Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

developmental psychology > exam 3 > Flashcards

exam 3 Flashcards

1
Q

characteristics of useful theories

A

guide research, explain facts and findings, predict future findings
can be tested with experiments
useful for real life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

major Piaget theory

A

structure and stages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

major theories

A

Piaget, information processing, core knowledge, sociocultural

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Piaget theory: what develops

A

structure of thought

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Piaget theory: how is knowledge acquired

A

constructed by the child

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Piaget theory: what instigates development

A

cognitive conflict

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Piaget theory: what makes development happen

A

only the child

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Piaget theory: shape of development

A

discontinuous

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

information-processing theorists: what develops

A

hardware, software

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

information-processing theorists: how is knowledge acquired

A

acquired by the child

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

information-processing theorists: what instigates development

A

continuous quest for knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

information-processing theorists: what makes development happen

A

child

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

information-processing theorists: shape of development

A

continuous

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

core knowledge theorists: what develops

A

innate knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

core knowledge theorists: how is knowledge acquired

A

already in the child

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

core knowledge theorists: what instigates development

A

evolutionary significant timing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

core knowledge theorists: what makes development happen

A

child, DNA

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

core knowledge theorists: shape of development

A

discontinuous

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

vygotsky: what develops

A

ability to learn

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

vygotsky: how is knowledge acquired

A

in the ZDP

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

vygotsky: what instigates development

A

social scaffolding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

vygotsky: what makes development happen

A

child and cultural context

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

vygotsky: shape of development

A

continuous

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Piaget: observer of

A

infant behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

piaget book based on observations of

A

his three children

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Piaget was a ____ theorist

A

stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

piaget ___ approach

A

constructive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

constructive approach

A

children construct knowledge for themselves

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

children construct reality

A

make sense of the world

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

piaget sees children as

A

little scientists

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

children are little scientists because

A

active, motivated, able to obtain knowledge on their own

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

children are ____ learners

A

active

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

piaget: children learn through

A

experiments

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

piaget stages

A

sensorimotor, pre-operation, concrete operation, formal operation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

sensorimotor age

A

0-2 year

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

sensorimotor

A

very little representation beyond own bodies
mental representations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

children need to acquire ___ before moving past sensorimotor

A

object permanence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

pre-operation age

A

2-7 year

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

pre-operation

A

multiple mental reps
egocentrism
symbolic representation
centration
emotional thought

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

children need to ___ before moving past pre-operation

A

end egocentrism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

egocentrism

A

dont understand why people dont feel how I am

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

symbolic representation

A

some things can be in place of something else

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

centration

A

single focus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

concrete operation age

A

7-12 year

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

concrete operation

A

logical thinking about concrete things
think about multiple things at once
understand people have different thoughts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

children need ___ to move on from concrete operation

A

conservation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

formal operation age

A

12+

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

formal operation

A

scientific thinking about abstract things

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

understanding that an object can transform into a different shape

A

conservation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

abstract logical thought

A

picturing objects

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

children need to____ to end formal operations

A

think abstractly

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

piaget theory is continuous or discontinuous

A

discontinuous

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

characteristics of stage theory

A

developmental changes
accommodation
assimilation
what develops
why does it occur

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

stage theory: developmental changes are qualitative or quantitative

A

qualitative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

stage theory: developmental changes are long or brief

A

brief

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

stage theory: developmental changes are broad or specific

A

broad

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

stage theory: developmental changes are domain____

A

general

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

stage theory: developmental changes are ____ tasks

A

conservation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

stage theory: developmental changes are variant or invariant

A

invariant

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

stage theory: developmental changes are in a ___ order

A

specific

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

accommodation

A

modify existing schemas

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

schema

A

understanding of how things are

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

assimilation

A

incorporate existing schemas

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

tree and assimilation

A

trees are tall, green things but they are important because they provide oxygen and we need oxygen

