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psych 304 > Lecture 3: Theories Of Cognitive Dev > Flashcards

Lecture 3: Theories Of Cognitive Dev Flashcards

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1
Q

What is cognitive dev

A

How humans acquire organize and learn to use knowledge

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2
Q

What are the 3 major theories of cognitive dev

A

1) Piaget theory
2) core knowledge theories
3) sociocultural theories

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3
Q

Who is Jean Piaget

A

Father of field of cognitive development
• Swiss psychologist
• In 1920, worked at the Binet Institute on intelligence tests
• At the time, children viewed as mini-adults
• Piaget intrigued by children’s wrong answers
• Piaget proposed that:
• Children’s thinking is qualitatively different
from adults’ thinking
• Cognition grows and develops through a series of stages

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4
Q

In 1920 How were children viewed

A

As mini adults (know less than adults
)

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5
Q

Did Piaget believe that children were mini adults

A

No he believed that they’re thinking is qualitatively different from adults

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6
Q

True or false: according to Piaget, cognition grows and develops through a series of continuous stages

A

False, discontinous

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7
Q

Why was Piaget intrigued by childrens wrong answers on intelligence tests

A

He noticed that kids of a similar age made similar types of mistakes (pattern)

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8
Q

What are the properties of Piaget stage theory

A

Children at different stages think in qualitatively different ways
• Thinking at each stage influences thinking across diverse topics
• Brief transitional period at the end of each stage:
• Before entering a new stage, children fluctuate between the type of thinking characteristic of the new, more advanced stage and the old, less advanced stage
• The stages are universal (not culture dependent) and the order is the always the same

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9
Q

According to Piaget theory, what is the relationship between children in diff stages of the stage theory

A

Children at different stages think in qualitatively different ways

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10
Q

True or false L in stage theory there is a brief transition period at the end of each stage

A

True

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11
Q

Explain the transitional period at the end of each stage in Piaget stage theory

A

Before entering a new stage, children fluctuate between the type of thinking characteristic of the new, more advanced stage and the old, less advanced stage
= DISCONTINUOUS

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12
Q

In Piaget theory , are the stages universal ?

A

Yes they are not cultural dependable and the order is always the same

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13
Q

In Piaget view, are children passive or Active learners and explain

A

They actively shape their knowledge of the world
(Have ideas about the world, perform experiments and draw conclusions from obsertvation

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14
Q

What are Piaget 4 view on children nature

A

They are active learners
They learn on their own
Intrinsically motivated
Their dev is shaped by nature and nurture

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15
Q

In Piaget view of children nature, how did children learn

A

On their own with no dependance on instructions from others

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16
Q

True or false and explain; Children are intrinsically motivated to learn •

A

True

Do not require rewards from other people

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17
Q

I’m Piaget view of children nature, does cognitive dev rely on nature or nutrture

A

Both, depends on actual brain maturation as well as thru relevant experiences

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18
Q

What are Piaget 4 stages of cognitive dev

A

Sensorimotor
Preoperational
Concrete operatatiomal
Formal operational

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19
Q

What age is the sensorimotor stage

A

Less than 2 years

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20
Q

What is the sensorimotor stage

A

Period of tremendous cognitive development due to new experiences and rapid brain development

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21
Q

In the sensorimotor world, how do children know the world

A

Through movements an pod sensation
(Thru reflexes and we adapt them to make them more adaptive)

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22
Q

Give an example of how a child changes in reflex’s to adapt

A

Change their sucking reflex for boob vs pacifier

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23
Q

What is a childs attitude of oneself at around 6 months in the sensorimotor stage

A

More interested in the world around them beyond their own bodies

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24
Q

Repetition of action that produce interesting results is characteristics of what stage of Piaget

A

Sensorimotor

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25
Q

When does object permanence develop according to Piaget

A

8 months

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26
Q

What is the definition of object permanence

A

Knowing that objects continue to exist even through they can no lknger be seen or heard

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27
Q

how is object permanence tested

A

tested by seeing how a baby reactts to an object being hidden

if doesn’t look for object or getts upset= no object permanence
if looks for object= developped object perrmanence

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28
Q

if you hide an object and th baby doesn’t look for object or getts upset, what does that mean

A

= no object permanence

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29
Q

if you hide an object and if looks for object, what does that mean

A

= developped object perrmanence

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30
Q

what is the. A-not B eerror

A

tendency to reach. for a hidden object where it was last found rather than in tthe new location where it was last hidden

