Human Development Test 2 Flashcards
Children use and adapt schemas through which two processes?
Assimilation and accommodation
Schemes definition
Actions or mental representations that organize knowledge.
They change with age.
Assimilation definition and example
Incorporating new info into existing knowledge.
Example- Through experience or observation, child picks up hammer and knows what it is used for.
Accommodation definition and examples
Adjusting schemes to fit new knowledge and experience.
Child knows that the heavy end of hammer is how you hit the nail
Accommodate the suckling scheme by knowing that the nipple will bring food, but finger will not.
Disequilibrium
Shift of one thought to the next occurs as children learn cognitive conflict.
Equilibrium
Children resolve conflict through assimilation and accommodation to reach a new balance or equilibrium of thought.
Piaget’s sensorimotor stage
First stage. Lasts from birth-2yrs.
Infants construct understanding of world by coordinating sensory experiences with motoric actions.
cognition is qualitatively different in one stage than in another.
What are the passage of Piaget’s stages through?
Biological pressures to adapt to the environment and organize structures of thinking
How many and how long are Piaget’s stages?
There are 4 stages of thought from birth to adolescents.
Object permanence
Understanding that objects and events continue to exist even when they cannot directly be seen or touched.
One of infants most important accomplishments.
Under the sensorimotor stage
Ex. Peek-a-boo
Piaget’s Preoperational stage
Second developmental stage. 2-7yrs of age.
Represent the world with words, images, and drawings.
Operations definition
Internalized sets of actions that allow children to do mentally what before they had done physically.
Under the preoperational Piaget stage
What are the components of the Symbolic function substage.
Under Piaget’s Preoperational stage.
Egocentrism
Animism
Irreversibility
Artificialism
Egocentrism
inability to distinguish between one’s own and someone else’s perspective.
Animism
Substage of Piaget’s Preoperational stage
Belief that inanimate objects have lifelike qualities and are capable of action.
Irreversibility
Inability to work backwards to your starting point.
Artificialism
The idea that natural phenomena are created by human beings.
Symbolic function definition
First substage of Preoperational thought.
Young child gains ability to represent mentally an object that is not present
2-4 years
The intuitive thought substage
Children begin to use primitive reasoning and want to know the answers to all sorts of questions
4-7 years old.
Centration
Focusing attention of one characteristic to exclusion of others.
Intuitive thought substage
Conservation
Idea that an amount stays the same regardless of changes in its appearance.
Lacking in the Preoperational stage
Intuitive thought substage
Piaget’s concrete operational stage
Piaget’s third stage. 7-11 years old.
Children can perform operations.
Logical reasoning replaces intuitive reasoning as long as the reasoning can be applied to specific, concrete examples.
Abstract thinking is not present, so they need to see what you are talking about.
Piaget’s formal operational stage
Fourth and final stage. Piaget. 11-15 years old.
Individuals move beyond concrete experiences and think in more abstract and logical ways.
Abstract, idealistic, and logical thinking.
Can do abstract thinking now.
Hypothetical-deductive reasoning
adolescents have cognitive abilities to develop hypothesis about ways to solve problems and can systematically deduce the best path to follow in solving the problem.
Under Piaget’s formal operational stage.
Adolescent egocentrism
Heightened self consciousness of adolescents.
Imaginary audience
Belief that others are as interested in them as they are. Involves attention-getting behavior motivated by desire to be noticed, visible, and “on stage”
Personal fable
Adolescents sense of uniqueness and invincibility
Piaget and education
Take a constructivist approach
Facilitate, rather than direct, learning
Consider the child’s knowledge and level of thinking.
Use ongoing assessment
Promote the students intellectual health
Turn the classroom into a setting of exploration and discovery
Evaluating Piaget’s theory: contributions
New way of looking at children.
Evaluating Piaget’s theory: criticisms
Some estimates of timing of children’s abilities are inaccurate
Development not uniformly stagelike
Effects of training
Culture and education influence development.
Social constructivist approach
Emphasis on social contexts of learning and construction of knowledge through social interaction
Zone of proximal development
Tasks too difficult for children to master alone, but that can be mastered with assistance
Scaffolding
Changing support over course of teaching session to fit child’s current performance level.
Vygotsky’s theory: language and thought
Believed young children use language to plan, guide, and monitor behavior.
Language and thought initially develop independently, then merge.
Private speech- self talk, inner talk
Teaching strategies based on vygotskys theory
Asses and use child’s ZPD
use more skilled peers as teachers
Monitor and encourage private speech
Instruction in meaningful context
Transform classroom
Piaget’s view of adult cognition
Thinking qualitatively same as adolescents– formal operational
Adults have more knowledge
Research shows- many don’t reach formal operations until adulthood. Many adults don’t use formal operational thinking.
