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Psychopathology & Development > Cognitive Development Theories > Flashcards

Cognitive Development Theories Flashcards

1
Q

PIAGET: KEY COMPONENTS

A

SCHEMA
ASSIMILATION
ACCOMMODATION
EQUILIBRIUM

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2
Q

SHEMA

A
  • building block of knowledge
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3
Q

ASSIMILATION

A
  • process via which kids incorporate new experiences into pre-existing schema
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4
Q

ACCOMMODATION

A
  • process via which kids adapt to new experiences by modifying pre-existing schema
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5
Q

EQUILIBRIUM

A
  • process via which kids balance assimilation/accommodation to achieve understanding of a concept
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6
Q

PIAGET’S COGNITIVE DEVELOPMENTAL STAGES

A

SENSORIMOTOR
PREOPERATIONAL
CONCRETE OPERATIONAL
FORMAL OPERATIONAL

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7
Q

SENSORIMOTOR STAGE

A
  • birth-2y
  • infants know world through senses/motor actions
  • reflexes ie. grasping/sucking/hearing
  • ie. learning what dogs look like; learning to pet them
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8
Q

SENSORIMOTOR: A-NOT-B TASK

A
  • tendency to reach for hidden object where it was last > new location where it was last hidden
  • 12m infants start searching at object’s current place
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9
Q

SENSORIMOTOR: OBJECT PERMANENCE

A
  • 8m+ infants understand that object exists even when out of sight BUT need a representation first
  • object permanence fosters infant stability/predictability
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10
Q

SENSORIMOTOR: DEFERRED IMITATION

A
  • 18-24m infants imitate beh some time post occurrence
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11
Q

PREOPERATIONAL STAGE

A
  • 2-7y
  • toddlers/young kids acquire ability to internally represent world via language/mental imagery/pretend play
  • seeing world from others’ perspective outside of their own develops DURING this
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12
Q

PREOPERATIONAL: LIMITATIONS

A

ANIMISTIC THINKING
- objects have human-esque qualities
EGOCENTRISM
- can’t see things from another’s POV (ie. 3 mountain task)
CENTRATION
- focus on one problem aspect; ignore the rest (ie. the balance scale problem)

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13
Q

CONCRETE OPERATIONAL

A
  • 7-12y
  • kids become able to think logically/systematically (not just intuitively)
  • use mental operations
  • understand that events = often influenced by multiple factors not just one
  • achieve:
    1. conservation (ie. liquid/solid tasks)
    2. hierarchical classifications aka. simultaneously sorting things into gen/specific categories (ie. red/yellow flower task)
    3. transitive inference aka. thinking w/o direct experience
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14
Q

FORMAL OPERATIONAL

A
  • 12y+
  • adolescents think systematically; lets them understand:
    1. politics
    2. ethics
    3. science fiction about alternative political/ethical systems
    4. engage in scientific reasoning
  • use:
    1. hypothetical-deductive reasoning (what might happen)
    2. prepositional thinking
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15
Q

PIAGET: STRENGTHS

A
  • significant influence on teaching/learning
  • kids think dif from adults
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16
Q

PIAGET: WEAKNESSES

A
  • no methodology to test assimilation/accommodation
  • small sample sizes
  • no info on pps socio-economic status
  • confusing questions
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17
Q

VYGOTSKY’S SOCIOCULTURAL APPROACH

A
  • kids = social learners
  • culture influences cognitive development
  • kids have certain capabilities:
    1. attention
    2. perception
    3. memory
  • kids’ interactions w/^ experienced adults contribute to ^-order/complex capabilities
18
Q

VYGOTSKY: KNOWLEDGE TRANSMISSION

A

ZONE OF PROXIMAL DEVELOPMENT
SCAFFOLDING
PRIVATE/EGOCENTRIC SPEECH

19
Q

VYGOTSKY: ZONE OF PROXIMAL DEVELOPMENT (ZPD)

A
  • distance between actual development lvl determined by problem solving/potential development determined via problem solving under adult guidance/collab w/capable peers
  • aka. what kids achieve under optimal conditions w/good match of teaching/learning needs
20
Q

VYGOTSKY: SCAFFOLDING

A
  • instructional process
  • the ^ knowledgeable partner adjusts amount/type of support offered to kid to fit w/kid’s learning needs over interaction course
21
Q

VYGOTSKY: SCAFFOLDING

A
  • instructional process
  • the ^ knowledgeable partner adjusts amount/type of support offered to kid to fit w/kid’s learning needs over interaction course
  • includes:
    1. INTERSUBJECTIVITY
    2. JOINT ATTENTION
    3. EXECUTIVE FUNCTION PREDICTION
22
Q

SCAFFOLDING: INTERSUBJECTIVITY

A

ROCHAT (2009)
- mutual understanding when people communicate
- begins in infancy (ie. infants learn via observing others) BUT develops over time
- kids’ perspective taking ability fosters intersubjectivity