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31
Q

what is an examplee the objeect permance is fragile

A

the fact that children committ a not b errors

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32
Q

at 8 months when object permancee is devlopped, is it perfect? yes or no and why

A

no , it is fragile (they still commit A not B errors)

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33
Q

when do a not b errors go away

A

around 12 months

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34
Q

explain the sensorimotor stage at 8-18 mnths

A

Greater active exploration of how objects can be used
• Intentional actions and experimenting to see how the outcome changes • E.g. Varying the height from which an object is dropped
• Allows for development of causality

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35
Q

give an example of kids in the sensimotor period doing inentional actions to see how outcome changes

A

varying the height from which an onject is dropped
(allows for dev of causality)

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36
Q

what is causality

A

understanding the cause and effect relationship

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37
Q

when are children able to form enduring mental representation

A

18-24 month

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38
Q

explain what is means for children to be abe to do enduring mental represnentaion

A

they are finally able to think about objects that are not necesarily in front of them

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39
Q

how do we know that at 18-24 month children are able to form enduring mental representation

A

it is indicated by deffered imitation (imitating smt that is no longer there)

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40
Q

if object permanence is not fully developped at 12 months when does it become more fully developped

A

18-24 months

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41
Q

true or false: kids have symbolic thought in the sensorimotor stage

A

false, in the preopperational stage yes

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42
Q

what age is the preopperational stage

A

2-7

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43
Q

what is symbolic thought

A

the ability to think about objects or events that are not within the immediate environment

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44
Q

what does symbolic though enable

A

language acquisition

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45
Q

at what age do children develop the abilit to use symbolic representaiton

A

2-7

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46
Q

what is the evidence that allows us to know that children develop the ability to use symbolic representation in the preopperational stage

A

they engage in pretend play and drawins (can imagine objetcs to have a differnet meaning or use)

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47
Q

egocentrism is a large trait in what stage of dev theory

A

preopperational

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48
Q

what is egocentristm

A

perceiving the world solely from ones own point of view (literally and perspective)

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49
Q

what age is egocentrism common

A

2-7

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50
Q

what is an example taht children in the preoprationaol stage are egocentric

A

difficulty taking another persons spatial perspective (video of kid with mountain)
-egocentric speech

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51
Q

what is egocentric speech

A

having a conversation with someone and not registering what the other person is saying (cannot stay on same topic)

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52
Q

what is a sign of progress that a child is moving away from egocentrism

A

increase in child`s verbal arguments
=means that child is at least paying attention to another perspective

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53
Q

what is stage is centration consistnt with

A

preopperational stage (2-7)

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54
Q

what is centration

A

tendency to focus on a single, perceptually striking feature of an object or event to the exclusion of other relevant features

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55
Q

what are the main concepts common in preopperational stage

A

symbolic thought
egocentrism
centration

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56
Q

What is the definition of contraction

A

• Centration: tendency to focus on a single, perceptually
striking feature of an object or event to the exclusion of other relevant features

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57
Q

In what stage do children struggle with the conservation concept

A

Propperatinal stage

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58
Q

What is the conservation concept

A

merely changing the appearance of an object does not change the objects’ other key properties

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59
Q

Be able to explain Piaget conservation tasks outcomes

A
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60
Q

What are the 4 types of conservation in Piaget tasks

A

Volume
Number
Matter
Length

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61
Q

When is the concrete operational stage

A

7 to 12

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62
Q

At what stage are children amble tovreseon logically about concrete objects and events

A

Concrete operational stage (7 to 12)
(Ex can understand the conservation coentop

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63
Q

According to Piaget, as of what age can you understand the conservation concept

A

After 7 years old

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64
Q

What are the e3 main concrete operations

A

Reversilibiltiy
Serration (transitive inference)
Cognitive maps

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65
Q

Define reversibility as a concrete operation

A

the capacity to think through a series of steps and then
mentally reverse direction, returning to the starting point

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66
Q

Define seriatjon as a concrete operation

A

the ability to order items along a quantitative dimension, such as length or weight

67
Q

What is mental serration called

A

Transitive inference

68
Q

What is transitive inference

A

Mental seriation

69
Q

Understand the example of transitive inference ( a not bigger than c ex)

A

,

70
Q

What are cognitive maps as a concrete operation

A

the mental representation of familiar large-scale spaces, such as their neighbourhood and school

71
Q

Although children in the concrete operational stage can reason logically, what is their limitation

A

Cannot think in purely abstract/hypothetical terms or generate systematic scientific experiments to test their beliefs

72
Q

What age is the formal operational stage

A

12 and up

73
Q

At what age does Piaget believe you can think abstractly and to reason hypothetically

A

12 and up

74
Q

True or false
Formal operational stage is universal

A

False, not everyone reaches it

75
Q

Explain the benefit of being in the formal operational stage

A

Since they can think abscracetly, Can imagine realities that are different than the current one
• Allows them to be interested in politics, ethics, science fiction, and to reason scientifically

76
Q

What does Piaget pendulum problem test

A

Deductive reasoning

77
Q

What is the Piaget pendulum problem and it’s implication to Children.

