exam 2

Question 1

Info Processing

Answer 1

class of theories that focus on cognitive system and mental activities used to deploy attention and memory to solve problems

The main goal ad then sum of subgoals
Child as computer: limited by hardware (memory and processing speed) and software (limitations of strategies and knowledge that are available)
Problem solving (throwing rocks and then peaches)
Memory (basic processes, executive functioning, encoding, overlapping waves)

Question 2

Core Knowledge

Answer 2

approaches that view children as having some innate knowledge in domains of special evolutionary importance and domain-specific learning mechanisms for rapidly and effortlessly acquiring additional information in those domains

active learners, domain specific knowledge (ex: can easily differentiate living and nonliving things), nativism

Question 3

Dynamic Systems

Answer 3

class of theories that focus on how change occurs over time in complex systems
active child- children are motivators of their own development
Centrality of action- infants actions contribute to development throughout life (the velcro example)
Change and development are always happening (continuous). Development is self organizing process (soft assembly- changed moment by moment and situation to situation rather than being consistent across time)
Mechanisms of variation and selection for change
Selection: increasing use of behavior that meet goals (crawling works on ramps so do that more)
Variation: different behaviors to reach goal (crawling, walking, sliding)
Mechanisms are evaluated by relative success: efficiency, novelty, and success

Question 4

Core Knowledge

Answer 4

approaches that view children as having some innate knowledge in domains of special evolutionary importance and domain-specific learning mechanisms for rapidly and effortlessly acquiring additional information in those domains

active learners, domain specific knowledge (ex: can easily differentiate living and nonliving things), nativism
4 systems: objects (solidity, continuity, support), numbers, people/agents, space (geometry)
Constructivism- infants build advanced understanding by combining innate knowledge with subsequent experiences