Cognition and Development Flashcards

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1
Q

Explain Piagets pre-operational stage of cognitive development

A

2-7 years
-infants schemata becomes more complex
-language acquisition is a large part
Three key points:
-egocentrism
-lack of conservation
-lack of class inclusion

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2
Q

explain a lack of class inclusion

A

Class=what it is
Inclusion= what classes/groups it is part of
the lack of understanding that an object can simultaneously be a part of a larger stand several subsets
For example, a pig is a part of both the pig class and the animal class
-piaget suggested children have not developed this ability

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3
Q

explain a lack of conservation

A

a lack of the ability to understand that although an object may look different overtime or in different forms, it is still the same object
For example if a child was shown a tall slim glass of water that was the poured into a shorter wider glass they would not understand that both glasses contained the same amount of water

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4
Q

what does Vygotsky mean by scaffolding in relation to his theory of cognitive development

A

-a form of social support that an expert uses to help a child cross there ZPD.
-involves processes such as encouragement, prompting, demonstrating, motivation etc
-temporary structures to aid the child untill they are able to act independly

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5
Q

What does Vygotsky mean by Zone of Proximal Development

A

The ZPD refers to the gap between a child current independent abilities and the potential capabilities if assisted by an ‘expert’
-suggested that cognitive development would occur faster if infants were frequently around those more knowledgable

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6
Q

what are they key points of Vygotskys theory of cognitive development

A

-viwed children as young apprentices
-development is dependent on social and cultural processes
-interaction with others is vital to make sence of environment
-language is a key signifyer of knowledge

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7
Q

what was meant by the interpsychological process

vygotsky

A

communication between a child and expert is crucial to initiate intellectual development

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8
Q

what is meant by knowledge being intraphsycholigical

vygostsky

A

when a child internalises what thye have learnt and the ability to use these skills to enhance development

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9
Q

what is meant by private speech

vygostsky

A

when a child talks to themsekves whilst carrying out a task such as repeating instructions/guidance given by experts

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10
Q

what is meant by inner speech

vygostsky

A

when children have mastered the ability to talk to themselves through tasks and now think themselves through the task instead

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11
Q

evluate evidence for the ZPD as supporting evidence for Vygostsky

A

-children aged 4-5
-cond 1: estimated the number of sweets alone
-cond 2: estimated number with guuidance from an older peer
-cond 2 performed predominantly better as they developed more advanced skills/ communication with an expert
-evidence for ZPD

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12
Q

evaluate supporting evidence for scaffolding

vygostsky

A

-longitudinal study observing 45 kids in intervals between 16-54 months
-found as children got older they needed less help from parents e.g using cultery
-use of scaffolding such as encouragment and demonstration helped children become more independent

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13
Q

evaluate vygotskys theory of cognitive development

real life apps, social interactions not identified

A

real life: significantly developed learning/teaching techniques
-peer tutoring, 1-2-1s with teachers, reading buddies
-supporting evidence of effectiveness of reading buddies: 7 year olds being tutored by 10 year olds alongside lessons progressed further in reading

not all social interactions will be beneficial to children
-may confuse/ frustrate
-people may abuse superior knowledge for control or manipulation e.g bullying, speaking rudely, conflicting views

limit: does not consider individual differnces
-independent learners suggested by piagets theory

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14
Q

baillargeons explanation of early infant abilities

A

-opposed piagets idea of object permamnce only at 8 months
-beileived infants had understanding but maybe just didnt have the required motor skills, lost interest

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15
Q

what is violation of expectation research

A

a research technique developed to study the cognitive capabilities of infants
this method was used to compare reactions to an expected (possible) event and an unexpected (phsyically impossible) event

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16
Q

breifly describe baillargeons VOE research

A

aim: investigate object permamnce by seeing if infants pay more to an impossible or possible event
method:
-infants aged 4-6 months
-familarisation event: showed a short and tall rabbit passing behind a screen, fits expectations of object permamnce
-possible condition: either short rabbit passed behind screen with window and couldnt be seen untill it reappeared at the other side/ tall rabbit passed behind and its ears could be seen through the window (expected events)
-impossible condition: tall rabbit behind and couldnt be seen throigh window (unexpected as goes against expectations of object permenance)

findings: on average infants looked at the:
-impossible event for 33 seconds
-possible event for 25 seconds
suggests that they did have object permemnace as the rabbit dissapering violated there expectations

17
Q

what are the key points of baillargeons theory of infants physical reasonig

PRS, object persistance, event categories

A

-suggested we are born with physical reasoning system (brain structures) that provides a simple understanding of physical world
-ability to quickly learn more details and dvelops through experience
-we have onject persistance from birth
-within the first few weeks infants identify ‘event categories’ about how physical objects move and interact
-prs predisposes infants to want to find out more through new situations/experience
-why VOE research works

18
Q

evaluate baillargeons theory

A

strength: has improved understanding of infsnts
-better control/less distractions for infants in research
-consistency within VOE research
-provides more valid suggestion than piaget

limit: researcher bias
-created theories based off of own research
-could interpret findings to fit own opinions
-overinflation of results dcreases validity

limitation: assumptions of infant behaviour
-infants cant articulate
-VOE only shows that infnats see a difference
-could be other reasons for attention payed such as familarity with the event

