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LC LIFESPAN PSYCHOLOGY A > How children think: Piaget and beyond > Flashcards

How children think: Piaget and beyond Flashcards

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1
Q

what are the 3 main stages of piaget’s constructionism?

A

sensorimotor period
concrete operations period
formal operations period

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2
Q

sensorimotor period

A

0-2 years
has 6 substages

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3
Q

concrete operations period

A

has 2 substages:
- preoperational (2-7 years)
- concrete operational (7-11 years)

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4
Q

formal operations period

A

12+ years

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5
Q

what is the sensorimotor period?

A

intelligence is purely action-based and children develop symbolic representations

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6
Q

what is the concrete operations period?

A

children have a symbolic understanding and develop logical thoughts about the environment

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7
Q

what is the formal operations period?

A

intelligence is logical and abstract understanding is developed

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8
Q

stage theory

A

a description of what happens and when in development, however recent empirical evidence suggests this may be out of date

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9
Q

genetic epistemology

A

an explanation of how development occurs (the origins and production of knowledge)

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10
Q

why is piaget’s theory criticised as being too reductionist?

A

it is an invariant, universal sequence

broad conceptual structures cannot apply to all children, who may perform at different cognitive levels at different stages

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11
Q

issues with piaget’s tasks

A

the difficulty of tasks can demonstrate different concepts, and children may perform earlier stages in familiar experiences

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12
Q

horizontal decalage

A

when a general concept emerges earlier on some tasks than others

this opposes the modern view of cognition, being domain-specific rather than domain-general

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13
Q

what does the pragmatist theory of piaget’s cognitive development argue?

A

development is caused by the interaction of hereditary and environment

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14
Q

why is piaget’s theory considered domain general?

A

development is characterised by qualitiative changes as a result of active development

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15
Q

sensorimotor stage: what can intelligence be seen in?

A

children’s coordinated actions and perceptions (using an intermediary object to reach another object), rather than any observable language

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16
Q

sensorimotor stage: how is behaviour coordinated?

A

through a ‘schema of action’ which develop new situations for practical functions

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17
Q

sensorimotor stage: what does this stage allow children to construct?

A

the schema of the permanent object, however they do not yet understand object permanence

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18
Q

pre-operational stage: how is intelligence transformed around 2 years?

A

the understanding of symbolic functions, e.g., the relationship between distance, size, and perspective

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19
Q

pre-operational stage: what do children develop a better understanding of?

A

better spatio-temporal understanding through a perception of past and present, and developing logical thought

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20
Q

pre-operational stage: what do children not yet understand?

A

conservation, which indicates that children only reason from configuration rather than an understanding of transformation

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21
Q

concrete operations stage: what do children have an understanding of?

A

serialising (arranging objects by size or weight) and can classify concrete operations

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22
Q

formal operations stage: what do children become capable of?

A

reasoning on the basis of objects and hypotheses

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23
Q

formal operations stage: what are children sufficient at?

A

reasoning by mental manipulation and concrete objects, by combining mathematics and propositions

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24
Q

genetic epistemology: how do infants use their schemas?

A

use assimilation and accommodation to deal with equilibrium and disequilibrium

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25
Q

what happens when something fits with the existing schema?

A

this leads to equilibrium, and reinforces the schema assimilation

26
Q

what happens when something new happens that does not fit with the existing schema?

A

this leads to disequilibrium, and infants must accomodate their schemas in response to this

27
Q

the filtering of new experiences through existing schemas is referred to as ________

A

assimilation

28
Q

assimilation

A

application of an old schema to a new instance

29
Q

accomodation

A

development of a new schema

30
Q

how did johnson & morton (1991) find evidence of genetic epistemology in the modern world?

A

infants preferred to track face configurations over different configurations from birth

evidence of an innate genetic preference to orient towards faces

31
Q

what does the sensorimotor theory include a focus on?

A

knowledge about objects and search errors

32
Q

search errors

A

evidence of applying current action schemas to situations where it no longer works, to demonstrate assimilation and accomodation

33
Q

how do children show evidence of developing ‘manual search-errors’ in stage IV?

