cognitive psy Flashcards
Piaget: Sources of Continuity
Key Ideas - Schema
So schema is a category of knowledge that help us to identify and understand the world. And as experiences happen, this new information is used to modify, add to or change previously existing schemas.
Piaget: Sources of Continuity
Key Ideas – Assimilation & Accommodation
So when we see something in the environment and we try to see whether or not it fits with our existing schemas we’re using this process of assimilation.
Accommodation is the separation of a new schema
Piaget: Sources of Discontinuity
Key Ideas – Invariant Sequence
- There are different stages and these stages cannot be reverted and skiped
- there’s a brief period of transition between this process.
Concrete-Operational
Children able to manipulate mentally internal representations formed in the preoperational period
Sensorimotor Stage
- Children explore their world through the senses and motor abilities
1-4m primary circular reaction (repeat of pleasurable action)
4-8m secondary circular reaction, repeat an action to trigger a response
12-18 tertiary circular reaction trial and error exp
Piaget: Some Problems
. Focused on inabilities rather than abilities.
- Less attention on the social context.
- Focused on decontextualised rather than everyday problems.
- Says little about language development.
- Suggests that intellectual development is largely complete by the age of 12.
Operational Thought: Perspective Taking
task one, set up a diorama and ask a children to describe what the doll might see, <4 dont understand
- hughes 1975 repeat this experiment but with real human playing hide and seek, ask what the seeker see
- the child understand wording important
What is play
“Activities of a non-serious nature, which are highly individual, are engaged in for pleasure and which may not be associated with reality.”
Play Development - Cognitive
Functional play(first 2 years) (Simple, repetitive movements, sometimes with objects or own body. )
Pretend play(3-8 years and 8-15 years) (Substitutes make- believe, imaginary
and dramatic situations for real ones. )
Constructive Play(3-15 years)(Manipulation of objects in order to construct something.)
Games with rules(6-15 years)
Pretend Play Development
Functional Play 12-18 months
Simulation with substitution, action 2.5 year
3-5 years Less egocentric simulations, Socio-dramatic play, Role playing
Autism development
Hyper-connected neuron wiring making the world an intense sensory experience
- Preference for literal language.
- Strong and narrow interests and subjects
- Safety and comfort in routines and rules
Vygotsky’s Sociocultural Theory
-The knowledgeable other teaches children skill which they then develop(could be anyoune)
-3 zones: current understanding, zone of proximal development and out of reach
reliant on learning that skill through communication.
The child as a scientist / computer or
social learner
The child is actively involved in their learning by taking things from the environment but the relationship itself, the more knowledgeable other and the opportunities to learn from other
The type of teaching, even something like the strength of the relationship can all impact how that child learns.
Conservation concept
-children understand that even if an object changes in shape or size, it remain the same
Pretend Play and ToM
- autistic Children engage less in spontaneous pretend play, so they tend to not have a preference for it.
- They might like constructive play or functional play, or even games with rules over pretend play, and this is sometimes interpreted as a preference. but some see this as rejection, hesitation or inability
- there are differences in autistic kids performance on theory of mind tasks.
- the autistic kid either lack, does not develop as well as their peer or develop it differently
- autistic Children’s performance can actually be predicted by their language ability when it comes to theory of mind
- language comprehension important in ToM
Stages of piaget
- Sensory mother 0-2 yo
- Preoperational 2-6 children used symbol to represent object (not logical)
- Concrete operational (7-12) Children can think logically about concrete objects
- Formal operational, children can think abstractly
Quality of pretend play and autism
- antony read, leav the book on table
- sonya move the book
- where will anthony find the book
- the kid point at the location
- most of them could do it
An Integrated Model of Intelligence
Carroll proposed an integration of competing views of intelligence, the three-stratum theory of intelligence.
highest is general intelligence (g)to larger sub and then to specific
Benefit of IQ testing
A uniform way of comparing cognitive performance
Excellent predictors of academic achievement
Identified strengths and weaknesses can create individualised learning plans
Limitations of IQ testing
A single score is often inadequate in explaining multidimensional aspects of intelligence
- Does not capture complexity and immediacy of real-life situations
- Influences such as physical/emotional stability, limited experiences, unfamiliarity with language
Reasons for conducting IQ tests
As part of a comprehensive psycho-educational evaluation to aide in the identification of intellectual disability, specific learning disorders or intellectual giftedness
• Determine placement in specialised programs / funding
• Neuropsychological evaluation
• Clinical Intervention
• Research
Wechsler Intelligence Test for Children
WISC-V
the most widely used test for kids 6 and up in Australia is the Weschler intelligence test for children.
the full scale IQ that is the G. have five general abilities
-Verbal comprehesion (think and understand words)
-Visual spatial reasoning (think in picture)
-Fluid reasoning (logic)
-working memory and processing speed
Sentence Composition test
include sentence combination and sentence making
WIAT-III ANZ Structure
four main areas Reading, Written Language , Mathematics, Oral Language