A

Determine the influence of weight and string length on the time it takes for the pendulum to swing back and forth
= Unbiased experiments require varying only one variable at a time
• Children under 12 perform unsystematic experiments and draw incorrect conclusions

78
Q

Which stage is categorized by Period of tremendous cognitive development due to new experiences and rapid brain development
• Know the world through movements and sensations

A

Sensorimotor

79
Q

Which stage is categorized by aspects such as egocentrism, and symbolic thought

A

Preopperational

80
Q

What stage is associated w the ability to reason logic about concrete objects and operations

A

Concrete operational stage

81
Q

Which stage Piaget is categorized by the ability to think abstractly and reason hypothetically

A

Formal operations

82
Q

During the sensorimotor period, infants know the world through what mechanism

A

Through their senses and movements

83
Q

By the end of what stage is object permanence achieved

A

Sensorimotor

84
Q

During the oreoperational stage, children can internally represent to world through whate

A

Language and symlbols

85
Q

In the preopperational stage, children thinking is categorized by what

A

Egocentrism and contraction

86
Q

In what stage do you begin to think logically about concrete objects

A

Concrete operations

87
Q

True or false, in concrete operational you can see the world from other perspectives

A

True

88
Q

How did Piaget suggest children learned

A

Through developing schemas and then new info is assimilated into these schemas (are accomodated)

89
Q

What is a schema (Piaget) and why is it useful for children

A

cognitive framework or concept that helps organize and interpret information

• Useful because they allow children to take shortcuts in interpreting vast amounts of information

90
Q

Explain how schemas are important for learning in children.

A

Useful because they allow children to take shortcuts in interpreting vast amounts of information

• As experience happens and new information is presented, new schemas are developed and old schemas are modified

91
Q

Be able to understand dfhe cow example with schemas and dog

A

My

92
Q

What is assimilation in context of schemas and learning

A

The process of taking in new information into already existing knowledge

93
Q

What is accommodation in terms of children learning and schemas

A

The process of improving current knowledge in light of new information

94
Q

What is equilibiration according to Piaget

A

• The process by which we balance assimilation and accommodation to create stable understanding

95
Q

Explain the 3 phases of equilibrium

A

Equilibration
• The process by which we balance assimilation and accommodation to create stable understanding
• 3 phases:
1. Equilibrium: Satisfied with knowledge of a particular thing
2. Disequilibrium: New information leads to realization that knowledge is inadequate and causes confusion
3. More sophisticated understanding of thing

96
Q

What are the 3 main strengths of piagetse theory

A

Provides a good overview of children’s thinking at different ages

• Exceptional breadth (Spans the lifespan, Examines many cognitive operations and concepts)

• Intuitively plausible depiction of children’s nature as active learners and how learning progresses

97
Q

What are the 2 applications of Piaget theory to education

A

Children’s distinctive ways of thinking at different ages need to be considered in deciding how to teach them
• E.g., cannot teach kids in concrete operational state about inertia and calculus

• Children learn best by interacting with the environment • Hand on learning
• Experiments

98
Q

What are the weaknesses in Piaget theory

A

Piaget didn’t use scientific method to develop theory • (Relied on observing own children)

• Children are more cognitively competent than Piaget recognized

• Theory underestimates the contribution of the social world to cognitive development

• Theory is vague about the mechanisms that give rise to how children think and produce cognitive growth

• Theory depicts children’s thinking as more consistent than it is (Once children reach a certain stage, their thinking is far more variable than Piaget thought)

99
Q

True or falsely and explain
Piaget didn’t use scientific method to dev theory

A

True he relied mostly on observing. His own choldren

100
Q

Did Piaget think kids were more or less competent than they were

A

Thought he was less comp

101
Q

What is the relationship between social work and cognitive dev in Piaget theory

A

There is none

102
Q

True or false: Core theories knowledge believes in innate knowledge

A

Yes

103
Q

Explain innate knowledge according to the Core knowledge theories

A

Children have some innate knowledge in domains of special evolutionary importance
• But many concepts are not mastered until later

