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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
Q

Piaget stage 4

A

Formal Operational - 12 + years

  1. Can thing about abstractions and hypotheticals
  2. can perform systematic tests to draw conclusions
26
Q

Constructivism criticism

A

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
Q

Criticism of Piaget

A

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
Q

Criticism of Piaget’s stages

A

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
Q

Sociocultural Theories of Cognitive Development

A

Vygotsky
development occurs in interpersonal contact
children are products of culture
children are active (social) learners

30
Q

Zone of proximal development

A

range between what a child can do unsupported and what they can do with optimal social support

31
Q

Social Scaffolding/Guided Participation

A

More competent people provide frameworks that lead children to higher order thinking,
Allow children to learn by doing

32
Q

Joint Attention

A

intentional focus on a common referent in the environment

33
Q

Intersubjectivity

A

mutual understanding established during communication “meeting of minds”

34
Q

Social referencing

A

children look to social partners for guidance for how to respond (visual cliff)

35
Q

Private speech

A

thought is internalized speech, children talk aloud to themselves then internalize to thought

36
Q

Information processing theories

A

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
Q

Limited-Capacity Processing System

A

(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
Q

Basic processes

A

association, recognition, recall, generalizing
encoding - representing info in memory
processing speed increases through myelination and increased connectivity in the brain

39
Q

Expanding memory capacity

A

sensory memory - constant throughout development
working memory - capacity and speed increase into adolescence
long term memory - increase over development, unlimited information

40
Q

Acquisition of new strategies and knowledge

A

rehearsal (repetition)
selective attention - focus on relevant information
experiences from memories, content knowledge

41
Q

Core-Knowledge theories

A

children have innate cognitive abilities (evolutionary)
domain-specific learning capabilities
direct experience not necessary
modularity approach

42
Q

Core-Knowledge domains

A 
innate knowledge domains
physics (object cognition)
number (numerical cognition)
people/agency
biology 
language
43
Q

Object Cognition

A

(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
Q

Principles of Modularity

A
  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
Q

Bioecological model

A

environment as nested structures that influence development

child interacts with every level

46
Q

Microsystem

A

immediate environment, direct and personal relationships, family, peers, teachers

47
Q

Mesosystem

A

interconnections in the microsystem setting, supportive relationships, family dynamics

48
Q

Exosystem

A

no direct experience but indirectly influences, parents work, school board, neighbourhood, mass media

49
Q

Macrosystem

A

larger and cultural context that the other systems are imbedded, government, culture

50
Q

Chronosystem

A

historical changes that influence other systems, technology, culture

51
Q

Vygotsky

A

sociocultural theory of cognitive development
development through interpersonal contact
children are products of culture

Psyc 315 (9 decks)

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