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Psychology > Cognitive development + Piaget > Flashcards

Cognitive development + Piaget Flashcards

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1
Q

Normality/normal

A

The state of having thoughts feelings and behaviours considered common and acceptable.

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2
Q

Abnormality/Abnormal

A

State of deviating from the norm, usually in an undesirable way.

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3
Q

Typical behaviour

A

Behaviour that would normally (typically) occur and is appropriate to the given situation.

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4
Q

Atypical behaviour

A

Behaviour that is abnormal or inconsistent to according to how an individual usually behaves.

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5
Q

Statistical rarity

A

Any behaviour which is not observed/portrayed by the majority of people.

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6
Q

Personal distress

A

When someone is distressed, they are extremely upset and suffering emotionally.

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7
Q

Adaptive behaviour

A

Any behaviour that enables individual to adjust to environment appropriately and effectively.

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8
Q

Maladaptive behaviour

A

Any behaviour that interferes with an individuals ability to function normally within society.

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9
Q

Neurotypical/neurotypically

A

A term used to describe those who display expected neurological and cognitive functioning. Can describe someone who is developing as expected.

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10
Q

Neurodiverse/Neurodiversity

A

Variations in neurological development and functioning.

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11
Q

What are the 4 attachment types?

A

Secure, insecure, insecure-resistant, disorganised.

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12
Q

What is secure attachment?

A

An infant cries when caregiver leaves but is confident they will come back. Feels comfortable around caregiver.

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13
Q

What is insecure avoidant attachment?

A

Where the infant treats the caregiver as a stranger and does not care whether they are there or not.
- result of neglectful or abusive caregivers

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14
Q

What is insecure resistant attachment?

A

Where the infant resists the caregiver and does not know what they want. Cry when cregiver is there and when they are not there.

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15
Q

What is disorganised attachment?

A

A form of insecure attachment with inconsistent, odd behaviours. Rocking, frozen, risk factor of development of mental health disorders

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16
Q

What was the strange situation?

A

an experiment which observes a child’s response to being apart and with caregiver (Mary Ainsworth)

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17
Q

What is attachment?

A

A long lasting emotional bond between two individuals at infancy.

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18
Q

What were Harlow’s monkeys?

A

Rhesus monkeys studied, both had a cage and a cloth surrogate. Half monkeys ate food form cloth mother and other half with cage mother. A fear test was conducted and all monkeys spent time with the cloth mother which proves contact comfort - more important than food.

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19
Q

What is contact comfort?

A

Positive effects experienced by infants or young animals when in close contact of caregiver (physical contact).

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20
Q

What is cognitive development?

A

The development of mental processes over the lifespan

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21
Q

Why can’t cog. development be directly observed in infants?

A

Infants and children do not have language ability to communicate what they think. Must be inferred from observable behaviours.

22
Q

How did Jean Piaget view cog. development?

A

As a process of adaptation to the world around us.

23
Q

How did Piaget see adaptation on a daily basis?

A

Processing, organising, using new information to enable us to adjust to changes in environment. -> through assimilaton and accomodation.

24
Q

What is assimilation?

A

Taking in new information and fitting it into a pre-existing mental idea (e.g sees a truck and calls it a car)

25
Q

What is accommodation?

A

Changing pre-existing mental idea to fit new information. More advanced that assimilation.

26
Q

What is a schema?

A

A mental idea of what something is and how to act on it

27
Q

How does a child form a schema?

A

Through assimilation and accommodation.

28
Q

What did Piaget think schemas were?

A

The basic building blocks of intelligent behaviour used to understand and respond to situations.

29
Q

What were Piaget’s stages of cognitive development?

A

Sensorimotor (0-2), Preoperational (2-7), Concrete operational (7-12), Formal operational (12+)

30
Q

What occurs in the sensorimotor stage?

A

(0-2 years), infants learn using their senses and movement throughout the environment. Intergrate sensory processes and motor movements.
Object permanence, goal-directed behaviour.

31
Q

What are the key accomplishments in the sensorimotor stage?

A

Object permanence, goal-directed behaviour

32
Q

What is object permanence?

A

An infant understands that objects still exist, even if they cannot be seen.

33
Q

What is goal-directed behaviour?

A

When infants behave in ways that enable them to meet a goal they purposefully planned.

34
Q

What occurs in the preoperational stage?

A

(2-7) Children further acquire and develop language skills, develop imaginations and begin to use symbolic thinking.

Egocentrism, animism, centration, reversibility

35
Q

What are the key accomplishments in the preoperational stage?

A

Egocentrism, animism, centration, reversibility

36
Q

What is egocentrism?

A

Tendency to see world from one POV. Unable to understand perspectives of other people. At end of stage begin to appreciate others - decentered thinking/

37
Q

What is animism?

A

Belief that inanimate objects have concisousness (feelings or personality)

38
Q

What is centration?

A

Shown when children can only focus on one feature of an object at a tine
- leads to exclusion of other features.
- progression leads to decentered thinking.

39
Q

What is reversability?

A

Understanding that objects can change and return to their original form (balloons, play dough)

40
Q

What occurs during the concrete operational stage?

A

(7-12) Thinking becomes more sophisticated. Become more logical and can perform certain mental operations (e.g maths). Mental operations concrete (objects that aretangible)

41
Q

What are the key accomplishments in the Concrete operational stage?

A

Conservation and classification

42
Q

What is conservation?

A

The ability to understand certain properties of object can remain the same, even when appearance hasn’t been changed. Applies to any form of measurement (volume, mass number, length).

43
Q

What is classification?

A

The ability to organise objects or events into groups or categories.
- children can group things according to similarities and differences.
- separate plastic from metal based on materials (e.g)

44
Q

What occurs during the formal operational stage?

A

(12+ yoa), develop more complex, sophisticated thinking processes. Reasoning and logical thinking develop.

45
Q

What are the key accomplishments in the formal operational stage?

A

Abstract thinking, logical, idealistic.

46
Q

What is abstract thinking?

A

Ability to think and process information without seeing or moving anything.
- use of metaphors, scientific method
- understanding concepts (justice, honesty, respect)

47
Q

What is logical thinking?

A

Using reason or logic to consider alternatives to solve problems.

48
Q

What is idealistic thinking?

A

Develops so adolescents can think and plan for their futures, set goals, think about global issues, other social issues.

49
Q

How do you know what stage you are in for Piaget’s theory?

A

Tested to see. If they can achieve milestones, then in that stage. If cannot, not in that stage. Can overlap

50
Q

What are some criticisms of Piaget’s theory?

A
  • underestimated children’s cog. abilities
  • recent research shows children are more complex than Piaget thought
  • language development can sometimes not occur, but cog. development has.
  • critisised for having small sample size where most were his children.

Psychology (18 decks)

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