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LIFESPAN DEV EXAM 3 > EARLY CHILDHOOD COGNITIVE DEVELOPMENT > Flashcards

EARLY CHILDHOOD COGNITIVE DEVELOPMENT Flashcards

1
Q

WHO STUDIED COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD

A

PIAGET

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2
Q

THINGS PIAGET STUDIED:

A
  1. SOCIO-DRAMATIC PLAY
  2. PRE-OPERATIONAL STAGE LIMITATIONS
    -Dual representation
    -Egocentrism
    -conservation
    -Hierarchial classification
  3. CENTRATION
  4. IRREVERSIBILITY
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3
Q

SOCIODRAMATIC PLAY…

A

(SYMBOLIC)
-Where children enact complex scenes with other

Ex…a child makes a pretend cake in her sandbox and offers it to an adult to “taste”

Ex…a child has a play doctor set and uses the stethoscope on their stuffed animal

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4
Q

(PIAGET) PRE-OPERATIONAL STAGE LIMITATIONS

A
  1. DUAL REPRESENTATION
  2. EGOCENTRISM
  3. CONSERVATION
    4.HIERARCHIAL CLASSIFICATION
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5
Q

DUAL REPRESENTATION

A

–>Children find it difficult at first to recognize an object as both an object AND a symbol
Ex…
*2.5 & 3.5 year-olds were shown a model where Snoopy was hidden behind a couch.
ONLY the 3 year-olds were able to find the Snoopy in the real room

–>Children at first have difficulty using objects symbolically for multiple purposes

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6
Q

EGOCENTRISM

A

–>Children have difficulty understanding the world from another’s viewpoint
**Ex 1…( playing hide-and-seek )
A preschooler will “hide” from you, but not very well.
They will keep their eyes covered while crouching in plain sight thinking you can’t see them

**Ex 2 .. A child asks her grandmother over the phone, “Do you like the shirt I am wearing?”
The child doesn’t understand that the grandmother doesn’t know what she is wearing. The child expects the grandmother to see what she sees and the way that she sees it.

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7
Q

CONSERVATION

A

–>Children have difficulty understanding that appearance DOES NOT change its properties

Ex1. .. showing a child two different sized/shaped glasses with the same amount of liquid will cause the child to say one “has more” even when told the same amount of liquid is poured into each.
Ex2. … Showing a child a picture of a regular rock and an elongated rock. The child will say they’re different b/c they DO NOT look the same.

–>Children perform poorly with this due to:
*Centration & Irreversibility

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8
Q

CENTRATION

A

(only focusing on one feature)

Ex 1…
—–Width
—–Height
—–Shape/size of cup

Ex 2…
In a piagetian conservation liquid task, the child was focusing on the height of the glass.

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9
Q

IRREVERSIBILITY

A

(unable to think backwards logically)
(a child isn’t able to mentally reverse a sequence of events)

Ex 1…
If a 3 year old boy sees someone flatten a ball of playdough, he will not understand that the dough can easily be reformed into a ball

Ex2…
2 glasses, but both different shapes. Same amount of liquid used the entire time. A child sees that the liquid looks different in each b/c of the shapes. So he automatically says there’s less liquid in one than the other.

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10
Q

THINGS VYGOTSKY STUDIED:

A
  1. GUIDED PARTICIPATION
  2. PRIVATE SPEECH
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11
Q

GUIDED PARTICIPATION

A

More advanced learner ( adult or a peer) helps a novice learner accomplish a task

Ex 1…
A mother sitting with her toddler singing ​​“Baa, baa black sheep, have you any wool, yes sir, yes sir ….”
At this point the mother pauses and the child sings loudly, “THREE BAGS FULL!”

Ex 2…
Mary is helping her son put together a hard but manageable puzzle. When her son then tries to insert a piece in the wrong place a few times, she points to the bottom of the puzzle and says “Does it go down here?”