23
Q

SCAFFOLDING: JOINT ATTENTION

A
  • 2+ individuals focus on same object at same time
  • fosters learning via observing others
24
Q

SCAFFOLDING: EXECUTIVE FUNCTION PREDICTION

A

HAMMOND ET AL (2012)
1. parent recruits kid for task
2. kid encounters error (parent allows/prevents)
3. kid attempts to solve error (parent offers assistance/interferes)
4. kid becomes frustrated (parent maintains direction)
5. kid cannot proceed (parent presents task via leading questions/suggestions/piece arrangement)
6. kid continues w/task (parent stops helping)
- scaffolding at 2y -> indirect effect on kids’ executive functions at 4y via verbal ability at 3y

25
Q

VYGOTSKY VS PIAGET: EGOCENTRIC SPEECH

A

PIAGET
- ie. 2 5y girls play w/dolls talk BUT don’t into account doll’s POV
- 4-7y = 45% egocentric speech
VYGOTSKY
- private speech NOT egocentric
- self-directed dialogue; helps kid:
1. solve issues
2. guide thinking processes

26
Q

VYGOTSKY VS PIAGET: EGOCENTRIC SPEECH HYPOTHESES

A

PRIVATE SPEECH FUNCTION
DEVELOPMENTAL COURSE
SOCIAL SPEECH RELATION
TASK COMPLEXITY

27
Q

EGOCENTRIC/PRIVATE SPEECH: FUNCTION

A

PIAGET
- reflects kid’s lack of ability to take other POV
VYGOTSKY
- key role in self-guidance/self-direction

28
Q

EGOCENTRIC/PRIVATE SPEECH: DEVELOPMENTAL COURSE

A

PIAGET
- decreases w/age
VYGOTSKY
- ^ in young age; decreases later as gradually becomes internal thought

29
Q

EGOCENTRIC/PRIVATE SPEECH: SOCIAL SPEECH RELATION

A

PIAGET
- private speech switches -> social speech
VYGOTSKY
- plays positive role in young kids

30
Q

EGOCENTRIC/PRIVATE SPEECH: TASK COMPLEXITY

A

PIAGET
- no specific prediction
VYGOTSKY
- use increases w/task difficulty as greater effort required to solve issue

31
Q

EGOCENTRIC/PRIVATE SPEECH: LVL 1 DEVELOPMENT

A
  • speech irrelevant to task
  • kid repeats word
  • expresses affect not relevant to task
  • makes comments about imaginary people/things
32
Q

EGOCENTRIC/PRIVATE SPEECH: LVL 2 DEVELOPMENT

A
  • externalised private speech relevant to task
  • kid describes what they’re doing; making self-guiding comments
  • kid reads aloud
  • expresses affect relevant to task
33
Q

EGOCENTRIC/PRIVATE SPEECH: LVL 3 DEVELOPMENT

A
  • task relevant external expressions of inner speech
  • kid uses inaudible muttering
  • lip/tongue movements
34
Q

VYGOTSKY: FUNCTIONS

A
  • elementary mental functions influence by bio factors (ie. memory/perception/attention)
  • higher mental functions need many cognitive processes for involvement (ie. problem solving/voluntary attention)
35
Q

VYGOTSKY: MEDIATORS

A
  • tools (ie. numbers/art) to enhance thinking:
  • kids become better at problem solving via these:
    1. LANGUAGE -> understanding others/expressing themselves
    2. PLAY -> imaginative thinking/pretend situations/social understanding
36
Q

VYGOTSKY: RECIPROCAL TEACHING

A
  • method of teaching using dialogue
  • beyond learners/peers’ ZPD
  • group of learners/peers & teacher
  • teacher asks questions/explains/summarises
  • learners/peers answer questions/elaborate/discuss disagreements
  • group discusses future content
37
Q

VYGOTSKY: COOPERATIVE LEARNING

A
  • small learner/peer groups
  • learners/peers share common goals
  • mixed group = knowledgeable/less knowledgeable learners
  • ^ knowledgeable peers support lesser in group
38
Q

VYGOTSKY: STRENGTHS

A
  • recognised importance of cultural tools in fostering cognitive development
  • source of inspiration
  • researchers conducted studies to examine role of kids’ interactions w/^ experienced adults/peers in fostering cognitive development
39
Q

VYGOTSKY: WEAKNESSES

A
  • didn’t aggress key issues of:
    1. IRL collaboration
    2. group dynamics
    3. interaction quality across cultures
    4. non-verbal aspects of communication
    5. if interactions w/more experienced peers undermine kids’ ability to work/think independently
    6. process via which kids develop cognitively over time
40
Q

! SUMMARY !

A

PIAGET
- kids construct knowledge via assimilation/accommodation
- 4 stages
VYGOTSKY
- kids learn via interactions w/^ experienced adults
- knowledge transmitted via ZPD/scaffolding/private speech

Psychopathology & Development (12 decks)

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