cognitive development ec Flashcards
preoperational stage
early childhood (2-7), symbolic thought, egocentrism, conservation, syncretism, animism, cognitive schemas
egocentrism
doesn’t take into account that people have different perspectives than them (ex: 3 mountain task)
conservation
moving or rearranging matter doesn’t change quantity, can use concentration where they only look at one aspect such as height, size, etc.
animism
objects are life-life (ex: cup is mean because it spilled and made a mess)
syncretism
think that two events that occur simultaneously are caused by the other (ex: putting on a swimsuit for it to be summer)
cognitive schemas
assimilation: add new knowledge to schema (ex: sees a new type of dog and says it’s a dog), accommodation: add new schema (ex: 4 legged animals are dogs)
Vygotsky’s Sociocultural Theory of Cognitive Development
zone of approximal development: kids can learn the most while in this zone
private speech
part of vygotsky, talking to themselves to solve problems or clarifying thoughts
egocentric speech
same as private speech but part of piaget
scaffolding
part of vygotsky, guided assistance for a task
theory of mind
understanding of how minds work and influence behavior
preferences and desire theory of mind
connection between your and others desires, if a person shows enjoyment at broccoli and disgust at chocolate but you like chocolate, should give brocolli (pass)
belief theory of mind
connection between other’s beliefs and actions
false belief task
testing a child’s understanding that other people will act in accordance to their beliefs even if they know they’re gone (ex: sally/ann task or the skittles task) if there’s a box titled skittles but there’s actually candles, should say another person would thing there are skittles (pass)
overregulation
2-3 years old, applies rules to all words (ex: tooths instead of teeth since they know adding an “s” means more than one
recasts
corrections of incorrect grammar, “I felled down” “yes you fell down”
expansions
corrections of incorrect grammar, “i went there” “yes you went to the store yesterday”
Mathematics development
number equality: all sets of a certain number of objects have something in common (4 cookies, 4 books, 4 chairs)
5 counting principles to preschoolers
1 to 1 correspondence: each object labeled by single number word (1 eraser, 2 eraser)
stable order: numbers recited in same order (1,2,3,4)
cardinality: number of objects set corresponds to last number stated (1 eraser, 2 eraser, so 2 erasers)
order irrelevance: objects counted left to right, right to left, or any order
abstraction: any set of discrete object/events can be counted (chairs, blocks, people)
early math skills
counting, recognizing numbers, adding/subtracting, comparing magnitudes
reading development
active efforts to construct literacy knowledge through informal experiences (ex: flipping a page, holding a book)
chronology of reading
based on chaswell (1979)
stage 0: reading prerequisites
stage 1: phonological reading skills
stage 2: fluent reading
stage 3: reading to learn
stage 4: comprehending multiple viewpoints in written text
phonemic awareness
when rhyming or using prefixes, what would be left if a certain part of a word would be gone
development disorder
autism that alters nerve cells and synapses organization and connection
autism
type of neurodiversity, some individuals excel at intellectual abilities while others have disabilities, 25% are non-verbal, no eye contact, hand flapping, head rolling, head banging
risk factors for autism
genetics, gestational diabetes, parents 30+, prescriptions during pregnancy, meconium in amniotic fluid
treatments for autism
applied behavior analysis (therapy, social skills therapy, structured teaching, occupational therapy, speech and language therapy