A

at 8 months, in the ‘A-not-B’ task. they begin to have an egocentric understanding of objects

34
Q

by 2 years, how have infants developed a better understanding of objects?

A

they notice ‘visible displacement’ and can ‘logically track’ potential search locations when objects are hidden

35
Q

what does improvement in the ‘A-not-B’ task show?

A

an increased complexity of motor schemas, as children develop the ‘symbolic function’ of objects

this means they can be imagined in serial locations using logiodeductive thought

36
Q

piaget’s explanation for failing the ‘A-not-B’ task

A

limitations in object concept

37
Q

alternative explanation for failing the ‘A-not-B’ task

A

limitations in executive function, and children’s ability to perform coordinated actions

38
Q

what have children developed by 2 years?

A

their ability to think about and imagine objects- the acquisition of imaginative thought- and reversibility

39
Q

what have children developed by 2 years?

A

their ability to think about and imagine objects- the acquisition of imaginative thought- and reversibility

40
Q

reversibility

A

begin to learn that actions can be reversed

41
Q

what does the preoperational period consist of?

A

children recapitulate the sensorimotor period within the realm of thought

42
Q

what does the concrete operational period consist of?

A

children develop an ability to think logically about objects

43
Q

what is developed within the concrete operations period?

A

transitive inference, class inclusion, and conservation

44
Q

conservation task

A

tests children’s understanding of invarance across transformations

45
Q

piaget’s explanation for failing the conservation task

A

preoperational children centrate on a single aspect and cannot understand quantity

46
Q

alternative explanation for failing the conservation task

A

may lack an understanding of the words being asked

children had a conception of numbers, but were led into incorrect answers by piaget’s social pragmatics

47
Q

social pragmatics

A

the cues and responses of experimenters prompt children to provide a different answer

48
Q

perspective taking task

A

children placed in a position in front of a 3D array were asked to select a picture of what it would look like from the other side

at 4 years, children typically picked their own view

49
Q

piaget’s explanation for failing the perspective taking task

A

egocentrism of thought, which is overcome by developing ‘reversibility’ of perceptual transformations

children cannot understand spatial transformations

50
Q

alternative explanation for failing the perspective taking task

A

having 10 photographs to choose from may be difficult for children’s working memory, due to the task’s high executive demand

51
Q

transitivity task

A

children must make a transitive inference by comparing two values by using their relationship to an intermediary value

52
Q

piaget’s explanation for failing the transitivity task

A

preoperational children are unable to infer the difference between AC as they lacked an understanding of ‘reversibility’

they failed to understand B could hold different simultaneous relations

53
Q

alternative explanation for failing the transitivity task

A

places unrealistic demands on children’s memory, as they must remember the length of A

when taught to remember the length of A, they passed easily

54
Q

what are problems with piaget’s sensorimotor theory?

A

his methods depend upon the manual abilities of children, and do not consider that babies may understand objects but are unable to act upon them

55
Q

what are problems with piaget’s account of logical development?

A

alternative explanations towards the concrete operations account limit the value of piaget’s work

  • the information processing account considers the limitations of cognitive development in children
56
Q

information processing account

A

considers:
- neopiagetian accounts consider the processing limitations of children
- emerging empiricist account rejects piaget
- nativist accounts believe cognitive development is restricted by maturation of function

57
Q

what did cross-cultural research find about the concrete and formal operations stage?

A

the attainment of these stages is varied

performing well in one domain does not ensure high performance in another domain

58
Q

why is piaget’s domain general account disregarded?

A

developmental disorders and cognitive impairments indicate domain specificity

59
Q

which part of piaget’s work remains influential in the 21st century?

A

the role of genetic epistemology in developmental cognitive neuroscience

60
Q

what does piaget’s stage theory underlie?

A

the beginning of research into cognitive development, as ‘theory of mind’ has clear ties to children’s egocentrism and false-belief

LC LIFESPAN PSYCHOLOGY A (10 decks)

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