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CAS 325B Chapter 1 > Lecture 3 > Flashcards

Lecture 3 Flashcards

1
Q

Vygotsky

Social Constructivst

A

Believes cognitive development progresses through interaction with others.

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2
Q

Socioculture context

A

Communicating with others and learning new things or teachers others.

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3
Q

Asynchronous learning

SocioCulture context

A

Not live, not interaction but a recording or reading. Still a social experience that is to be read or heard by other people.

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4
Q

Vygotsky’s Theories fit well with our current emphases on cultrure

A

Socio contextual theory

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5
Q

Scaffolding

A

support for others to learn

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6
Q

Zone of Proximal Development

A

Lower limit

Upper limit

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7
Q

Upper limit

ZPD

A

level of additional responsibility child or adolescent can accept with assistance of an able instructor.

Just enough support to progress but not do it for the student.

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8
Q

Lower Limit

ZPD

A

Task too difficult for a chid or adolescent to master alone; level of problem solving reached on these tasks by child or adolescent working alone.

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9
Q

Vygotsky Strengths

A
  • explained role of culture and social component of learning/development
  • direct applications to educational practice
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10
Q

Vygotsky Weaknesses

A
  • Some of the propositions difficult to test.
  • very philosophical at times.
  • Not a lot of empirical research during his lifetime.
  • He died at the peak of his career.
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11
Q

Vygotsky vs. Piaget

difference

A
  • Socialist constructivist vs cognitive constructivist
  • vygotsky has no stages
  • vygotsky saw language as an important school emerging from culture.
  • vygotsky:thinking and language become intertwined
  • piaget: thinking is a separate process.
  • Vygotsky: for all development in order to be successful you have to have education.
  • Piaget: didn’t think education was necessary for basic cognitive development
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12
Q

Information Processing Theories

A

Founding father is George Miller

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13
Q

George Miller (1920-2012)

Information Processing Theory

A

One of the fathers of cognitive psychology.

  • Chunking
  • goal directed problem solving.
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14
Q

Information Processing Theory

A

We engage in information processing daily

  • quantitiative: in nature with cognitive development
  • qualitative: learning new strategies for problem solving
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15
Q

Stroop Test

A

2 process
-certain tasks become so automatic it becomes hard to resist them.
-difficulty in task switching
having to follow a new set of instructions after becoming familiar with original task.

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16
Q

Mechanisms of Change

A

Encoding
automaticity
strategy construction
generalization

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17
Q

Encoding

Mechanisms of change

A

making sense of the stimuli in order to properly store or process it (visual, auditory, semantic, etc)

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18
Q

Automaticity

Mechanisms of change

A

Decrease in effort and load with experience in tasks

EX: when you first drive you have hands at 10 and 2. Later on you can move hands, listen to radio.

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19
Q

Strategy Construction

Mechanism of change

A

problem solving given info at hand and end goal.

EX: baby walking to a toy, am i get closer or moving away?
Mathematical strategies to learn new information

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20
Q

Generalization

Mechanisms of Change

A

Applying strategies to other problems.

When you learn a strategy you apply to a problem, often times strategy can be thrown off. Understanding you can still use strategy in different situation.

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21
Q

Info-Processing Key Terms/Processes

A

Multi-Store Model of Memory

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22
Q

Multi-Store Model of Memory

A

Executive Control Process

  • Sensory Register
  • Working Memory
  • Long Term Memory
23
Q

Sensory Register

auditory, sight

A

1-3 seconds
decide what I am being made aware of. constantly washed over and only catch about 2-4 words at a time.

EX: sound(hearing professor talk) echo, you will remember voice later.

24
Q

Working Memory

A

maintain 5-9 items with repetition.

Attention brings over memory from sensory register.

EX: telephone number or e-mail address

25
Q

Longer Term Memory

A

Sent from working memory with memory strategies.

26
Q

Executive Control Functions

A

Selective Attention
Task switching
Emotional Regulation

27
Q

Selective attention

A

Controlling what you focus on

EX: someone yells out name, loud noise, someone touching you reading a book

28
Q

Task switching

A
  • inhibitory control:

- Not well developed in young children (5yrs and up)

29
Q

Inhibitory control

A

being able to inhibit previous set of processes to put into new approach

30
Q

Metacognition

A

Thinking about thinking

EX: coming to conclusions about your learning style. Self awareness better we are at problem solving.

31
Q

Age Trends

info-processing developmental trends

A

Executive Functioning

  • marked development preschool years
  • fully active 6-7 years (increased metabolism in cortex, development in prefrontal lobe)
  • 14 to 16 yrs all tools developed (adult level): synaptic pruning, mylenation
  • processing speeds peak in mid-adolescence
    • long term memory increases well past adolescence
32
Q

Memory

A

Intentional and unintentional memory processing

33
Q

Intentional

memory

A

is memorization

ex: learning your birthday

34
Q

errors in memory

A

episodic memories are never 100% perfect.
- fuzzy traces, vague

-memories decay over time

35
Q

Interference

A 
retroactive= new hurts/old 
proactive= old hurts
36
Q

false memory

A

loftus experiment of car crash
-did the see broken glass?
answer manipulated by words used “bump” no glass “crash” glass.

37
Q

Rehersal

Memory

A

Not most affective

-simple strategy

38
Q

Organization

Memory

A

categories/cluster. more effective than cluster. CHUNKING

39
Q

Chunking

A

looking for the patterns

a type of orgnaization

40
Q

Elaboration

A

Most effective

Visual and verbal link between items or groups of info. Connecting conceptually or semantically takes time.

41
Q

Working memory

increases

A

increases from beginning of adolescences until early adulthood

42
Q

long term memory

A

effectively unlimited capacity. Improves throughout childhood and lifely in adolescence as well.

43
Q

memory test

A
  • digit span:

- word span: order doesn’t matter

44
Q

Decision Making

A
  • Important: decision opportunities become available
  • Decision making competency approves.
    • examine multiple perspectives, weigh risks, imagine outcomes, regulate emotions.
45
Q

personal fable

A

rules that apply do not effect me

EX: smoking I don’t inhale, I eat healthy.

46
Q

Critical Thinking

A

thinking reflectively, productively evaluating evidence before making decisions

47
Q

Critical thinking improves

A
  • speed
  • automaticity
  • breadth of content acknowledgment
  • greater and more spontaneous strategy use.
48
Q

Reasoning and Problem Solving

A

related to critical thinking

-Individual differences in problem solving

49
Q

Individual differences of problem solving

A

effects of language/prior knowledge/culture

EX: understanding you can get a better deal at vons than ralphs buy comparing the differences.

50
Q

Metacognition

A

Thinking about thinking, knowing about knowing.

-Self Regulatory Learning

51
Q

Self- Regulatory Learning

A

The self generation and self-monitoring of one’s thoughts, feelings, and behaviors in order to reach a goal

  • being aware of one’s goal
  • monitoring progress towards goals
52
Q

Info Processing Theory Critiques
Strengths
4

A
  • Produce testable hypothesis
  • model is intuitive
  • maturation/cognitive processes: biological change over time
  • describes simple process of change
53
Q

Info-Processing Theory Critique
Weaknesses
3

A
  • Does not take social interactions into account, enough
  • computer analogy fits a bit too well and maybe a product of our time.
  • Where is the unconscious? Hard time explaining that.
54
Q

Vygotsky

A
  • Russian
  • died from TB in 1934
  • Jew books burned in Russia

CAS 325B Chapter 1 (5 decks)

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