Developmental Psychology: Cognitive

Question 1

Define: stage theory

Answer 1

Describe development in terms of age-related, discrete, qualitatively distinct steps/stages through which all individuals pass in same set order.

Question 2

Piaget’s theory

Answer 2

Build understanding of world and develop thinking skills through active interaction with environment

Social. emotional and moral depends on cognitive.

Question 3

Define: schemas

Answer 3

Idea about what something is and how to deal with it.

Question 4

Define: assimilation

Answer 4

Interpret new experiences and information in terms of current understanding.

Question 5

Define: accomodation

Answer 5

Changing schemas to include new experiences and information that can’t fit into existing schemas.

Question 6

Sensori-motor

Answer 6

Birth - 2 years

◦ Understand world through senses and interaction with it
◦ Lack object permanence

Test:
◦ hiding object.

Question 7

Define: object permanence

Answer 7

Concept that an object continues to exist, even when it can’t be seen

Question 8

Pre-operational

Answer 8

2 - 7 years

◦ No logical thought
◦ Egocentric

Test:
◦ tie or teddy = gift for parent
◦ 3 mountains task

Question 9

Define: egocentric

Answer 9

Can only perceive world from their viewpoint.

Question 10

Concrete operational

Answer 10

7 - 11 years

◦ Logic thought
◦ Mental operations with concrete materials
◦ Start using mental pictures to solve problems

Test:
◦ conservation
◦ classify
◦ seriate

Question 11

Define: conservation

Answer 11

Understanding an object doesn’t change its weight, mass, volume or area because it changes shape.

Question 12

Define: classify

Answer 12

Group objects or events by common features.

Question 13

Define: seriate

Answer 13

Ability to order objects with respect to common properties.

Question 14

Formal operational

Answer 14

11 - adulthood

◦ Logical thought - systematic problem solving strategies
◦ Abstract thought - don’t rely on concrete materials
◦ Concepts of honesty and morality
◦ Discuss possible outcomes of actions without having experienced them.

test:
◦ pendulum problem.

Question 15

Criticisms

Answer 15

1) Interaction - Little emphasis on development through interaction with others
2) Social - Contrasted with Vygotsky development occurs in socio-cultural context
3) Age - Wrong ages but correct sequence
4) Tasks - not always valid

Question 16

What might some of the findings be the result of?

Answer 16

1) Unfamiliar materials and situations
2) Language breaks conversational rules
3) Failing to distinguish between competence and performance
4) Tests measured education > development.

Question 17

Unfamiliar materials and situations

Answer 17

Lacked familiarity, not skill

Hughes - children 3.5 - 5 aren’t egocentric in policeman task. 90% correctly hide 2nd policeman

Donaldson - pass policeman task and fail 3 mountains => familiar with hiding, policeman task makes sense.

Question 18

Language breaks conversational rules

Answer 18

Siegal (1991) - apparent inability to conserve => adults breaking conversational rules children hold

Obvious questions or repeat answered questions

Assume 1st answer wrong => change to please.

Question 19

Failing to distinguish between competence and performance

Answer 19

Assumed failure = lack competence to perform task

Lack of verbal expression skills => hide competence in reasoning

Question 20

Tests measured education > development

Answer 20

Seagrim & Lendon (1980)
◦ Aboriginal children equally as capable as white children in different types of thinking, as similar ages/education, only if immersed in white culture
◦ All Aboriginal children lagged behind or failed to exhibit types of thinking tasks tested.