104
Q

Explain domain specific learning mechanism

A

Children are born with specialized learning mechanisms that allow them to quickly and effortlessly acquiring additional information in domains of evolutionary importance

105
Q

Give some examples of domains where children are born with specialized learning mechanisms according to core knowledge theories

A

• Inanimate object and their mechanical interactions • Understanding the minds of people and animals
• Language
• Spatial layout
• Numbers

106
Q

What is the evidence that there are domain specific learning mechanisms and give example

A

• Acquisition of a skill early in life across cultures
• Acquisition is quick, effortless, and doesn’t require direct instruction

Ex: language acquisition

107
Q

Explain how language aquisitin is an example of the fact that there are domain specific learning maecahnsms that are innate

A

Almost all children master the grammar of their native language quickly and effortlessly without adult instruction

108
Q

True or false: Core-knowledge theorists proposed that object permanence may be present before 8 months of age

A

True

109
Q

What is the evidence for earlier object permanence

A

• When shown an object and then the light in the room is turned off, most infants younger than 8 months old will reach for where they last saw the object
• Suggests that they still expect it to be there

110
Q

Why is Piaget object permanence task perhaps not suitable to disprove object permanence

A

May be too difficult
Infants younger than 8 months old may fail Piaget’s object permanence task because haven’t developed the motor capacity to manually search

111
Q

What is a better/More age-appropriate way to measure object permanence. That is not through reaching and grabbing

A

To examine looking behaviour vs actually needed motor skills

112
Q

Explain the violation of expectation paradigm

A

Infants are habituated to an event

• Test: presented with a possible and impossible event that are variations on the habituation event

• Possible event: consistent with knowledge or expectation being examined in the study
• Impossible event: violates knowledge or expectation being studied

• Longer looking at the impossible event indicates that the infant possesses the physical knowledge being studied
• Impossible event is viewed as more novel/ unexpected

113
Q

In the violation of expectation paradigm, what is a possible event

A

consistent with knowledge or expectation being examined in the study

114
Q

In the violation of expectation paradigm, what is an impossible event

A

Event that violates knowledge or expectation being studied

115
Q

In the violation of expectation paradigm, what does looking longer at the impossible event indicative

A

indicates that the infant possesses the physical knowledge being studied
• Impossible event is viewed as more novel/ unexpected

116
Q

Be able to explain the drawbridge study

A
117
Q

What was the results of the drawbridge study

A

Infants as young as 3.5 months old looked longer at the impossible event (drawbridge going through a box) than the possible event
• Indicates surprise due to violation of expectation that solid objects can’t go through another solid object

118
Q

What was the final conclusion of the drawbridge study

A

Shows that infants knew that the box still existed behind the bridge even though they couldn’t see it
• Suggests that infants as young as 3 1⁄2 months old have object permanence

119
Q

Using the drawbridge study, when does it stipulate that infants have object permanence

A

As young as 3.5 months

120
Q

True or false: in both Piaget and core knowleydg, they asssume children to be a Active learners

A

True

121
Q

Which theory (Piaget or core knowledge) stipulates innate knowledge and explain

A

Core knowledge
See children as more cognitively advanced than Piaget

122
Q

Which theory (Piaget or core knowledge) is a discontinuous model

A

Piaget

123
Q

Which theory stipulates general learning mechanism

A

Piaget
Ex: equilibrium

124
Q

Which theory stipulates domain specific learning mechanisms m

A

Core knowledge

125
Q

What do social cultural theories emphasis

A

Emphasize that other people and the surrounding culture contribute greatly to children’s development

126
Q

True or falsies and explain
Core knowledge theory Emphasize that other people and the surrounding culture contribute greatly to children’s development

A

False, that’s sociocultural perspective

127
Q

Who is lev vygostky

A

Russian psychologist
• Most well-known sociocultural theorist
• Developed his theory of child development at the same time as Piaget
• Largely unknown outside of Russia until the 1970s

128
Q

Which theory stipulates that children learn on their own

A

Piaget

129
Q

Which theory/who stipulates that children learn from more knowledgeable members of society

A

Vgotsky/sociocultural

130
Q

What are the differences between Piaget and vigtski

A

Piaget: Children learn on their own
• Children acquire knowledge about universal concepts (e.g. time, causation)
• Discontinuous changes