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12
Q

HIERARCHIAL CLASSIFICATION

A

(Children have difficulty grouping and ungrouping items into categories)

Ex1..
Blue flowers vs pink flowers
Different colors yet they’re the same object
Goldfish vs fruit snacks example

Ex2..
Fruit “snacks”, the child will say those are a snack so might put those together with the goldfish since they’re all “snacks”

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13
Q

PRIVATE SPEECH

A

(foundation of all higher cognition)

(Used more during complex, goal-directed tasks)

(Initially aloud then becomes internalized)

(Lower in → 4 y/o’s than 3 y/o’s)

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14
Q

TERMS ASSOCIATED WITH “MEMORY” SECTION–>

A
  1. RECOGNITION
  2. RECALL
  3. STRATEGIES
  4. CONTEXTUAL DETAILS
    -childhood amnesia
    -details to be-remembered
  5. SCRIPTS
  6. ELABORATIVE MOTHERS INFLUENCING
    THEIR CHILD’S MEMORY
    -parent elaboration style
    -high elaboration
    - low elaboration
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15
Q

RECOGNITION

A

(Decide whether provided information is correct)

(Children do much better on recognition tasks than recall tasks)

Ex…
Are the names of the 7 dwarfs below correct?
Dopey
Doc
Grumpy
Tired
Sneezy
Happy
Bashful

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16
Q

RECALL

A

(Generate information solely from memory)

Ex 1…
A group of 4 y/o’s are shown a set of 10 items on a tray. The items are then mixed up with some unfamiliar items and the children are asked to point to the ones in the original set.
-This tests what the children can identify from memory

Ex.2…
Name the 7 dwarfs

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17
Q

STRATEGIES

A

(mental activities used to improve memory)

-Changes in early childhood
-Use of a strategy
-Identify that they used a strategy
-Understanding of why strategies work

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18
Q

CONTEXTUAL DETAILS

A

(Relationship b/w individuals and their social, cognitive, & social worlds)

   1. childhood amnesia
   2. details to-be remembered
19
Q

CHILDHOOD AMNESIA

A

Adults recall fewer memories of childhood than expected based on forgetting alone

Children’s memories lack rich details of later memories

20
Q

DETAILS TO-BE REMEMBERED

A

(Action) & (Location)

**3<4<5 & 6 y/o’s

**Memory for details continues to improve through adolescence

21
Q

SCRIPTS

A

(knowledge for how events typically occur)

–>Usually beneficial but can lead to memory errors

Ex..
“The last time you went to the doctor, did the nurse…?”

-Measure height?
-Test hearing?
-Take your picture?
-Test vision?
-Cut your hair?
-Check your…
-Eyes?
-Ears?
-Nose?
-Mouth?
Sit on you?

The example above includes some false statements to see if the children can identify the things that the nurses typically DO NOT do compared to what they typically DO.

With age, children denied more of these ATYPICAL events 6 weeks after visiting the doctor

22
Q

Identify how elaborative mothers influence their children’s memory:

A

by using Parental Elaboration Styles

23
Q

PARENTAL ELABORATION STYLE

A

Child’s memory is better if parent uses a high elaborative style

24
Q

WHAT ARE THE 2 ELABORATION STYLES?

A
  1. HIGH ELABORATION
  2. LOW ELABORATION
25
Q

HIGH ELABORATION–>

A

Mothers generally pose more “Wh-” questions
Interactive conversation style

Make more associations b/w the event being discussed and other experiences

Follow in more frequently on comments made by their children

Routinely positively evaluate their children’s contributions during the conversation

These mothers “set the stage” for their child’s later skills in reminiscing and independent narratives about previous experiences

26
Q

LOW ELABORATION–>

A

Conversational style

Very short and bland one worded answers

Children nod or say “yeah” as an answer and don’t really participate or pay attention to the conversation

Mother does not make the child try harder to answer in more depth or correctly

27
Q

TERMS ASSOCIATED WITH “METACOGNITION” SECTION–>

A
  1. METACOGNITION
  2. INTROSPECTION
    3.THEORY OF MIND
    -false beliefs
    *content tasks
    *location tasks
    * identity tasks
28
Q

METACOGNITION DEFINITION–>

A

(Thinking about thinking)
(Thinking before, during and after thinking)

29
Q

INTROSPECTION DEFINITION–>

A

(Thinking about your own thoughts)

Ex…
–Which one is an airplane?
–How sure are you?