Cognitive changes in adulthood
Compared to adolescents, thinking of young adults is more:
Realistic
Pragmatic
Reflective and relativistic
Realistic definition
Idealism decreases in face of real world constraints
Pragmatic
Switch from acquiring knowledge to applying it
Reflective and relativistic definition
Move away from absolutist thinking of adolescence
Post formal thought
Additional stage to Piaget
Reflective, realistic, and contextual
Provisional
Realistic- practical
Open to emotions and subjective- calm state and seeking clarity
What is the information processing approach?
Focuses on ways people process information about their world.
Manipulate information
Monitor it
Create strategies to deal with it
Mechanisms of change- list them
Encoding
Automaticity
Strategy construction
Metacognition
Encoding def. and example
Changes in children’s cognitive skills depend on increased skill at encoding relative information and ignoring irrelevant information.
Example: Four year old trying to write an “s” in cursive, and they would be writing a shape very differently than a printed “s”, but a 10 year old can understand that cursive and print are both the letter “s”.
Automaticity def. and ex.
Ability to process information with little or no effort
Example: Once the child has learn to read well, they don’t think about each individual letter, they think about the word as a whole.
Strategy construction ex. And def.
Discovering new procedure for processing information
Example: Children learn to use what they have previously learned to adapt to a new situation. (Building on learning)
Metacognition
Cognition about cognition, or knowing about knowing.
Example: You know what works best for you on how to study.
Changes in processing speed with age
Improves dramatically through childhood and adolescence
Begins to decline in early adulthood
Declines continue in middle and late adulthood
What is memory?
Retention of information over time
Encoding
Getting information into memory
Retrieval
Taking information out of storage
Schema theory
When people reconstruct information, they fill it into information that already exists in their mind.
Schemas
Mental frameworks that organize concepts and information.
False memories def.
Fabricated or distorted recalling of an event
Implicit memories
Memory without conscious recollection.
Memory of skills and routine procedures performed automatically
Explicit memory
Conscious memory of facts and experiences
Doesn’t appear until after 6 months
Infantile amnesia
Adults recall little or none of first three years
Episodic memory
Retention of information about where and when of life’s happenings
Semantic memory
Persons knowledge about world.
Fields of expertise
General academic knowledge
Everyday knowledge
Prospective memory
Remembering to do something in the future.
Age related declines depend on the task:
Time based tasks decline more
Event based tasks show less decline
Aging and memory
Younger adults have better episodic memory than older adults
Older adults remember older events better than more recent events
Implicit memory is less likely to be adversely affected by aging than explicit memory.
What are some influences that affect memory in older adults?
Physiological factors and health
Beliefs, expectations, and feelings
Education, memory tasks, and assessment
Memory training
What is thinking?
Manipulating and transforming information in memory
Form concepts
Reason
Think critically
Solve problems
Critical thinking
Thinking reflectively and productively, and evaluating evidence
Teachers should help students develop:
Open mindedness
Intellectual curiosity
Planning and strategy
Intellectual carefulness
Critical thinking in adolescence
If fundamental skills are nit developed during childhood, critical thinking skills are unlikely to mature in adolescence
Decision making in adolescence
Older adolescents appear to make more competent decisions than younger adolescents
Metacognition in adolescence and adulthood
Adolescents are more likely than children to manage and monitor thinking.
Middle age adults have accumulated a great deal of metacognitive knowledge
Older adults tend to overestimate memory problems they experience on daily basis.
Emotion definition
Feelings that involve psychological arousal and expressive behavior.
There is a strong biological foundation
Emotional competence
Developing skills within a social context
Awareness of self
Empathy
Coping strategies
Is te parent relatively consistent or inconsistent across the lifespan?
Consistent
Protective functions of emotion
Communicate needs, intentions, and desires
Looking at fear and surprise: mobilize actions in emergencies
When there is interest and excitement, explore the environment
Is it important to modify parenting style when dealing with a difficult child with a different temperament?
Yes
What is temperament
Enduring personal characteristics of an individual.
Feeling, thought, or behavior
Easy child
Normal routine, good mood, adapts easily
40% of children
Difficult child
Reacts negatively, cries frequently, irregular routine, slow to adapt.
10%
Slow to warm up child
Low activity level, somewhat negative
15%
Regions In the brain
Wernickes area
Brochas area
Interactionist view on language influences
Emphasizes importance of biology and environment
