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PSGY1006 - Developmental > Cognitive Development - Piaget's Influence > Flashcards

Cognitive Development - Piaget's Influence Flashcards

1
Q

What are the four stages of development?

A

Sensorimotor

Preoperational

Concrete operational

Formal operational

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2
Q

When is the sensorimotor period?

A

0-2 years

Infancy

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3
Q

What are the characteristics of the sensorimotor stage?

A

Failure to differentiate between self and surroundings

Perception subordinate to action

Think about world through sensory information

Lack of mental imagery

Solipsism

Don’t have object permanence

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4
Q

What is mental imagery?

A

Ability to imagine the existence of things even when they are not directly accessible to the senses

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5
Q

What is solipsism?

A

Failure to distinguish between self and the rest of the universe

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6
Q

What is object permanence?

A

Understanding that things continue to exist even when we can’t sense them directly

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7
Q

What is the A NOT B task in the sensorimotor stage?

A

Associate action of reaching under A with finding toy so always reach under B

Action > perception

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8
Q

What happens at 18-24 months in the sensorimotor stage?

A

Infant understands “self” and “world”

Process through acquisition of mental imagery

Begin to see pretend play

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9
Q

When is the preoperational stage?

A

2-7 years

Early childhood

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10
Q

What are the characteristics of the preoperational stage?

A

Mental imagery without principled thought

Egocentrism

Operational intelligence

Failure to decentre

Conservation and class inclusions

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11
Q

What is egocentrism?

A

Difficulty taking another person’s perspective

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12
Q

What is operational intelligence?

A

The process of solving a problem by working through logical principles

Necessary for a child to be able to overcome egocentrism and to free them of their highly subjective and intuitive view of the world

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13
Q

What does it mean to decenter?

A

Broaden attention to the various aspects of a problem instead fixating on just one

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14
Q

What is conservation?

A

Understanding that changing form or location of an object doesn’t change that object’s mass, volume or amount

Give intuitive answer that doesn’t rely on logical thinking (operational thought)

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15
Q

When is the concrete operational stage?

A

7-12 years

Middle childhood

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16
Q

What are the characteristics of the concrete operational stage?

A

Principled thought confined to real-life problems

Give correct answer in conservation tasks and give logical justifications, but this is only confined to real-life problems

17
Q

What are the justifications given in the concrete operational stage?

A

Compensation = shorter and fatter vs taller and thinner

Inversion = if go back to the initial, will be the same

Identity = nothing taken away or added therefore is the same

18
Q

When is the formal operational stage?

A

12 years onwards

Adolescence and adulthood

19
Q

What are the characteristics of the formal operational stage?

A

Principled thought applied to abstract problems

Able to think logically about real world and abstract problems

Hypothetico-deductive reasoning

Systematic logical thinking and reasoning

Abstract thinking

20
Q

Who is Margaret Donaldson?

A

Challenged Piaget’s theory and findings

Tasks didn’t make “human sense”

When problems rephrases, children able to pass conservation tasks much earlier than previously thought

21
Q

What is the naughty teddy version?

A

The double question problem

Ask question twice so therefore get different answer

Children think first answer wrong

Experimenter no longer made change - majority of children gave right answer

22
Q

What did Rai and Mitchell (2006) find in their inference by elimination study?

A

Challenges Piaget’s theory

Evidence that even 4 year olds can reason logically

Shown 3 different pictures of superheroes and asked which was Murkor

Even 4 year olds appreciate unfamiliar face belongs to unfamiliar character

Suggests level of logical reasoning well beyond what Piaget would’ve expected

23
Q

What did Russell found in his study on inter-cognitive conflict?

A

Two children facing each other, two pencils on the table

Moved one pencil further towards one person

Asked children which pencil was longer and each child gave different answer

Asked to decide together which pencil was longer

Dominance influenced pairs’ decision

But non-conserving children understood force of conserving argument

24
Q

What did Vygotsky the key psychologist of?

A

Social transmission and social constructivism

25
Q

What are the key ideas of Vygotsky’s social constructivism?

A

Emphasised role of environment in development

Argued cognitive abilities socially constructed (put individual in context of culture, main tool is language)

Egocentric speech (internal to external) vs private speech (external to internal)

26
Q

What did Vygotsky think learning was motivated by?

A

Need to interact with others

27
Q

What did Vygotsky think was fundamental for development?

A

Role of culture and language

28
Q

What did Vygotsky think thinking was?

A

Function of language

29
Q

What is linguistic relativity?

A

Language shapes culture and culture shapes language

Powerful tool of social transmission

How does language affect how we think?
How does language affect our perception?
How does language reinforce stereotypes?

30
Q

What is the zone of proximal development?

A

In order to learn something, children needs to be cognitively ready

31
Q

What is scaffolding?

A

Parent creates support structure to aid child’s learning

32
Q

What does Piaget vs Vygotsky believe about how development is driven?

A

Piaget
- internal driven
- endogenous control
- related to child

Vygotsky
- external driven
- exogenous influences
- society, interactions, environment

33
Q

What does Piaget vs Vygotsky believe about development?

A

Piaget
- personal discovery

Vygotsky
- processes of social constructivism

34
Q

What does Piaget vs Vygotsky believe about learning?

A

Piaget
- child engages in active learning and searches for understanding
- driven by own curiosity

Vygotsky
- mentors (adults) aid in guiding through steps of learning
- motivated by need for social interaction

35
Q

What are the strengths of Piaget’s theory?

A

Comprehensive account of development with strong educational emphasis

Concerned with process rather than with end result

36
Q

What are the weaknesses of Piaget’s theory?

A

Little emphasis on social or emotional factors, or abnormal development

Underestimate children abilities

37
Q

What are the limitations of developmental research?

A

Highly subjective - relying on subjective interpretation

Cannot assume children perceive instructions like adults

Cognition in context? - tasks too arbitrary and out of context

PSGY1006 - Developmental (8 decks)

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