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

assimilation translates incoming information so it

A

fits concepts you already know

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
66
Q

stage theory: what develops

A

structure not content

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
67
Q

stage theory: structure develop

A

how children think about something

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
68
Q

stage theory: why does development occur

A

to bring about equilibrium
when old ways of thinking are no longer sufficient

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
69
Q

going from addition to multiplication is an example of

A

stage theory why development occurs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
70
Q

information-processing theories: ___ metaphor

A

computer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
71
Q

hardware

A

brain and mind
memory and efficiency of thought

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
72
Q

software

A

strategies and knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
73
Q

hardware and software develop

A

simultaneously

74
Q

information-processing theories: cognitive limitations due to

A

limitations in hardware and software

75
Q

information-processing theories: cognitive limitations

A

problem solving
changes in working memory and executive functioning

76
Q

working memory

A

actively thinking

77
Q

overlapping waves theory

A

children are active problem solvers

78
Q

overlapping waves theory is part of____ theory

A

information-processing

79
Q

overlapping wave theories: identify

A

goal and potential obstacle to goal

80
Q

overlapping waves: ____ to solve problems

A

use variety of approaches

81
Q

overlapping waves: strategies are consistent or changing

82
Q

children are active problem solvers, meaning they have a goal and then

A

identify obstacles, come up with strategy

83
Q

information-processing theories: emphasis on

A

structure and process of thought

84
Q

information-processing theories: what processes involved in childrens thinking

A

developing working memory

85
Q

information-processing theories: how does the process change over time

A

working memory expands

86
Q

information-processing theories: how does the process change with age and experiences

A

strategies, trying different strategies

87
Q

as you get older, new neurons, creating new ___, ____ being developed, more efficient thought

A

synapses, myelin

88
Q

information-processing theories: development is continuous or discontinuous

A

continuous

89
Q

information-processing theories development is continuous because

A

no unique periods of transition, development occurs all the time
hardware and software show incremental growth

90
Q

core knowledge theories

A

children have innate knowledge

91
Q

core knowledge theories: innate knowledge that children have

A

important for humans
language, physical and spatial reasoning, understand others, thinking, numbers, math, etc.

92
Q

infants show more sophisticated cognition in _____ areas

A

core knowledge

93
Q

core knowledge theories: infants ___ knowledge

94
Q

core knowledge theories emphasis on

A

innate abilities

95
Q

children are active problem solvers who have general learning abilities AND ______ that allow them to quickly and easily acquire the core knowledge

A

specialized innate abilities

96
Q

core knowledge is domain ____

97
Q

core knowledge domain specific

A

knowledge is limited to specific content areas

98
Q

knowledge is not domain

99
Q

decalage

A

uneven development across domains

100
Q

decalage example

A

theory of numbers is present at a few months, but theory of mind is not present until 3 or 4

101
Q

core knowledge theories development is continuous or discontinuous

A

discontinuous

102
Q

how is core knowledge theory discontinuous

A

either have or dont have core knowledge
before and after

103
Q

core knowledge theory also focuses on

A

constructivism

104
Q

constructivism

A

constructing own mindset through experiences

105
Q

vygotsky sociocultural theory: characteristics of

A

sociocultural approaches

106
Q

vygotsky sociocultural theory: focuses

A

others and cultures

107
Q

which theory focuses on the child the least

108
Q

vygotsky sociocultural theory: social interaction occurs in

A

broader sociocultural context that includes cultural tools

109
Q

cultural tool

A

anything that relates to learning

110
Q

vygotsky sociocultural theory: development is continuous or discontinuous

A

continuous

111
Q

guided participation example

A

father teaching older son, younger son is learning how to learn

112
Q

guided participation

A

helping people along to a point until they can learn for themselves

113
Q

private speech

A

internalizing caregiver/parents’ statements

114
Q

example of private speech

A

punch a sibling, parent says not to, keep punching until one day you reach a point where it is no longer okay

115
Q

private speech: outside values are now

116
Q

analogical problem solving example

A

go to a restaurant, decide between something you have had and something new. you go for what you have had

