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Developmental Psychology > Development of "tools" for thought: L6 > Flashcards

Development of "tools" for thought: L6 Flashcards

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1
Q

Early - middle childhood: Motor development

  • gross motor skills
  • fine motor skills
A
  • boys outperform girls on gross motor skills
  • increased myelination
  • girls outperform boys on fine motor skills
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2
Q

exercise growth + development (stats)

A

-involvement of daily sport in US: 80% in 1969, 20% in 1999

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3
Q

Pre-operational stage children’s thinking is…

A

limited, children can have only a single focus or centre

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4
Q

pre-operational intelligence task examples

A
  1. conservation of number
  2. conversation of volume
  3. conservation of mass

-> don’t have a sense of equivalence

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5
Q

Concrete operational thought

  1. age
  2. features
A
  1. 7-12 y/o
  2. decline in egocentrism - one’s thoughts aren’t shared by others
  3. transformations - can thinking & reason about change processes
  4. classification - objects can belong to more than 1 category
  5. seriation - sorting objects into a continuous order
  6. deductive reasoning - draw logical inference form 2+ pieces of information
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6
Q

Nonlinguistic symbols

what is needed?

A

dual representation (maps) -> symbolic

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7
Q

Scale Models task: dual representation

  • age success
  • what is the task
  • what does it mean
A
  • 3 year olds
  • identifying model of an environment (dolls house) into a real environment (surrounding room)
  • model corresponds to the actual room
  • competition of this is an example of dual representation
  • > origins of symbolic understanding, which require operational intelligence (appearing earlier than Piaget suggested)
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8
Q

Drawing and children

A

examining the symbolic representation children use - dual representation, ability to coordinate information

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9
Q

Dividing objects into categories (seriation)

  1. early life (3)
  2. how do children divide objects?
A
    • inanimate objects
      - people
      - living things
  2. into category hierarchies (related by set-subset relations)
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10
Q

What are object hierarchies, state levels

A

Most general -> general -> medium -> specific

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11
Q

what is perceptual categorisation

  • age its formed
  • what is it typically based on?
  • by age 2?
A

the grouping together of objects that have similar appearances

  • first months of life
  • parts of objects, including: colour, size and movement
  • overall shape and basis of function
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12
Q

most important trends of categorisation of objects in infancy (3)

A
  1. category hierarchies
  2. causal connections
  3. relations among categories
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13
Q

what are the 3 main levels of category hierarchies?

  • which do children learn first?
  • how are the others learnt?
A
  1. general -> superordinate level
  2. very specific -> subordinate level
  3. in between -> basic level
  • basic level
  • assistant of adults
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14
Q

child-basic categories are between which levels?

A

basic and subordinate

in between) (specific

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15
Q

How many children did Taylor (1999) have imaginary companions + age

A

as many as 63%

3-4 & again at 7-8 at one or both ages

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16
Q

what do imaginary friends imply about a child?

A
  • dual thought
  • imaginary thought
  • verbally skillful
  • advanced theories of mind
  • firstborn or only children
  • watch little television
17
Q

distinguishing people from nonliving things

what ages showed surprise?

A
  • 9 & 12 month olds (when inanimate objects moved on their own)
  • > understand a self-produced motion is a characteristic of people + animals
18
Q

Knowledge of living things

  1. age differentiating living & non living
  2. difficulty understanding humans are animals
  3. plants are alive
A
  1. 3-4 y/o
  2. 5 y/o
  3. 7-9 y/o
19
Q

how can preschoolers understanding of biological processes be understood? (3)

A

by examining :

  1. inheritance
  2. growth
  3. illness
20
Q

what is essentialism?

A

all living things have an essence inside them that makes them what they are

21
Q

children’s biological standing

  1. naivists perspective
  2. empiricists perspective
A
  1. born with a biological model

2. comes from personal observations and information from other people

22
Q

Development of “tools” for thought (6)

A
  1. fine and gross motor abilities
  2. symbolic reasoning
  3. categorising
  4. causal inferences
  5. imagination
  6. humanness understanding
23
Q

growth and change

  1. how many cm per year
  2. weight gain average per year
  3. what increases and what decreases
  4. boys have a greater number of what compared to girls
A
  1. 6cm
  2. 2.25kg
  3. muscle mass and strength increase, baby fat decreases
  4. greater number of muscle cells and typically stronger
24
Q

obesity in children

  1. overweight child is
  2. raises risks for
A
  1. at risk of adult obesity
  2. medical and psychological problems:
    e.g. pulmonary problems, diabetes, high blood pressure
    low self esteem, depression, peer exclusion
25
Q

causal understanding and categorisation

  • understanding causal
  • helps children remember
    e. g. wugs & gillies
A
  • why objects are the way they are
  • new categories
  • wugs prepared to fly -> children look/draw wings
26
Q
  1. inheritance
  2. growth
  3. illness
A
  1. preschoolers know physical characteristic are passed from parent to offspring, certain aspects controlled by heredity
  2. internal process - plants, animals (unlike inanimate objects) have internal processes that allow them to heal
  3. understand limits of recuperative processes, illness & old age can cause death

Developmental Psychology (12 decks)

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