cognition and development

Question 1

cognitive development

Answer 1

the development of mental processes through stages, especially in childhood

Question 2

schema

Answer 2

units of knowledge, each containing our understanding of a thing. They become increasingly complex as we acquire more info

Question 3

disequilibrium

Answer 3

unpleasant sensation caused when existing schema do not allow us to make sense of new info

Question 4

equilibrium

Answer 4

achieved when we explore and develop our understanding to adapt to the new situation

Question 5

assimilation

Answer 5

when we add new information to an existing schema or apply a schema to a new situation

Question 6

accomodation

Answer 6

when an existing schema has to change because incoming information conflicts with what is already known

Question 7

piaget cognitive theory strengths

Answer 7

+ support from Howe- put children aged 9-12 into groups to discuss movements of objects down a slope. Children increased knowledge but came to different conclusions- shows that children form own representations of info

+ real world application- revolutionised classroom teaching. Old fashioned methods have been replaced with activity orientated class where children construct own understanding

Question 8

Piaget cognitive theory limitation

Answer 8

• incomplete explanation- recognised that others can be important for learning as they act as a source of info. There is evidence to suggest that learning is enhanced by other

Question 9

sensorimotor stage (0-2)

Answer 9

recognises the existence of the self as a being that can act intentionally. develops object permanence

Question 10

object permanence

Answer 10

ability to realise that an object still exists when it is out of the visual field

Question 11

pre operational stage (2-7)

Answer 11

language develops, lacks reasoning

Question 12

conservation

Answer 12

the ability to realise that quantity remains the same even when the appearance changes

Question 13

egocentrism

Answer 13

a child’s tendency to only be able to see the world from their own point of view

Question 14

class inclusion

Answer 14

a child recognises that classes have subsets and are themselves subsets of larger classes

Question 15

stage of concrete operations (7-11)

Answer 15

child develops ability to think logically but only applied to physical objects

Question 16

stage of formal operations (11+)

Answer 16

abstract and hypothetical thinking develop

Question 17

Piaget intellectual limitations

Answer 17

• conclusions about conservation- the children may have been influenced in some way or put off when questioned
• findings on class inclusion are contradicted by newer research- children under 7 can understand, so were underestimated
• lack of support for piaget’s view of egocentrism- children are able to imagine other’s perspectives much younger than proposed

Question 18

Vygotsky learning

Answer 18

is a social process, relying on language and the input of experts

Question 19

Vygotsky cultural differences

Answer 19

differences in cognitive development between children due to social/cultural experiences

Question 20

zone of proximal development

Answer 20

the gap between a child’s current level of functioning and what they can potentially do

Question 21

scaffolding

Answer 21

process of helping a learner to cross the ZPD, given their stage of development

Question 22

Vygotsky strengths

Answer 22

• research support for ZPD- Roazzi and Bryant asked children aged 4-5 to estimate how many sweets were in a jar. Alone they failed, with help from an expert they managed
• research support for scaffolding- mothers use less direct intervention as children gain experience and only offer when needed, use scaffolding
• practical application in education- a review of teaching assistants showed that they are effective at improving rates of learning- have real world value