Exam #1 5/1/23 Module 3

Question 1

sensorimotor: def

Answer 1

building schemes through sensorimotor action patterns
come to the world with sensory skills and reflects

Question 2

sensorimotor: circular reactions

Answer 2

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

Question 3

sensorimotor: object permanence

Answer 3

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

Question 4

preoperational stage: thought

Answer 4

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

Question 5

preoperational stage: semiotic function

Answer 5

using one thing to represent another
ex. using the word cup to represent the object

Question 6

preoperational stage: symbol-real world relations

Answer 6

dual representation - little snoopy/big snoopy experiment

Question 7

preoperational stage: egocentrism

Answer 7

inability to take somebody else’s perspective

Question 8

preoperational stage: the primacy of perception

Answer 8

appearance vs reality
kids will focus on what something looks like not what it actually is

Question 9

preoperational stage: centration, inability to conserve, lack of hierarchical classification

Answer 9

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

Question 10

concrete operational: logical reasoning

Answer 10

still limited: concrete problems, here and now, can’t be too complex
success on conservation problems

Question 11

concrete operational: horizontal decalage

Answer 11

gradual mastery of logical concepts
follows the order of number, volume and mass

Question 12

formal operational stage

Answer 12

abstract, scientific thought:
- if then reasoning
- can create and test hypotheses
- evaluate hypothetical outcomes without visual aid
- reason about past and future

Question 13

Piaget critique: simplify the task

Answer 13

reduce action demand, reduce memory demands, make the taste more familiar to everyday life

Question 14

Piaget critique: change the wording

Answer 14

focus on relevant issues, don’t ask strange questions, don’t ask repeated questions

Question 15

Piaget critique

Answer 15

thinking is not as consistent as “stages” suggest
doesn’t account for social components of cognitive development

Question 16

core knowledge: def

Answer 16

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

Question 17

core knowledge: nativist

Answer 17

born with substantial knowledge of important domains
core domains of thought - physical, numerical, linguistic, spatial, and physiological

Question 18

core knowledge: constructivist

Answer 18

specialized learning abilities, children create theories of the world and then test them

Question 19

sociocultural theory: def

Answer 19

child shaped by “tools” of culture and society
the child observes the environment and people around them and learns through that

Question 20

sociocultural theory: private speech

Answer 20

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

Question 21

sociocultural theory: effective interaction

Answer 21

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

Question 22

sociocultural theory: zone of proximal development

Answer 22

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

Question 23

information-processing theories: def

Answer 23

continuous cognitive change
examine how nature and nurture work together
describe how cognitive change occurs - not “stage behavior”

Question 24

information-processing theories: working memory

Answer 24

capacity and efficiency

Question 25

information-processing theories: parallel vs serial processing

Answer 25

processes happening at the same time vs things happening step by step

Question 26

information-processing theories: processing speed

Answer 26

how quickly you process information

Question 27

information-processing theories: balance of strategies

Answer 27

start counting with fingers, then use bigger numbers first and then use simply remember 2+3 =5

Question 28

information-processing theories: implicit to explicit availability

Answer 28

implicit - gesture strategy
explicit - knowing what you have and when to use it

Question 29

information-processing theories: memory

Answer 29

multistore model of memory
short term store/ working memory - processes and hold information for seconds
executive control - how good are you at monitoring memory

Question 30

information-processing theories: memory process

Answer 30

• associating events with one another
• recognizing objects as familiar
• generalizing from one instance to another
• encoding by representing features of objects and events in memory depending on prior knowledge/experience

Question 31

information-processing theories: retrieving info

Answer 31

• recognition that its similar to previous experience
• recall the mental representation of absent stimulus
• reconstruct the info reinterpreted in terms of existing knowledge
• fuzzy-trace theory: only the gist of experiences

Question 32

information-processing theories: speed of processing

Answer 32

increases during childhood based on past experience and myelination

Question 33

information-processing theories: strategies

Answer 33

selective attention - focusing on info relevant to the current goal, related to myelination because it is difficult to ignore irrelevant stimuli in early childhood

Question 34

dynamic systems theory

Answer 34

development is non-linear, children are complex systems, the only constant is change

Question 34

dynamic systems theory

Answer 34

development is non-linear, children are complex systems, the only constant is change

Question 35

overlapping waves theory

Answer 35

children have multiple ways of thinking, making choices for which strategy to use, development is a gradual change in the frequency of these various ways of thinking

Question 36

deferred limitation

Answer 36

the repetition of other people’s behavior after it has occurred