Vygotski: Children learn from more knowledgeable members of society
• Children acquire knowledge that is shaped by their culture and the time they live in
• Continuous changes

131
Q

What affect does culture have in learning in vygtoskis model

A

Children learn from more knowledgeable members of society
• Children acquire knowledge that is shaped by their culture and the time they live in

132
Q

In the social cultural perspectives model (vyg) how do children acquire skills

A

Children acquire skills through collaborative dialogues with more knowledgeable members of society
• Universal process across cultures

133
Q

How do children learn According to sociocultural theorists,

A

children learn through:
Intersubjectivity
• Guided participation
• Social scaffolding in zone of proximal development

134
Q

Which theory believes Learning should centre around zone of Proximal development

A

Social cultural

135
Q

What is intersubjectivity

A

The mutual understanding that people share during communication

136
Q

What does intersubjectiveity require and explain

A

Joint attention
(Child and more knowledgeable member of society focus on the same object)

137
Q

Intersubjectivitys foundation is learning from self or others

A

Others

138
Q

Intersubectivety is an aspect important to what theory

A

Social cultural perspective

139
Q

What is guided participation

A

Assist children as they perform adult-like activities

140
Q

Guided Participation. Is important in what theory of cognitive dev

A

Social cultural perspective

141
Q

What is social scaffolding

A

A process in which more competent people provide a temporary framework that supports children’s thinking at a higher level than children could manage on their own
• Involves more explicit instruction and breaking a task down than guided participation
• Support is tapered off (withdrawn) as a child learns to perform the skill themselves

142
Q

Best when social scaffolding is in what zone

A

Zone of proximal dev

143
Q

What is the zone of proximal development

A

The difference between what a child can do without help and what they can achieve with guidance and encouragement from a knowledgeable social partner

144
Q

Tasks that are just beyommg a child’s individuals capacity are considered to be in what zone

A

Zone of proximal development

145
Q

When do children learn best according to social cultural perspectives

A

When scaffolding in ZPD

146
Q

Be able to give example of scaffolding and ZPD

A

Puzzle

147
Q

According to vggotysku, adults transmit knowledge to children how

A

Through language

148
Q

Explain how language is the foundation of intellectual thought according to to vygotsky

A

Language is the foundation of intellectual thought
1. Parents regulate children’s behaviour through language
2. At age 3, children start regulating their own behaviour with private speech
(Tell themselves out loud what to do the same way their parents would have done, Most common in 4-6 year olds! More likely on more difficult tasks)
3. Private speech becomes silent, i.e., thought

149
Q

When is private speech most common

A

In 4 to 6 years old

150
Q

When does private speech become silent

A

Past the age of 6

151
Q

What theory stipulates that children acquire skill through collective dialogues with more knowledgeable,e members of society

A

Social cultural perspective

152
Q

According to the sociocultural perspective, content of what children learn is decided by what

A

Culture

153
Q

Independence cultures are common where

A

Western cultures

154
Q

Where are interdependent cultures common

A

In East Asian copies

155
Q

In independent cultures there is attending to one self of the group

A

Attending to self, self assertion, uniqueness

156
Q

In interdependent cultures, attending to self or the group

A

Attending to the group, group harmony, fitting in

157
Q

In independent cultures what type of thinking is common and explain

A

Analytical
Focus on objects
Objects exit independent of context

158
Q

In interdependent cultures what type of thinking is common and explain

A

Holistic thinking

Focus on context as a whole
and associations
Attend to relationships among objects and relationships among objects and context

159
Q

Example of cultural difference in memory

A

Chinese children’s earliest memories include more references to other people = interdependent

• American children’s earliest memories include more references to own feelings and reactions = independent

160
Q

what is the applications of social cultural theories to education to

A

• Teaching should be aimed at zone of proximal development

Teaching should use social scaffolding
• Engage and maintain child’s interest
• Manage child’s frustration by being supportive and adapting learning to where they’re at
• Emphasize important features of a task
• Demonstrating the task

Peer learning
• Placing students in peer groups where more advanced students can teach less advanced students70

161
Q

True or false:

A

All theories view nature and nurture as important to shaping development and see children as active learners

162
Q

Piaget believes that cognitive development occurs in continuous or distinct stages

A

Distring

163
Q

Piaget theory children learn on their own And do not require rewards therefore are

A

Intrinsically motivated

164
Q

In core knowledge , what is more emphasized nurture or nature

A

Emphasize innate knowledge (nature)

psych 304 (10 decks)

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