Exam #1 5/1/23 Module 3 Flashcards
sensorimotor: def
building schemes through sensorimotor action patterns
come to the world with sensory skills and reflects
sensorimotor: circular reactions
repeating the same thing again and again
ex. physical behaviors = reflexes, then from the reflex the child recreates the motion, then tries it on another object and with different variations
gradually taking ownership of the reflexes they build up mental representation by using repetitions to understand the world
sensorimotor: object permanence
if a baby doesn’t see something anymore they think it completely disappears (out of sight, out of mind)
finding hidden objects
A-not-B search error: hiding the object in another location while the child watches they search under spot A not B
invisible displacement: infant watches you hide it in a cup and the switch the cups around they don’t understand that the object moves with it
preoperational stage: thought
animistic thinking - thinking that everything has human feelings and emotions
magical thinking - believing they can affect by actions at a distance
thoughts have causal force - something bad happened because I had mean or bad thoughts
preoperational stage: semiotic function
using one thing to represent another
ex. using the word cup to represent the object
preoperational stage: symbol-real world relations
dual representation - little snoopy/big snoopy experiment
preoperational stage: egocentrism
inability to take somebody else’s perspective
preoperational stage: the primacy of perception
appearance vs reality
kids will focus on what something looks like not what it actually is
preoperational stage: centration, inability to conserve, lack of hierarchical classification
centration - not being able to recognize that there are several things involved
inability to conserve - penny test, reversibility
lack of hierarchical classification - organization of object based on classes and subclasses based on similarities and differences - cracker/block test
concrete operational: logical reasoning
still limited: concrete problems, here and now, can’t be too complex
success on conservation problems
concrete operational: horizontal decalage
gradual mastery of logical concepts
follows the order of number, volume and mass
formal operational stage
abstract, scientific thought:
- if then reasoning
- can create and test hypotheses
- evaluate hypothetical outcomes without visual aid
- reason about past and future
Piaget critique: simplify the task
reduce action demand, reduce memory demands, make the taste more familiar to everyday life
Piaget critique: change the wording
focus on relevant issues, don’t ask strange questions, don’t ask repeated questions
Piaget critique
thinking is not as consistent as “stages” suggest
doesn’t account for social components of cognitive development
core knowledge: def
infant begins life with innate special-purpose knowledge systems
ex. disappearing bear experiment - infants are surprised that the second bear is gone after being there
core knowledge: nativist
born with substantial knowledge of important domains
core domains of thought - physical, numerical, linguistic, spatial, and physiological
core knowledge: constructivist
specialized learning abilities, children create theories of the world and then test them
sociocultural theory: def
child shaped by “tools” of culture and society
the child observes the environment and people around them and learns through that
sociocultural theory: private speech
use to plan, guide and monitor behavior: self-regulation
go from hearing an adult say something, saying it to themselves and then eventually just thinking it
sociocultural theory: effective interaction
inter-subjectivity: talking about the same thing and focusing on it
scaffolding: adult laying the foundation for the interaction to help the child along
guided participation: assisting by giving directions from the side
sociocultural theory: zone of proximal development
what can the child do on their own without help
what are they ready to learn with the correct interaction and guidance (cooperative learning and targeted instruction)
ex. mismatched gestures and speech when solving a math problem
what is completely beyond their ability
ex. gesture-speech is equally incorrect when solving a problem
information-processing theories: def
continuous cognitive change
examine how nature and nurture work together
describe how cognitive change occurs - not “stage behavior”
information-processing theories: working memory
capacity and efficiency
