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Psyc 315 > Cognitive Development (2&3) > Flashcards

Cognitive Development (2&3) Flashcards

1
Q

Aristotle & Plato on Nature vs Nurture

A

Aristotle=knowledge learned by experience

Plato=born with knowledge

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2
Q

Jason Locke (1600)

A

development reflects parenting and society (nurture), parents should be strict then progressively allow more freedom with age
Tabula Rasa - blank slate

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3
Q

tabula rasa

A

a blank slate (child is a blank slate) Jason Locke

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4
Q

Jean-Jacques Rousseau (1700)

A

children are innately good (nature), parents should allow complete freedom as child learns from interactions not instruction (not everything innate)

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5
Q

When and why did the field of child development emerge?

A

1800s, 1900s
Social reform movements (child labour laws)
Darwin’s theory of evolution (diary of child development)
Sigmund Freud’s (unconscious, psychosexual stages)
G. Stanley Hall (founded APA, PhD in Psych, wrote Adolescence)

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6
Q

John Watson

A

Founded behaviorism (observable & quantifiable)
Influence by Ivan Pavlov
Development due to environment (rewards & punishment)
Believed he could shape any child (nurture)
classical conditioning experiments

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7
Q

Behaviourism

A

(observable & quantifiable)
development is shaped by the environment (rewards=increase, no reward/punishment=decrease)
changing behaviour through conditioning

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8
Q

John Watson - Little Albert Study

A

Classical conditioning - white rat and loud noise, generalize CR to other things

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9
Q

B. F. Skinner

A

Change the environment, change the individual
Wanted to better society
Pioneered operant conditioning

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10
Q

Constraints on development (2)

A

Sociocultural constraints

Cognitive Constraints

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11
Q

Sociocultural constraints (5)

A

Physical, Social, Economic, Cultural, Historical

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12
Q

Jean Piaget

A

Founded Cognitive Development

Theory to account for changed in thinking

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13
Q

Nativism

A

Nature

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14
Q

Empiricism

A

Nurture

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15
Q

Continuity

A

enriched over time (tree growing)

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16
Q

Discontinuity

A

stage like changed (caterpillar to butterfly)

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17
Q

Transactional Model

A

Continuous and bi-directional interaction between nature and nurture

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18
Q

Constructivism

A

Piaget - children construct knowledge from their experiences with the world and proceed through stages of development

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19
Q

Assimilation

A

(constructivism) process of translating information into a form that fits concepts they already understand

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20
Q

Accomodation

A

revising current knowledge structures in response to new experiences

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21
Q

Equilibration

A

balancing in assimilation and accommodation to create stable understanding

22
Q

Piaget stage 1

A

Sensorimotor - Birth - 2 years
object permanence, live in the here-and-now
1. basic motor systems (reflexes)
2. sensory/perceptual systems
2. learning mechanisms of assimilation, accommodation & equilibrium

23
Q

Piaget stage 2

A

Preoperational - 2 - 7 years

  1. symbolic representation of experiences through language, imagery
  2. Cannot perform “operations” (conservation failures)
  3. Centration - focus on single perceptually striking aspect
  4. egocentric - can’t see others pov (perspective taking errors)
  5. failures of appearance vs. reality (costumes)
24
Q

Piaget stage 3

A

Concrete Operational - 7 - 12 years

  1. reason logically about concrete objects and events
  2. difficulty thinking in abstract terms or systematic testing
25
Piaget stage 4
Formal Operational - 12 + years 1. Can thing about abstractions and hypotheticals 2. can perform systematic tests to draw conclusions
26
Constructivism criticism
Poverty of experience - children show knowledge before relevant experiences to "construct" this knowledge Competence/performance distinction - why did the child fail on the task? Object permanence - different methods=different results
27
Criticism of Piaget
Children know a lot about the world before essential experiences with the environment 1. coherence - expect objects to persist when out of sight 2. continuity - two objects cannot occupy the same physical space 3. contact - inanimate objects don't move on their own
28
Criticism of Piaget's stages
Timeline 1. conservation of numbers before solids or liquids 2. discontinuity (stage model suggests consistency) 3. children are not always egocentric 4. motivation and framing of questions matters
29
Sociocultural Theories of Cognitive Development
Vygotsky development occurs in interpersonal contact children are products of culture children are active (social) learners
30
Zone of proximal development
range between what a child can do unsupported and what they can do with optimal social support
31
Social Scaffolding/Guided Participation
More competent people provide frameworks that lead children to higher order thinking, Allow children to learn by doing
32
Joint Attention
intentional focus on a common referent in the environment
33
Intersubjectivity
mutual understanding established during communication "meeting of minds"
34
Social referencing
children look to social partners for guidance for how to respond (visual cliff)
35
Private speech
thought is internalized speech, children talk aloud to themselves then internalize to thought
36
Information processing theories
children as undergoing continuous cognitive change, as active problem solvers, learning new strategies nurture shapes the content of knowledge cognitive processes are shaped by nature
37
Limited-Capacity Processing System
(underlying information processing theory) cognitive development arises from: 1. increasing efficient execution of basic processes 2. expanding memory capacity 3. acquisition of new strategies and knowledge
38
Basic processes
association, recognition, recall, generalizing encoding - representing info in memory processing speed increases through myelination and increased connectivity in the brain
39
Expanding memory capacity
sensory memory - constant throughout development working memory - capacity and speed increase into adolescence long term memory - increase over development, unlimited information
40
Acquisition of new strategies and knowledge
rehearsal (repetition) selective attention - focus on relevant information experiences from memories, content knowledge
41
Core-Knowledge theories
children have innate cognitive abilities (evolutionary) domain-specific learning capabilities direct experience not necessary modularity approach
42
Core-Knowledge domains
``` innate knowledge domains physics (object cognition) number (numerical cognition) people/agency biology language ```
43
Object Cognition
(continuity, coherence, contact) lots of innate knowledge in the physical domain (before experience) object occlusion - expect object to exist even when out of view coherence - still exists even it unseen
44
Principles of Modularity
1. results in domain specificity (systems dedicated to specific domain) 2. fast and automatic 3. restriction on information flow (encapsulation - lack of access from one brain area to another) 4. characteristic breakdown (damage to certain area=loss of certain domain function)
45
Bioecological model
environment as nested structures that influence development | child interacts with every level
46
Microsystem
immediate environment, direct and personal relationships, family, peers, teachers
47
Mesosystem
interconnections in the microsystem setting, supportive relationships, family dynamics
48
Exosystem
no direct experience but indirectly influences, parents work, school board, neighbourhood, mass media
49
Macrosystem
larger and cultural context that the other systems are imbedded, government, culture
50
Chronosystem
historical changes that influence other systems, technology, culture
51
Vygotsky
sociocultural theory of cognitive development development through interpersonal contact children are products of culture

Psyc 315 (9 decks)

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