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PYB203: Developmental Psychology > Cognitive development: early childhood > Flashcards

Cognitive development: early childhood Flashcards

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1
Q

What is perceptual salience?

A

the most obvious features of an object or a situation - means that pre-schoolers can be fooled by appearance

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2
Q

What is centration (pre-operational)?

A

focusing on one aspect of a problem or object

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3
Q

What is irreversible thought (pre-operational)?

A

cannot mentally undo an action

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4
Q

What is static thought (pre-operational)?

A

focusing on the end state rather than the changes that transform one state into another

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5
Q

What is the cognitve limitation of classification?

A
  • difficulty using criteria to sort objects on the basis of characteristics
  • lack class inclusion, the ability to relate the whole class (furry animals) to its subclasses (dogs, cats)
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6
Q

What is the cognitve limitation of egocentrism?

A
  • Difficulty in understanding the mental state of others

- 3 mountains task and sally anne (egg moved to box) task

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7
Q

How did Saracho & Spodek (1998) define play?

A
  • intrinsically motivated
  • process orientated
  • creative
  • having implicit rules
  • spontaneous and self-initiated
  • free from major emotional distress
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8
Q

What ages are called the play years?

A

2-5years

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9
Q

What changes occur in play between infancy and age 5?

A

more social and imaginative

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10
Q

What is Parten’s (1932) unoccupied category of play?

A

the child wanders about, watching whatever is momentary interest, but does not become involved in any activity

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11
Q

What is Parten’s (1932) solitary category of play?

A

the child plays alone with different toys and other objects and with no direct or indirect awareness of or involvement with other children

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12
Q

What is Parten’s (1932) onlooker category of play?

A

the child watches others play without actually entering into the activities; is clearly involved with what is happening and usually is within speaking distance of participants

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13
Q

What is Parten’s (1932) parallel category of play?

A

children play next to one another, do much the same thing but they interact little

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14
Q

What is Parten’s (1932) associative category of play?

A

children engage in a common activity and talk about it with each other but do not assign tasks or roles to particular individuals and are not very clear about their goals

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15
Q

What is Parten’s (1932) cooperative category of play?

A

children consciously form into groups to make something, attain a goal, or dramatise a situation; one or two members direct and organise the activity, with children assuming different roles

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16
Q

What is the psychoanalytic theory of play?

A
  • opportunity to gain mastery over anxieties
  • repetition compulsion
  • catharsis
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17
Q

What is the social learning theory of play?

A
  • roles learned through direct, vicarious or self-reinforcement
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18
Q

What is the ethological theory of play?

A
  • similar to animal behaviour

- physical activity play

19
Q

What is the cognitive theory of play?

A
  • symbolic play extends possibilities

- social and cognitive development

20
Q

What is moral affect?

A

positive and negative emotions related to matters of right and wrong

21
Q

What is moral reasoning?

A

the thinking process involved in deciding whether an act is right or wrong

22
Q

What sequence does moral reasoning progress thrugh?

A

an invariant sequence - a fixed and universal order of stages, each of which represents a consistent way of thinking about moral issues

23
Q

What is the premoral period of Piaget’s theory of moral reasoning development?

A
  • during pre-school years

- children show little awareness or understanding of rules and cannot be considered moral beings

24
Q

What is the heteronomous mortaliity period of Piaget’s theory of moral reasoning development?

A
  • age 6-10
  • take rules seriously, believing that they are handed down by significant figures and are unaltered

KEY:
- they judge rule violations as wrong based on the extent of damage done (not caring about intention)

25
Q

What is the autonomous morality period of Piaget’s theory of moral reasoning development?

A
  • age 10-11
  • appreciate that rules are agreements between individuals can be changed with consensus
  • pay more attention to whether the person’s intentions were good or bad (not damage/consequences)
26
Q

What is stage 1 of Kohlberg’s preconventional level of moral reasoning development?

A

Heteronomous morality; ethics of punishment and obedience - reward - punishment orientation, we obey authorities to avoid punishment

27
Q

What is stage 2 of Kohlberg’s preconventional level of moral reasoning development?

A

Instrumental purpose; ethics of exchange - reciprocity - we conform to rules to get rewards and to satisfy personal needs

28
Q

What is stage 3 of Kohlberg’s conventional level of moral reasoning development?

A

Interpersonal normative morality; ethics of peer opinion - what pleases, helps or is approved by others

29
Q

What is stage 4 of Kohlberg’s conventional level of moral reasoning development?

A

Social system orientation; ethics of law and order - hat conforms to rules of legitimate authorities and what is good for society as a whole

30
Q

What is stage 5 of Kohlberg’s postconventional level of moral reasoning development?

A

Social contract orientation; ethics of social contract - good depends on consensus, might get people in this stage challenging these laws that may be unjust

31
Q

What is stage 6 of Kohlberg’s postconventional level of moral reasoning development?

A

Ethics of self-chosen universal principles - we determine what is right and wrong based on our individual principles and moralistic principles that are universal

32
Q

What is moral behaviour? (social learning theorists)

A

what we actually do when faced with temptation or with an opportunity to behave prosocially
- learned through obsrvational learning and reinforcement/punishment principles

33
Q

Who emphasised that moral cognition is linked to moral action through self-regulatory mechanisms?

A

Bandura

34
Q

What is moral disengagement?

A

how well we ignore the regulatory mechanisms

35
Q

What is moral self-relevance?

A

the extent to which a moral approach is part of a person’s self-concept

36
Q

What is explicit memory?

A

intentional recollection of previous experiences (conscious)

37
Q

What is implicit memory?

A

is apparent when retention is exhibited on a task that does not require intentional remembering (unconscious)

38
Q

What is perceptual priming for implicit memory?

A

If we have seen the image previously we’ve been primed and we will be more likely to identify the uncompleted images as an elephant

39
Q

What four major hypotheses are thought to underpin the increase in capacity of elicit memory from infancy to adulthood?

A
  • changes in basic capacities
  • changes in memory strategies
  • increased knowledge about memory
  • increased knowledge about the world
40
Q

What was the STM capacity (Demster, 1981)?

A
  • 2yrs: 2 items
  • 5yrs: 4 items
  • 7yrs: 5 items
  • 9yrs: 6 items
41
Q

What are the three memory strategies?

A
  • rehearsal
  • organisation
  • elaboration
42
Q

What is metamemory?

A

what changes in our understanding of memory

43
Q

Is it true or false that the knowledge base of the thing influences memory performance regardless of age?

A

True

44
Q

What are the four conclusions about development of explicit memory?

A
  • older children are faster information processors, use more effective memory strategies, know more about memory, know more in general with larger knowledge base

PYB203: Developmental Psychology (12 decks)

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