EARLY CHILDHOOD COGNITIVE DEVELOPMENT Flashcards
WHO STUDIED COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD
PIAGET
THINGS PIAGET STUDIED:
- SOCIO-DRAMATIC PLAY
- PRE-OPERATIONAL STAGE LIMITATIONS
-Dual representation
-Egocentrism
-conservation
-Hierarchial classification - CENTRATION
- IRREVERSIBILITY
SOCIODRAMATIC PLAY…
(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
(PIAGET) PRE-OPERATIONAL STAGE LIMITATIONS
- DUAL REPRESENTATION
- EGOCENTRISM
- CONSERVATION
4.HIERARCHIAL CLASSIFICATION
DUAL REPRESENTATION
–>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
EGOCENTRISM
–>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.
CONSERVATION
–>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
CENTRATION
(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.
IRREVERSIBILITY
(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.
THINGS VYGOTSKY STUDIED:
- GUIDED PARTICIPATION
- PRIVATE SPEECH
GUIDED PARTICIPATION
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?”
HIERARCHIAL CLASSIFICATION
(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”
PRIVATE SPEECH
(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)
TERMS ASSOCIATED WITH “MEMORY” SECTION–>
- RECOGNITION
- RECALL
- STRATEGIES
- CONTEXTUAL DETAILS
-childhood amnesia
-details to be-remembered - SCRIPTS
- ELABORATIVE MOTHERS INFLUENCING
THEIR CHILD’S MEMORY
-parent elaboration style
-high elaboration
- low elaboration
RECOGNITION
(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
RECALL
(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
STRATEGIES
(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
CONTEXTUAL DETAILS
(Relationship b/w individuals and their social, cognitive, & social worlds)
1. childhood amnesia 2. details to-be remembered
CHILDHOOD AMNESIA
Adults recall fewer memories of childhood than expected based on forgetting alone
Children’s memories lack rich details of later memories
DETAILS TO-BE REMEMBERED
(Action) & (Location)
**3<4<5 & 6 y/o’s
**Memory for details continues to improve through adolescence
SCRIPTS
(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
Identify how elaborative mothers influence their children’s memory:
by using Parental Elaboration Styles
PARENTAL ELABORATION STYLE
Child’s memory is better if parent uses a high elaborative style
WHAT ARE THE 2 ELABORATION STYLES?
- HIGH ELABORATION
- LOW ELABORATION
