Cognitive Development

Question 1

Quantitative Changes

Answer 1

result of growth
ex. height, weight

Question 1

Cognitive Development (Define as a theory)

Answer 1

biological changes go along w/ social and cognitive changes

Question 2

Qualitative Changes

Answer 2

harder to measure
ex. perceptions of world, behaviour, mature emotions

Question 3

Continuous Development

Answer 3

-constant change over the lifespan
-Vygotsky

Question 4

Discontinuous Development

Answer 4

any stage theory
-Piaget

Question 5

Nature vs. Nurture Debate (give an example of an experiment)

Answer 5

the visual cliff experiment
-demonstrates fear of heights –> experience
-need perceptive depth
-need ability to crawl

Question 6

What symptoms suggest that ppl with ASD may lack ToM

Answer 6

-lack of eye contact
-trouble with conversations
-difficulty with eye tracking
-difficulty with judging facial expressions

Question 7

The Social Brain (broad definition, and list of the 4 parts)

Answer 7

-Regions that process social info
-Amygdala
-Orbital Frontal Cortex
-Fusiform Gyrus
-Superior Temporal Sulcus

Question 8

Amygdala (function)

Answer 8

recognizes/regulates emotional states

Question 9

Orbital Frontal Cortex (function)

Answer 9

decision making for emotional and reward-based feelings

Question 10

Fusiform Gyrus (function)

Answer 10

facial recognition

Question 11

Superior Temporal Sulcus

Answer 11

detects motion in other organisms

Question 12

Autism decreases what abilities early life?

Answer 12

-ability to detect biological motion
-attention to human faces

Question 13

Autism decreases what abilities both children and adults?

Answer 13

face perception and recognition

Question 14

What is Phenotypic Heterogeneity?

Answer 14

genes present differently –> symptoms present differently

Question 15

How could Functional MRI be used to understand ASD?

Answer 15

Could ask a person w/ ASD to do a facial recognition task while measuring the blood flow to the Fusiform Gyrus. High blood flow = high activation
Low blood flow = low activation

Question 16

How could Event-related Potentials (ERPs) be used to understand ASD?

Answer 16

Could use EEG electrodes to measure current while performing a recognition task
ASD symptom: reduces activity of Fusiform Gyrus

Question 17

The Prefrontal Cortex

Answer 17

-governs high-level processing
-executive of the mind

Question 18

The Prefrontal Cortex stops developing at age 10 (T/F)

Answer 18

F -it develops into adolescence

Question 19

Nutoscience Definition of Thought

Answer 19

unified activity of different regions of the brain

Question 20

Psychological Definition of Thought

Answer 20

internal dialogue

Question 21

Typicality (Explain)

Answer 21

-some items are more typical
-typical categorized and learned faster than atypical

Question 22

Category

Answer 22

-real-world objects
-formed by concepts

Question 23

Borderline Items

Answer 23

-categories are fuzzy
-Items that don’t quite fit

Question 24

Prototype

Answer 24

-the most typical member

Question 25

Give a example of category, concept, typical members, and atypical members for ‘bird’

Answer 25

category -bird
concept -wings, flight, etc
typical -robin, eagle
atypical -emu

Question 26

Knowledge Approach (Explain)

Answer 26

when we learn new concepts, we try to connect them with things we already know

Question 27

Prototype Theory (Explain)

Answer 27

we build summary representations of categories

Question 28

What are weighted features

Answer 28

features not common to their category

Question 29

Exemplar Theory (Explain)

Answer 29

concepts are based on remembering examples previously seen
-new objects are compared to one already seen

Question 30

How many stages in Piaget’s -Stage Theory (List them)

Answer 30

-Sensorimotor
-Pre-operational
-Concrete-operational
-Formal-operational Schemes

Question 31

Characteristics and age of sensorimotor

Answer 31

-Birth-2yrs
-explores senses and mobility
-schemas relate to basic traits (gravity, how food tastes)
-still developing object permanence

Question 32

Characteristics and age of pre-operational

Answer 32

-2-7yrs
-express knowledge verbally
more complex sensorimotoror
i-imagine things not present
don’t understand operations (reversibility of events)

Question 33

Concrete-operational

Answer 33

-conservation of objects
-cause and effect
-understands ‘how’ things happen

Question 34

Formal-operational Schemes

Answer 34

able to think theoretically
-apply specific knowledge to general rules (vice versa)

Question 35

what is an example of conservation of objects

Answer 35

understanding that liquid in different containers can have the same volume

Question 36

What of Piaget’s stages is it best to start learning algebra, why?

Answer 36

Formal-operational Schemes b/c the child is then able to apply general rules (order of operations) to specific knowledge (equation).

Question 37

What are 3 criticisms of Piaget’s theory

Answer 37

-ages may be inaccurate
-he doesn’t describe the causes that lead to moving b/w stages
-he underestimated the role of social learning
-he researched on his own children

Question 38

Is Piaget’s theory continuous or discontinuous?

Answer 38

Discontinuous

Question 39

Is Vygostky’s theory continuous or discontinuous?

Answer 39

Continuous

Question 40

Explain Vygostky’s Sociocultural theory

Answer 40

society can affect childhood development
-development is continuous
-children have an actual developmental level that can be exceeded with assistance (zone of proximal development)

Question 41

Zone of Proximal Development (define

Answer 41

What children are capable of with help of teacher/helper

Question 42

Zones move outwards with time (T/F)

Answer 42

F -they move inwards

Question 43

Information Processing Theories (Explain)

Answer 43

-David Klar
-thinks of mind as a computer
-we don’t just respond to the environment, but encode and process the info we receive.