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Developmental Psych > exam 3 > Flashcards

exam 3 Flashcards

1
Q

Piaget’s theory

A
  • genetic epistemology
  • concerned with the study of the development of knowledge
  • qualitatively different, age related stages
  • child is active in their own development
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2
Q

Piaget’s view of intelligence

A

-a basic function that helps an organism adapt to its environment

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3
Q

Piaget & equilibrium

A

-goal of intellectual activity is to produce a state of cognitive equilibrium between ones thoughts and the environment

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4
Q

assimilation (piaget)

A

you acquire new info and put it onto a preexisting index card or new schema

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5
Q

accommodation

A

adding a new index card or new schema

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6
Q

schema

A

how children interpret and understand the world

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7
Q

Constructivism (piaget)

A

an individual who uses objects and events to gain some understanding of their essential features
-children must construct knowledge themselves if they are to know something

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8
Q

adaptation

A

adjusting to the demands of the environment which occurs through assimilation and accomodation

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9
Q

Piagets stages

A
  • sensorimotor
  • preoperational
  • concrete
  • formal
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10
Q

sensorimotor shortcomings

A

Accomplishment: use of body, reflexes and coordination
-object permanence: dont understand that something exists even when out of sight and mind, don’t understand imitation
Shortcoming: knowledge limited to sensory and motor

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11
Q

preoperational

A
  • shortcoming: egocentricism and transformation: can’t conserve mass, length, numbers
  • advances: can do symbolic activity (pretend play) and use symbols for objects
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12
Q

Concrete operations

A

can order and arrange things by height and weight

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13
Q

formal operations

A

deductive (general to specific) and inductive reasoning (specific to general)
-can develop hypothesis

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14
Q

mountain task (pre operational)

A
  • child has to overcome geocentricism where they view the world from their own perspective and don’t recognize another point of view
  • example: asymmetrical man, ask them what observer on other side would see, answered the same ting, fail to consider their perspective
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15
Q

Criticisms of Piaget

A
  • didn’t distinguish competence from performances (assumed child who failed lacked ability to succeed)
  • devoted too little to social and cultural influence on cognitive development
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16
Q

contributions of piaget

A
  • founded feel of cognitive development
  • tried to explain not just describe development
  • stages provide accurate overview of childs ability to think and how it changes
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17
Q

application in education (piaget)

A
  • knowledge acquisition: exploration with things, people concepts
  • motivation: internal process, interacting with the environment vs directed by it
  • intellectual autonomy: not abandoning control but providing regulatory strategies that assist the child in figuring out their reset approach
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18
Q

Vygotsky’s theory

A
  • emphasized the importance of culture and society in cognition and that these experiences are influential in both what we think and how we think
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19
Q

Vgotskys social development theory

A
  • role of culture
  • importance of language
  • zone of proximal growth
20
Q

role of culture (vygotsky)

A
  • humans are unique in their use of tools and symbols and this is how they create culture
  • as culture evolves, it influences what members need to learn and what types of skills are important
21
Q

importance of language (vygotsky)

A
  • language learning is a result of social processes

- language is what makes thought possible (when you think, you think in language)

22
Q

zone of proximal growth

A
  • differences between what you can do and what you need another to help you do
  • guided participation: actively participating in culturally relevant activities with the aid and support of parents and other guides
  • Scaffoling: the process by which instructors shape a childs understanding via reinforcement of the childs learning attempts
23
Q

Tools (vgotsky))

A
  • speech: egocentric speech (talk not addressed to anyone in particular, directed toward yourself ), inner speech (helps young children plan strategies and regulate behavior)
  • writing and numbering systems
  • memory aids
24
Q

three stages of speech development (vgotsky)

A
  • social speech: audible, direct other peoples beavhiors
  • egocentric speech (audible, direct your behavior, make a list)
  • Private speech (voice in head, directing what I’m doing)
25
Q

Sternbergs theory

A

Triarchic theory: composed of tree different aspects that intelligence is based on

  • experiental: role of experience, the more you do something the better)
  • contexual: street smarts, correct language
  • Information processing: strategies we use to solve problems ex. chunking & pneumonic)
26
Q

Psychometric intelligence

A
  • intelligence is a trait or set of traits that characterize some people to a great extent than others
  • goal is to identify and measure traits so individual differences can be described
27
Q

IQ formula

A
  • stanford binet test (score of 100= average)

- mental age/chron. age x 100

28
Q

Spearmons Theory (g vs S)

A
  • (g) general ability or mental factor that affects ones performance on cog tests, means ones ability to understand relations
  • (s) special abilities that are 7 primary abilities (spatial, perceptual, numerical, verbal, and word fluency)
29
Q

Fluid vs crystallized intelligence

A

fluid: the ability to use ones mind to actively solve novel problems that aren’t taught
crystallized: the use of knowledge acquired through schooling or other life expectancies

30
Q

Gardners Theory

A

-multiple intelligences (linguistic, logical-mathematical, musical, spatial, interpersonal (social skills), intrapersonal

31
Q

Bailey scales- sub scales and relation to IQ

A

intelligence test in infants

  • developmental quotient refers to how well infants perform in comparison to a large group (no relation to IQ)
  • mental (building blocks), motor(walking in a straight line), and behavioral sub scales
32
Q

cumulative deficit hypothesis

A

-The longer a child is in poor conditions, the more likely an accumulation of a cognitive deficit and the worse it’ll be

33
Q

example of cumulative deficit in romania

A

-children who spent time in poverty stricken romanian institutions who were adopted out in the first 6 months of life were comparable to those of english children, those who were adopted after 6 months showed lingering deficits

34
Q

effect of social class on IQ

A
  • children from lower and working class homes average 10 to 15 points below the middle class aged students
  • no relation between social class and infants
35
Q

components of speech

A

phonology: basic units of sound
morphology: rules regarding how words are formed from sounds
- semantics: free morphemes (one letter that can stand alone), bound morphemes (can’t stand alone but can change meaning with FM is attached
- syntax: how we put words together in correct order
- prgamatics: culturally bound aspects (formal vs not)

36
Q

aphasia

A

a loss of one or more language function

37
Q

brocas area

A

typically affect speech production but not comprehension

38
Q

wernickes area

A

injuries typically affect comprehension endnote speech production

39
Q

social influence on language understanding

A
  • joint attention: shared attention to objects teaches labels
  • expansions: repeating childs utterance to them in grammatically correct fashion
  • recasts: repeating the childs utterance in NEW grammatical form
40
Q

understanding vs speaking of language

A

-they often speak the language and words before they know what they mean

41
Q

illocutionary intent

A

understanding that literal meaning of words may differ from the speakers intended meaning

42
Q

overregulation

A

use of a regular ending to irregular words ex. ranned

43
Q

holophrases

A

single words that convey meanings depending on use ex hot

44
Q

nativist approach to language

A
  • nature
  • humans are biologically programmed to learn language… nom chomsky said we have a language acquisition device pre programmed
45
Q

empiricist theory of language

A
  • nurture

- language is learned via imitation and reinforcement

46
Q

interactionist theory of language

A
  • nature and nurture
  • language development involves an interaction between biological maturation, cognitive development, and linguistic environment

Developmental Psych (4 decks)

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