Cognition, Psychosocial, and Perception Development Flashcards
Stage specific theory
Skills build on one another
Skills are not changed by the environment
Ecological theory
Children are active players in development
Skills are influenced by interactions with the environment
Acquisitional learning theory
Behavior is a result of a response to the environment
Learning occurs through connections of stimulus and response
Piaget
Believed that development must happen before learning can occur
Developed stages of cognitive function
Schema
Representation of an idea or structure
Can change throughout learning through assimilation and accommodation of information
Assimilation
Fitting new information into existing schemas/perceptions
Accomodation
Revising existing schemas and perceptions to incorporate new information
Stages of cognitive function
Sensorimotor stage
Preoperational stage
Concrete operational stage
Formal operational stage
Sensorimotor stage
Birth - 2 years
Child learns by exploring the world through their senses and integration of this information
Substages
- Reflexive
- Primary circular reactions
- Secondary circular reactions
- Coordination of secondary schemas
- Tertiary circular reactions are formed
- Symbolic logic emerges
Reflexive substage within sensorimotor stage
Birth - 1 month
Interactions with the world are through reflexes
Primary circular reactions substage within sensorimotor stage
1-4 months
Child is able to repeat actions voluntarily to make things interesting to them last longer
Secondary circular reactions substage within sensorimotor stage
4-8 months
Performing intentional actions to get a specific result
Coordination of secondary schemas occur substage within sensorimotor stage
8-12 months
Object permanence begins to occur
Refinement of reactions
Start to use objects to accomplish a goal
Tertiary circular reactions substage within sensorimotor stage
12-18 months
Problem solving through trial and error
Children may drop things off of tray and then look at you
Symbolic logic emerges substage within sensorimotor stage
18-24 months
Problem solving develops
Preoperational stage
2-7 years
Child plays pretend
Egocentric and cannot take other perspectives
Symbolic function develops to allow child to think about the purpose of objects
Children can only focus on one aspect of a situation at a time (centration)
Concrete Operational Stage
7-11 years
Organized cognitive structure
Understands the reversibility of actions
Can follow steps more logically
Child develops a sense of identity
Child can focus on multiple aspects of a situation at a time (conservation)
Formal operational stage
12+ years
Uses highly symbolic thought and can perform mental operations and abstract representation
Can perform word problems and math
Has the ability to use logical thought, deductive reasoning, and systematic planning
Vygotsky
Believed that learning precedes development
Believes there is a social-cultural influence on development
Zone of proximal development are the things that you can do with help (scaffolding)
Erikson
Believed that our behavior is determiend by whether we have positive or negative resolutions to life conflicts
Believes culture and society have a large impact on personality development
Developed the stages of psychosocial development
Stages of psychosocial development
Trust vs mistrust
Autonomy vs shame and doubt
Initiative vs guilt
Industry vs inferiority
Identity vs role confusion
Trust vs mistrust
Infant - 18 months
Trust: able to rely on others to support on their needs
Lack of resolution leads to mistrust and fearfulness toward others
Autonomy vs shame and doubt
18 months - 3 years
Autonomy: Greater sense of self-control
Lack of resolution leads to insecurity and dependency
Initiative vs guilt
3-5 years
Initiative: understanding of control over actions
Lack of resolution leads to belief that thoughts and actions are wrong, inferior, or bad
Industry vs inferiority
5-13 years
Industry: Accomplishment and confidence
Lack of resolution leads to feeling of being less than others
Identity vs role confusion
13-21 years
Identity: self-identity and awareness
Lack of resolution leads to inability to identify roles
Maslow
Sought to address human motivation
Developed the Hierarchy of needs and identified self-actualization as the ultimate goal
Hierarchy of needs
Physiological needs
Safety
Love/belonging
Esteem
Self-actualizaiton
Self-actualization
Morality, creativity, spontaneity, problem solving, lack of prejudice, acceptance of facts
Temperament
Stable traits that influence how individuals process and respond to their environment
Easy, difficult, or slow-to-warm
Good fit between temperament and environment will support skill development
Poor fit between temperament and environment leads to disruption in psychological development