117
Q

analogical problem solving

A

using prior experience/examples to solve problems

118
Q

analogical problem solving recognizes

A

parallels with earlier problems

119
Q

social scaffolding

A

guided participation

120
Q

optimal level of support

A

social scaffolding

121
Q

social scaffolding example

A

learning to ride a bike: training wheels, then parent holds, then lets go

122
Q

vygotsky sociocultural theory: learning is all about cooperation between

A

teacher, learner, community at large

123
Q

ZDP

A

what the child can learn/achieve with some support of others

124
Q

ZDP is just beyond

A

children ability range

125
Q

vygotsky sociocultural theory: where learning occurs

126
Q

key of all social-cultural social theories is

A

cooperation

127
Q

all four theories are talking about

A

cognition
the development of how we think

128
Q

piaget sensorimotor stage major goal

A

acquiring mental representation

129
Q

mental representation

A

the ability to represent something in the mind without sensory or motor contact

130
Q

mental representation measured with

131
Q

a-not-b task: young infants

A

do not search, just think object is gone

132
Q

a-not-b: 12-18 months

A

search location A, but not B

133
Q

when child searches A but not B, it is known as

A

a-not-b error

134
Q

a-not-b: 18 month

A

search location B

135
Q

according to a-not-b, mental representation is acquired at what age

136
Q

depending on how the task is presented, a-not-b error can

A

appear or disappear

137
Q

a-not-b raises questions about ____ of task

138
Q

development=____=____

A

moving from stage to stage; changes in domain-general structure of thinking

139
Q

if thinking is influenced by ____ then perhaps Piaget was not measuring structural changes with a-not-b

A

task presentation

140
Q

diamond says a-not-b is about

A

neural maturatio n

141
Q

diamond noticed

A

hand-eye mismatch
older infants show error

142
Q

hand-eye mismatch

A

on test trials, infants each at a but look at b

143
Q

diamond: older infants show error

A

put under A, let them reach
put under B, hold them back
12 month passes without delay
12 months make error if delayed

144
Q

diamond proposed that a-not b task requires

A

mental representation, and memory, and inhibition

145
Q

diamond: a-not-b requires maturation of

A

prefrontal cortex

146
Q

prefrontal cortex

A

decision making, judgement, inhibition

147
Q

inhibition

A

preventing an action

148
Q

mature prefrontal cortex

A

better at judgement and inhibition

149
Q

the delay in a-not-b causes

A

them to lose focus

150
Q

neural maturation

A

making error because brain is not developed enough yet

151
Q

thelen: a-not-b is about

A

motor memory

152
Q

a-not-b task without hidden objects

A

object placed on top
no hidden objetct
children still search for A

153
Q

thelen: infants make or do not make error with object not hidden

154
Q

when reaching movement was interrupted (stand up)

A

reduction in error

155
Q

continue to do same motor activity over and over without disrupting or changing it

A

preservation

156
Q

you lose your keys and keep checking same spot over and over because

A

stuck in motor loop; need to break it

157
Q

berger: a-not-b is about

A

cognitive capacity

158
Q

berger: capacity related to

A

task difficulty

159
Q

resources for cognition

A

when something is new you need a lot more resources

160
Q

___ changes task difficulty

161
Q

do we have a lot of cognitive capacity

A

only certain amount

162
Q

as you learn something, cognitive capacity increases or decreases

163
Q

child is put in a spot, told to walk to mom over and over. mom moves spots,

A

infants still go to mom

164
Q

more cognitive capacity=

A

fewer errors

165
Q

less cognitive capacity=

A

more errors

166
Q

infant stands at top of small set of stairs. mom stands at the bottom infant goes down stairs to mom. mom switches spots

A

infant goes down first set of stairs

167
Q

A-not-b error when motor problem is difficult, but not when it is easy. Why does this pose validity problems for Piaget?

A

because it suggested that a-not-b is a test of cognitive capacity not mental representation

168
Q

decalage in berger expriment

A

error on stairs, not on floor

169
Q

why is decalage a problem for piaget

A

because changes are supposed to occur across domains

170
Q

why do infants make a-not-b error: piaget

A

incomplete mental representations

171
Q

why do infants make a-not-b error: diamond

A

immature prefrontal cortex, inhibition

172
Q

why do infants make a-not-b error: thelen

A

formation of motor habits

173
Q

why do infants make a-not-b error: berger

A

limitations on cognitive capacity

174
Q

as you get older, memories

A

change, store in different places.

175
Q

older brains ___ memories

A

cross reference

176
Q

___ stick with you, ____ diminishes

A

concrete fact, ability to reason

177
Q

cognitive control peaks in the

A

late teens, early twenties

178
Q

cognitive peak is age

179
Q

cognitive control decline is modulated by

A

genetics, health, fitness, trauma

180
Q

bilingualism and cognitive control

A

enhances cognitive control in children and slows its rate of loss in older adults

181
Q

cognitive tasks

A

color/function tasks
cards, puzzles, etc.

developmental psychology (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions