A class of theories that focus on how change occurs over time in complex systems

59
Q

Cognitive system self organization

A

Integrating attention, memory, emotions and actions to adapt to a continuously changing environment. Soft assembly.

60
Q

Mechanisms of change

A

change occurs through mechanisms of variation and selection

61
Q

Variation

A

Use of different behaviors to pursue the same goal

62
Q

Selection

A

Increasing choice of behavior that are effective in meeting goals and decreasing use of less effective behaviors

63
Q

Relative succes

A

Increasingly rely on approach that produce desired outcomes

64
Q

Efficency

A

increasing choose approaches that meet goals more quickly with less effort

65
Q

Novelty

A

Lure to try something new

66
Q

Major themes regarding development

A 
Nature vs nurture
role of child
continuity vs discontinuity 
mechanism of change
sociocultural context
individual differences

DLB B (6 decks)

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