(with age, choose low confidence more for incorrect answer than correct answer)

30
Q

THEORY OF MIND DEFINITION–>

&

(What are its parts?)

A

Theory of Mind –> the ability to understand and take into account another individual’s mental state or of “mind-reading”

Parts of Theory of Mind–>
–False Beliefs
( this has 3 subcategories)

31
Q

(THEORY OF MIND’S )—–“FALSE BELIEFS”

What are the subcategories of false beliefs?

A

the understanding that an individual’s belief or representation about the world may contrast with reality.

Subcategories–>
1. CONTENT TASK
2. LOCATION TASK
3 IDENTITY TASK

32
Q

CONTENT TASK (theory of mind/false belief)

A

EX–> Crayon box-Cracker Task

33
Q

LOCATION TASK (theory of mind/false belief)

A

EX –> Sally-Anne Task

34
Q

IDENTITY TASK (theory of mind/false belief)

A

EX –> Rock-Sponge Identity Task

“What is this?”

“A rock…”

-Given experience & realize IT IS a sponge!

–>2 Questions:
“Is it really a rock or really a piece of a sponge?”

“When you look at this with your eyes right now, does it look like a rock or does it look like a sponge?”

35
Q

Factors that influence the development of theory of mind–>

A

–>Pass earlier if the child has…
-Older siblings
-Arguments/ negotiations
-Mothers who talk a lot about others’ mental lives
-Language
*Mental state terms (believe/think)
*Conversations about others’ perspectives

36
Q

CATEGORIES IN EDUCATION SECTION–>

A
  1. ACADEMIC PROGRAMS
  2. CHILD-CENTERED PROGRAMS
  3. SUBSTANDARD EARLY CHILDHOOD EDUCATION CENTERS
37
Q

ACADEMIC PROGRAMS–>

A

Teacher role→ transmitter of knowledge
Student role→ receiver of information
Activities→ lecture, demonstration, seat-work, tests

38
Q

CHILD-CENTERED PROGRAMS–>

A

Teacher role→ facilitator, collaborative resource
Student role→ collaborator, competence development
Activities→ group projects, hands-on exploration, play

39
Q

COMPARING ACADEMIC PROGRAM & CHILD-CENTERED PROGRAM–>

How would someone from each of the approaches/programs teach children that magnets stick to metal objects?

A

Academic programs would tell the children that magnets stick to metal objects

Child-centered programs would let the children explore the classroom with the magnets to figure out what they stick to

40
Q

Provide and identify characteristics and negative outcomes associated with substandard early childhood education centers

A

—->Problems with Substandard Early Childhood Education:
—What qualities are substandard?
—Many students for each teacher
—Low teacher qualification
—Low parent involvement
—Low enrichment

—->Problems:
—Lower social skills
—Lower cognitive skills
—Higher behavioral problems

41
Q

TERMS ASSOCIATED WITH “MATHEMATICAL REASONING” SECTION–>

A
  1. ORDINALITY
  2. CARDINALITY
42
Q

ORDINALITY DEFINITION–>

A

(understand ordering of numbers but NOT meaning)

Until ~3 years

Essential for developing efficient calculation skills

Capacity to put numbers in sequence

EX…To know that 4 comes before 5

43
Q

CARDINALITY DEFINITION–>

A

(understand last number indicates quantity in what was counted)

Counting 3.5 - 4 years, addition 4+ years

Ex…
Although he sometimes forgets the number 8, 4-year-old Tucker can count to 10. When his teacher counts out a set of 9 cards, saying each number as she proceeds, Tucker knows that the last number that the teacher says indicates the quantity of cards in the set.

LIFESPAN DEV EXAM 3 (5 decks)

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