Cognitive Development Flashcards
Piaget’s Preoperational Stage (Stage Theorist)
- Ages 2 to 7
- Gains in Mental Representation
- Make-believe Play
- Symbol-Real Word Relations
- Limitations in Thinking
Mental Representation (Piaget’s Preoperational Stage)
Idea that we can hold images in our head and object permanence
Make-believe Play (Piaget’s Preoperational Stage)
- Becomes more sophisticated with the use of scripts
- Saw it as a way to practice and develop schemes
- Exists within their cognitive processes
- Reflect on thinking, control behavior, and take another’s perspective
- Gain in social, language, and literacy skills
- Improve attention, memory, and logical reasoning
- Strengthen imagination and creativity
Symbol-Real Word Relations (Piaget’s Preoperational Stage)
Idea that a play telephone can represent a real telephone
Limitations in Thinking (Piaget’s Preoperational Stage)
Egocentrism, Conservation
Egocentrism (Limitations in Thinking)
Failure to distinguish others views from one’s own (Piaget’s Mountain Task)
Centration Limits on: (Conservation- Limitations in Thinking))
Focus on one aspects and neglect others (changing shape of glass of water, can’t focus on shape of glass and water line)
Irreversibility Limits on: (Conservation- Limitations in Thinking))
- Cannot mentally reverse a set of steps
- Can’t do this until concrete operational stage
Hierarchical Classification Limits on: (Conservation- Limitations in Thinking))
Organization of objects on the basis of similarities and differences
With age, make-believe gradually becomes:
Piaget-Early Childhood Development of make Believe
- More detached from real life conditions
- Less self-centered
- More complex- Sociodramatic Play
Vygotsky’s Sociocultural Theory and Early Childhood (sociocultural prospective)
Zone of Proximal Development
Zone of Proximal Development (Vygotsky’s Sociocultural Theory and Early Childhood )
Range that they can get started in task but need assistance to completer
Private Speech (Zone of Proximal Development- Vygotsky’s)
Necessary for individual to internalize earlier experiences with scaffolding (Now if child is doing it themself, talk themself through instructions they had learned)
Scaffolding (Zone of Proximal Development- Vygotsky’s)
Parenting holding hands through tying shoes and offering more or less help
Guided Participation (Zone of Proximal Development- Vygotsky’s)
What is being said
Vygotsky and Make-Believe Play (Provides Zone of Proximal Development)
(Opportunity to increase zone)
- Imaginary substitutions help children separate thinking from objects
- Rules strengthen capacity to think before acting
- More likely to experiment with words and grammar
Information Processing Theory
Continuity related theory- things develop mature faster but nothing changes besides strategies
Attention (Information Processing Theory)
Although easily distracted in toddlerhood, by age 6-7 can sustain attention very well
Planning ability improves
Game playing, Interaction with parents and caregivers
Memory (Information Processing Theory)
- Recognition and recall (Lack of utilization of memory strategies)
- When parents talk to their kids it increases their memory
- Everyday experiences (episodic memory; Improved memory for context surrounding memorable events; Autobiographical memory- memory for personal events
Theory of Mind / Metacognition
Thinking about one’s own as well as others thinking processes, understanding others can have a different view/knowledge of the world)
Infancy (Theory of Mind)
Babies view people as intentional beings who can share and influence one another’s mental states
Age 2 (Theory of Mind)
Vocabulary includes mental state such as want, remember and pretend
Age 3-4 (Theory of Mind)
Communication increasingly refers to others’ intentions and beliefs
- By age 4, understand that belief and desire can influence behavior
- False belief tests allow researchers to examine differences in explicit theory of mind ability
- Newer research has indicated that implicit theory of mind os evident by 18 months