Strength: PRS explains universality ofphysical understaning
-no matter where in the world you re born with the same simpleknowledge of the psycial world (no culteral differences)
-supports PRS being innate

19
Q

what is social cognition

A

-the metal proccesses we use when interacting with others
-social skills and how we interact with others
-developing an awareness of social situations and an appropriate way to act

20
Q

what is meant by perspective taking

selman

A

the ability to appreciate a social situation from others point of view
selman believed development of social cognition occurs through ones abilitytoperspective take which changes as they get older

21
Q

describe the research used to construct selmans level of perspetive taking

holly scenario

A

scenorio:
-holly had promised her dad to not climb trees
-holly came across her friend whose cate was stuck in a tree
-participants were asked whether holly would climb the tree and about the feelings of characters involved (holly,dad,passerbys)

22
Q

what are selmans levels are perspective taking

A

-egocentric (3-6yrs)
-social informational (6-8yrs)
-self reflective (8-10yrs)
-3rd party (10-12yrs)
-societal (12+yrs)

23
Q

decribe the egocentric level of perspective taking

A

infants are socially egocentric, unaware of others POV, there own feelings are reflected in how they say others feel
-they beileve holly will climb the tree and her dad will feel the same as her about it

24
Q

describe the socially informative level of perspective taking

A

begin to have an understanding that others have there own POV but only becuase of the information available about the situation, completely informational not emotional
-believed dad would be angry if he didnt know about the cat but would understand if he did know about the cat

25
Q

describe the self reflective level of perspective taking

A

understand that morals can impact someones perspective, able to step into others shoes, a more personal level that is not just dependent of information
-believes holly will climb the tree and her dad will understand why but may still be worried

26
Q

describe the 3rd party level of perspective taking

A

able to view different POV at the same time e.g sees both holly and the dads POV simultaneously
also able to appreciate that an uninvolved 3rd party member may have a POV that may also be different

27
Q

describe the societal level of perspective taking

A

understands and appreciates that societal presences such as morals/values/norms/ pressures and different social situations can influence POV
-believe that the dad shouldnt punish holly bc society says we should be kind to animals

28
Q

evaluate the strengths of selmans levels/theory

A

supporting evidence: many studies including holly scenario support
-found a positive correlation between age and ability to view diff perspectives
-one longitudiclstudy followed 41 american boys and found there perspective taking imporved over a 5 year span, followed selmans levels exactly - improves vlaidity

real life apps to educational settings
-found when kids encourged to bear in mind peers POV, bullying behaviour decreased
-when teachers conciously takeinto account emotional perspective were more accomadating to needs
-increases eco validity and credibilty of selmans work

29
Q

evaluate the limitations of selmans work

A

flawed methodology of supporting evidence
-researcher bias as levels were created from own research (could have manipulated/interpreted finding tomatch own views)
-lack of control and neutrality decreases validity
-correlation does not mean causation

contradictory evidence: Keysar
-compared perspective of chinese and american children
-chinese kids were better at perspetive taking and there was variation within levels of development
-shows cultural influence

lacks comprehensiveness
-doesnt consider individual defferences such as upbringing, mental health issues, autism
-only considers neurotypical devlopment
-doesnt explain how some people have good perspective taking but struggle in social situations (anxiety)

30
Q

what is meant by theory of mind

A

ability to understand that people ahve there own thoughts,feelings,knowledge and to be able to predict what someone may be thinking/feeling in certain social situations
-a lack of egocentrism

31
Q

describe meltzoffs research into theory of mind

A

-allowed todlers to watch adults putting beads into a jar and were then asked toplacethe beads in a jar
-cond 1: adults successfully put beads into a jar
-cond 2: adults ‘accidentally’ dropped beads on floor
-when toddlers repeated they did not purposfully spill them suggesting that they have ToM

32
Q

what is a false belief task

A

used to asses if someone has ToM
-to understand the story and answer correctly to scenarios they must be able to put themselves into others POV
-based on the understanding that an indiciduals belief or perception may contrast the reality

33
Q

describe perners false belife task

A

3-9yrs were told this scenario
-maxi puts his chocolate in the BLUE cupboard and goes to play
-his mum takes the chocolate put to bake and puts it back in the GREEN cupboard
-ps then asked where maxi would look for his chocolate after he returns
-3 years olds said the green cupboard demonstratung a lack of ToM as they do not understand maxis belief as to where the chocolate is is diufferent to theres
-4 and above said the blue cupboard suggestingthey dohave theory of mind (understood maxi woukdnt have known it was moved)

34
Q

evaluate the strengths of the coneceptof theory of mind

A

supporting evidence from meltzoff and perner support existance of ToM as a probable concept

real life application
-has been instrumentalin understanding autistic spectrum disorders
-those high on the spectrum seem to lack ToM
-supported by the sally anne research

35
Q

evaluate the limitations of the concept of theory of mind

A

low validity of false belief tasks
-requires other cog capabilities such as memory (ps may forget colour of cupboard) which can not be standardised
-are evs skewing findings

ToM vs perspective taking
-could be argued that ToM is just anotehr way of saying perspective taking
-based on similar prinsiples e.g lackof egocentrism
-the idea of ToM lacks value to understanding og cog development

Lacks clarity
-how does is develop
-why and when does is develop
-is is age based like piaget or does it develop with social interactions like vygotsky
-it is not a well rounded concept which decreases validity