exam 2 Flashcards
Piagetian
nature and nurture, continuity/ discontinuity, the active child
Information processing
nature and nurture, how change occurs
Core knowledge
nature and nurture, continuity/ discontinuity
Sociocultural
nature and nurture, influence of sociocultural context, how change occurs
dynamic systems
nature and nurture, the active child, how change occurs
Piagets theory
best known cognitive development thoery
Piaget believes that children
are mentally active at the moment of birth and that their mental and physical activity both contribute to their development
Piaget is a
constructivist
Piaget thinks children learn some lessons on their own t/f
TRUE
Piaget thinks children are intrinsically motivated to learn t/f
true
three types of continuity
assimilation, accommodation, equilibration
Assimilation
when people incorporate incoming information into concepts they already understand.
Accommodation
people improve their current understanding in response to new experiences
Equilibration
people balance assimilation and accommodation to create a stable understanding
Disequilibrium
when new information makes people realize their understanding is inadequate
Qualitative change
children of different ages think in different ways
Broad applicability
thinking characteristic of each stage influences children’s thinking across diverse topics and contexts
Brief transitions
before entering a new stage children pass through a brief transitional period in which they fluctuate between the type of thinking characteristic of the new, more advances stage and the type of thinking characteristic of the old, less advanced one
Invariant sequence
everyone progresses through the stages in the same oder without skipping any of them
Piaget’s four stages of cognitive development
sensorimotor stage, preoperational stage, concrete operational stage, formal operational stage
sensorimotor stage
Birth to 2 years, learn through senses
object permanence
A not B error
Object permanence
children’s ability to know that objects continue to exist even though they can no longer be seen or heard
Preoperational stage
2- 7 years, internal representations
some new abilities and limitations
developing symbolic representation
Egocentrism
inability to put themselves in someone else’s shoes
Centration
stuck on one detail
Conservation concept
they don’t have a way of putting things, they do not understand reasoning
example: animal cookies
Concrete stage
7-12 years, can think logically
reasoning develops
can solve conservation problems
Formal operational stage
12+ years
reasoning
can think abstractly and hypothetically
can image other worlds
attainment of the formal operational stage is not universal
Child as scientist
intrinsically motivated to learn, active learner
Development is discontinous and occurs in
hierarchical stages
symbolic representation
the use of one object, word, or thought to stand for another
Information process theory
The mind is like a computer
example: terminator
task analysis
identification of goals needed to perform the task
Simon and klahr
computer simulation part of the information process theory
Information process theory- emphasis on thinking as a process that
occurs over time
Problem solving
klahrs analysis- involves strategies for overcoming obstacles and attaining goals
Problem solving sequence
goal- obstacle- strategy
Working memory
actively attending to, maintaining, and processing information
example: a child being told they were going to be asked questions about a story being told to them
foundational
everything requires working memory
will disappear if not rehearsed
information process theory- cognitive change
is continous
information process theory- Cognitive development is driven by
improvements in processing speed, memory, and strategies
Long term memory
knowledge that people accumulate over their lifetime
unlimited storage
can potentially stay forever
you have to pull long term knowledge into working memory to recall it
Sensory memory
Sights, sounds,
first stop in the mind
most used frequently used mental activites
basic processes- includes associating, recognizing, recalling, and generalizing
Encoding
representation in memory of specific features of objects and events
If memory is not encoded it is not
remembered later
utilization deficiency
being able to grasp something and use it
Selective attention
process of intentionally focusing on the information that is most relevant to the current goal
overlapping waves theory
children use a variety of approaches to solve such problems
Analogical reasoning
rudimentary form emerges around age 1 but is limited
example: jack in the box
Dynamic systems theory
example: horse walking into trotting
dynamic
change over time
system
many elements that interact in a complex but lawful way
goal of DST
explain how behavior changes through time
Core knowledge theory
less radical form of nativism
Nativist
think babies are born with knowledge and can acquire more
Core knowledge is similar to
Piaget
Core knowledge believes that children
have cognitive abilities that allow them to learn
CK theorist
are interested into numbers, language, plants, animals, and people
difference in core knowledge theorist and Piaget
core knowledge think not only children are born with innate capabilities but also know how to increase their understanding of all types of content
language is another domain in which who think children have this knowledge
core knowledge theorists
Constructivism
construct their knowledge rather than just take it in
Sociocultural theories
cognitive development takes places between children and the people around them
guided participation
when individuals organize actives for less knowledge people to preform the activity at a higher level then they could have on their own
social scaffolding
when adults and other with great expertise organize an environment for the purpose of helping children learn
cultural tools
symbols systems, objects, skills that cultural things influence our thinking
Vygotsky
sociocultural theorist
children are social learners
vygotsky
difference in vygotsky and Piaget
Piaget looked at language and thought independently
intersubjectivity
Sociocultural- mutual understanding that people share during communication
joint attention
heart of intersubjectivity, focusing on a common referent in the external environment
five major theories of cognitive development
Piagetian, information-processing, core-knowledge, sociocultural, and dynamic-systems.