Areas of temperament
Activity level
Approach/withdrawal
Distractability
Intensity of reactions
Attention
Persistance
Quality of mood
Rhythmicity
Sensory threshold
Adaptability
Rhythmicity
Area of temperament
The predictability or unpredictability of biological functions
Emotional regulation
Modulation of emotional reactions (inhibiting, activating, grading)
Influenced by caregiver, environment, and experiences
Progresses from co-regulation to self-regulation
Developmental of emotional regulation
Neurophysiologic modulation
Sensoriomotor modulation
Control
Self-control
Self-regulation
Neurophysiologic modulation stage
Birth - 2-3 months
Modulation of arousal, activation of organized patterns of behavior
Sensorimotor modulation stage
3-9 months
Behavior depends on social or environmental stimuli or events
Control stage of emotional regulation
12-18 months
Behavior demonstrates awareness of social demands
Toddler demonstrates compliance and self-initiated monitoring
Self-control stage of emotional regulation
24-48 months
Child’s behaviors are in accordance with social expectations and developing sense of identity
Behaviors become more internally monitored
Self-regulation stage of emotional regulation
36 months and up
Child develops behavioral flexibility according to demands of the situations and has strategies for managing different situations
Has self-awareness and can self-evaluate
Attachment types
Pre-attachment
Undiscriminating attachments
Discriminate attachments
Seeking physical proximity
Goal-corrected partnership
Pre-attachment
Birth - 6 weeks
Infant shows no particular attachment to a specific caregiver
Undiscriminating attachments
2-3 months
Infant begins to show preference for primary and secondary caregiver
Discriminate attachments
4-5 months
Infant shows strong attachment to one caregiver
Seeking physical proximity
7 months
Desire to be near people who they are attached to
Goal-corrected partnership
3+ years
Children begin to find more flexible and adaptive ways to maintain proximity with object of attachment and seek reassurance under stressful situations
Patterns of attachment
Secure
Anxious insecure
Avoidant insecure
Ambivalent insecure
Disorganized insecure
Secure attachment
Child is secure, explorative, and happy
Mother is quick to respond and consistent
Child trusts that needs will be met
Anxious insecure attachment
Child is clingy and has a needs for constant reassurance
Mother is overprotective and does not let child explore
Avoidant insecure attachment
Child is not very explorative and is emotionally distant
Mother is distant and disengaged
Child subconsciously believes that their needs probably won’t be met
Ambivalent insecure attachment
Child is anxious, insecure, and angry
Mother in inconsistent and sometimes sensitive, sometimes neglectful
Child cannot rely on their needs being met
Disorganized insecure attachment
Child is depressed, angry, completely passive, and nonresponsive
Mother is extremely erratic, frightened or frightening, passive or Intrusive
Child is severely confused with no strategy to have needs met
Gestalt
Believed perception can’t be reduced to parts and needs to be seen as a whole
Pioneered figure-ground perception
Gestalt
Believed perception can’t be reduced to parts and needs to be seen as a whole
Pioneered figure-ground perception
Gibson
Believed sensory stimulation contains numerous meaningful elements
Developed perceptual learning and affordance
Developed perceptual learning
Ability of sensory systems to respond to a stimuli is improved through past experience
Affordance
How we perceive environments as a way to afford our needs
Perception
Process of taking in, organizing, and interpreting sensory information
Utilizes sensation, memory, and anticipation based on previous experience to give meaning to sensory information
Perceptual skills from birth - 6
Child visually explores environment
Mouths objects
Explores object texture by moving fingers back and forth
Perceptual skills from 6-12 months
Explores objects with eyes and hands
Discriminates hardness of objects
Perceptual skills from 12 months - 3 years
Adjusts manipulation according to the object property
Perceives object shape by moving between hands
Perceptual skills at older than 3 years
Identifies common objects using haptic perception (active touch)
Object manipulation skills from birth - 6 months
Brings objects to mouth
Begins to extend and move fingers together
Object manipulation skills from 6-12 months
Fingers and manipulates objects
Can tighten and loosen grip while holding an object
Object manipulation skills from 12 months - 3 years
Moves an object from hand to hand
Uses two hands to manipulate object
Object manipulation skills at greater than 3 years
Begins to demonstrate in-hand manipulation skills
Uses dynamic grasping patterns
