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Human Development > Cognitive Development > Flashcards

Cognitive Development Flashcards

1
Q

Jean Piaget

A

Believed that growth in mental development dependedon one’s ability to order and classify new information

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2
Q

Organization

A

Key to growth in mental development according to piaget

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3
Q

Adaptation

A

Change necessitated by new information

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4
Q

Assimilation

A

When an individual perceives and interprets new information in terms of a previously existing context (e.g. adding a thought to an existing framework). Sees a dog classifies it as a dog.

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5
Q

Accommodation

A

When an individual perceives and interprets new information in a way that causes a restructuring or change in mental oranization––change in perspective.. Sees a dog and learns that there are different breeds.

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6
Q

Schema

A

Mental structure that processes or integrates experiences, information, or perceptions.

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7
Q

Equilibration

A

Learning occurs when an individual experiences disequilibrium because of a conflict or challenge to his or her way of thinking or understanding. Motivated people adapt thoughts to reduce conflict/disequilibrium.

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8
Q

Piaget’s stages of cognitive development

A

Sensorimotor stage, Preoperational stage, Concreate operational stage, formal operational stage

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9
Q

Sensorimotor stage

A

Birth to 2 years. Infants learn about the environment and people through senses and developing motor abilities. They move from reflexes to intentional and meaningful interaction. Learn cause and effect, trial and error problem solving, object permanence. Prerequisite to language development and formation of mental images.

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10
Q

Preoperational stage

A

2-7. Symbolic representations allow them to use language and engage in imitative play. Includes Egocentric thinking––unable to take on perspectives of others. Centering––focus on one facet/situations at the same time. Animism is attribution of human characteristics to inanimate objects. Irreversibility––lack of understanding that actions or circumstances can be undone, changed, or even reversed.

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11
Q

Concrete operational stage

A

7-11. Use symbols to engage in mental operations involving logic. Understand concepts like reversibility, reduced egocentrism, and relational terms (e.g. bigger, yesterday, heavier). Unable to reason abstractly.

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12
Q

Formal operational stage

A

11+ Think abstractly and relativistically. Can deduce a conclusion. Systematically prove/disprove explanations for observed occurrences. NOT EVERYONE reaches this stage.

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13
Q

Lev Vygotsky

A

Developed a constructionist, cognitive development theory integrating language as well as social and cultural influences. believed cognitive progress was facilitated by language development and occurred in a social context.

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14
Q

Zone of proximal development

A

Gap between what children are able to learn on their own and what they are potentially able to learn with help.

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15
Q

Scaffolding

A

Support that must be put in place to help children learn in order to reach their potential. After children reach it, scaffolding can be removed.

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16
Q

Sensory memory (trace memory)

A

All environmental stimuli to which one is exposed at any given moment in time. Retained for only a few seconds.

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17
Q

Short-term memory

A

Temporary information storage allows info to be retained for seconds to minutes.

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18
Q

Long-term memory

A

Enables a person to store a large amount of information for permanent amounts of time depending on how efficiently the person learned the information.

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19
Q

Encode

A

A way to transfer short-term to long-term by making the information meaningful.

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20
Q

Rehearse

A

Practice information to memorize.

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21
Q

Echoic storage

A

Auditory information

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22
Q

Iconic storage

A

Visual information

23
Q

3 theories why people forget

A

Retrieval theory, decay of memory theory, Interference theory

24
Q

Retrieval theory

A

Information is held in long-term storage forever, but we have insufficient cues to retrieve the information.

25
Q

Decay of memory theory

A

Trances of the information held in memory simply decay over time and the memory disappear forever.

26
Q

Interference theory

A

Learned information is inhibited by other learning experiences.

27
Q

Retroactive inhibition

A

Loss of memory that occurs when new information interferes with information learned previously. Experiment remembering X until they were asked to learn X and Y.

28
Q

Proactive inhibition

A

Loss of memory that occurs when old information interferes with newly learned information.

29
Q

How can memory be improved?

A

Chunking, method of loci, Eidetic memory

30
Q

Chunking

A

Grouping information into chunks (e.g. phone numbers)

31
Q

Method of loci

A

A guided visual imagery procedure where you imagine objects or concepts to be remembered in a familiar environment and in a given sequence.

32
Q

Eidetic memory

A

AKA photographic memory uses visual images to recall visual information.

33
Q

Yerkes-Dodson law

A

Memory and performance are optimized when an individual attains a moderate state of arousal, as low and high states of arousal suppress performance.

34
Q

Massed learning

A

Cramming for an exam, not as effective as spaced learning

35
Q

Spaced learning

A

Four 1-hour periods to study for an exam.

36
Q

Cognitive dissonance

A

Explain the conflict or discomfort that an individual experiences when a discrepancy is noticed between what he or she already knows and new information being received.

37
Q

Confirmatory bias

A

Likelihood of screen for information that confirms previously held beliefs.

38
Q

Attribution theory

A

People assign attributes (reason) to outcomes and events. Described in 3 dimensions: Stability, locus, control.

39
Q

Dimension of stability

A

attributes outcomes to stable causes and leads to hopelessness, compared to attributing outcomes to unstable causes, leading to persistence and hope

40
Q

Dimension of locus

A

Attributes outcomes to internal or external foci. Internal attributions lie within and lead a person to claim responsibility for the outcome. External attributions lie outside the individual.

41
Q

Dimension of control

A

attributes outcomes to controllable and uncontrollable faces. Controllable allows person some control over outcomes, uncontrollable is out of the person’s hands.

42
Q

Imaginary audience

A

Construct to describe the adolescent egocentric belief that everyone is watching and critically judging him or her.

43
Q

Personal fable

A

The adolescent belief of absolute uniqueness. Believes they can engage in reckless, dangerous acts because bad things only happen to others.

44
Q

Intelligence

A

Construct designed to describe one’s ability to solve problems and learn new information.

45
Q

Crystallized intelligence

A

Verbal and mathematical capabilities and experiences that are learned.

46
Q

Fluid intelligence

A

Nonverbal problem solving and pattern recognition

47
Q

Creativity

A

Involves divergent thinking (thinking of many possibilities) and convergent thinking (picking the best solution and focusing on final product).

48
Q

When do significant declines in cognitive abilities occur?

A

About 70 years of age

49
Q

Two indian American men referred to their neighbor as Chinese. Their neighbor became annoyed and corrected them saying, “I’m Filipino! Get it right!” The two men were surprised they were scolded. One said, “Probably the Chinese and Filipinos are part of different casts. That myst be why he is offended.” According to Piage, these neighbors are involved in the process of adaptation known as

A

Assimilation

50
Q

Billy is an infant who is playing with his father. His father takes a ball and hides it behind his back. Billy laughs and begins to search for the ball. Billy is in the _________ stage of Piaget’s theory of cognitive development.

A

Sensorimotor

51
Q

Animism refers to…

A

Giving life to lifeless objects

52
Q

Individuals can think logically and abstractly when they reach the _________ stage of Piaget’s theory of cognitive development

A

Formal operational

53
Q

Devin is 17-years-old and drives over the speed limit without wearing seatbelts. When his girlfriend complains, he tells her there is no way they can get hurt. “Sweetie, I’m a great driver, and I promise I’d never drive any faster than I can handle.” It’s likely that Devin

A

Has created a personal fable.

Human Development (10 decks)

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