Senation
processing of basic information from the external world by receptors in the sense organs and the brain
never changes
Perception
process of organizing and interpreting the sensory information
can be wrong
Preferential looking techniquq
Two different visual stimuli are displayed side by side. If an infant looks longer at one of the two stimuli, the researcher can infer that (a) the baby can discriminate between them, and (b) the infant prefers one over the other.
is used to student sensory and perceptual developmental
habituation
Visual acuity
eye chart
ability to see sharply
full visual acuity by age 6
Influenced by contrast sensitivity
contrast sensitivity
being able to see difference between dark and light
cone cells
infants have a hard time for contrast sensitivity
color vision
rods
light and dark
subjective contours
by four months infants can preceive
object segregation
eyes are constantly moving without thinking
example a baby seeing a dish on a table
depth perception
two basic kinds-
monocular cues ( one eye)
binocular cues (two eyes)
optical expansion
when an object increases in size as it comes toward us
monocular cues
pictorial cues they are used to portray depth in picture
auditory localization
perception of the spatial location of a sound source
reflexes
patterns of actions
affordances
the possibilities for action occurred
example: small object can be picked up
self locomotion
moving around in their environment, no longer limited
gibson
visual cliff
-developed a fear response
hibituation
Simplest form of learning
classical conditioning
ivan pavlov
US
causes an unlearned response
UR
us causes this to happen
CS
learning occurs and this causes an cr
CR
cs causes this to happen
Instrumental/ operant conditioning
involves learning the relationship between a behavior and its consequences
operant conditioning usually involves
positive reinforcement
rational learning
causes the learner to recognize prior beliefs and biases with what actually occurs
active learning
learning by engaging with the world, rather than passively observing objects and events
Language requires
comprehension and production
Language is
species specific behavior only acquired by humans
also species- universal example: koko
grammer
all the rules for the language and the sounds
generativity
using the words to create sentences
phonemes
smallest sounds
example: pencil P EN C I L
Morphemes
smallest unit of meaning
example: HOT DOG
Syntax
rules for combining words
order of the words
humans learn language
quickly
order of language
6 months babble
1 year first words
2nd year combine words
1-5 18 new words a day
4-5 can understand and produce
language comprehension
ability to understand what others say
language production
ability to actually speak or produce language
damage to brochas area
lack of production of speech
motor cortex
damage to wernicks area
lack of meaningful speech
auditory cortex
aphasia
loss or impairment of the ability to produce or comprehend language due to brain damage
behaviorist believe
development is a function of learning through reinforcement and punishment of overt behavior
b.f skinner
behaviorist
perceptual narrowing
infants are born being able to discriminate speech sounds in any language
first words
10-15 months
holophrastic
example: juice more up
overextension
example: see a shark call it a fish
concepts
general ideas that organize objects, events, or relations on the basis of some similarity
example: i can reach and grap
category
actual group of things that go together
example: square things to stack
category hierarchies
superordinate level- specific one
subordinate level- medium one
basic level-learned first
naive psychology
commonsense level of understanding of other people and oneself
Theory of Mind
organized understanding of how mental processes such as intentions desires beliefs perceptions and emotions influence behavior
Theory of mind causes kids to
put themselves in other peoples shoes
example: hide and seek
object substitution
ignoring many of the objects characteristics so that they can pretend that it is something else
Sociodramatic play
example: playing tea
egocentric
self to object
example: me to car
allocentric
object to object
example: tree to car
rat in water
Spacial recognition
dead reckoning
ability to keep track continuously of ones location relative to the starting point
kids have a sense of time by the age of
5
kids can count to 10 by the age of
3
