Midterm Flashcards
Development
Orderly, adaptive changes from conception to detah
Maturation
Genetically programmed, naturally ocurring changes over time
Which theorist is discontinuous (based on qualitative)
Piaget
3 general principles of development
People develop at different rates
Development is relatively orderly
Takes place gradually
Cerebellum
Balance and smooth, skilled movements
Hippocampus
Recalling new information
Amgydala
Emotions
Thalmaus
Learn new information, especially verbal
fMRI
Blood flow during cognitive tasks
- Excellent spatial, terrible temporal
Event related potential
Assess electrical activity in brain as neurons fire
- Excellent temporal, poor spatial
Positron Emission Tomography
Track brain activity under different conditions
Weight of brain
1 pound at birth, 3 at adulthood
Experience-Expectant pruning
Synapses are overproduced in certain regions in anticipation of stimulation
Experience-Dependant pruning
Synaptic connections form based on experience, in response to neural activity in regions that are unable to process information
Cortical Hypoarousal
Diminished brain activity
What fills the spaces between neurons?
Glial cells: White matter that fights infections, controls blood flow and provides myelin
Myelination
Coating of axon fibres with insulating fatty glial covering
Cerebral cortex
Thin, outer sheet covering and largest brain area – responsible for complex thinking
What brain areas develop first and last
Motor first
Frontal lobe last
Temporal lobe
Emotions and judgement
Lateralization
Specialization of the two hemispheres results in faster processing
Who has less specialization
Women and left handed people
Left and right hemisphere specializations
Left: Language
Right: Spatial processing and emotions
How much sleep do teens need
9-10 hours
Two systems controlling impulses and risky behaviour
Limbic system
Prefrontal cortex
Limbic system
Growth causes teens to become more responsive to pleasure seeking stimulus
Sensory Store
Very large capacity but decays in a few seconds
- Attention guides information to short term or working memory
Short-term Memory
7+/- 2 chunks for 20 seconds
Either pulled from sensory register or long-term memory
Working memory
2 items fewer than STM
Can come from sensory or long-term
Capacity of working memory
2 items in childhood
4-5 in adulthood
Working memory sub system levels
Central executive
Visuospatial sketchpad, episodic buffer, Phonological loop
Long term memory
When does working memory grow rapidly
8-12
Recall
Generating mental representation of an absent stimulus
Reconstruction
Select and interpret information as it is encoded, stored or retrieved
Do kids do better with verbatim or gist?
Verbatim
3 steps in creating automatic memories
Cognitive
Associative
Autonomous
First memory
3.5 years
Amnesia
Infantile– 0-2
Childhood– 2-6– memories are flaky
When does the hippocampus stop developing
7
4 pre-literacy skills
Vocabulary
Alphabet recognition
Phonological skills
Listening comprehension
Morrison grade 1 reading
Computer gives student an individualized prescription for mix of phonics and whole word learning
Sustained attention
Staying on task
When does sustained attention increase sharply
2-3 years
Production deficency
Preschoolers open all the doors
Control deficency
Strategy but no inhibition – 5
Utilization Deficency
6 year olds master the strategy but do not yet see improved performance
Script
Repeated events, usually in causal order– earliest efforts at planning actions to lead to desired goal
Cognitive views of learning
Learning as an active mental process of acquiring and using knowledge – kids play an active role in their own learning
Perception
Interpretation of sensory information
Bottom up processing
Perceiving based on separate, defining features and assembling them into a recognizable pattern
Gestalt processing
People organize their perceptions into coherent wholes
Top down processing
Making sense of information by using context and what we already know
Cognitive load
Volume of resources needed to complete a task
Intrinsic CL
Unavoidable– resources required by the task itself, regardless of other stimuli
Extraneous CL
Avoidable/Manageable– Resources required to process irrelevant stimuli
Germane CL
Desirable– Deep processing of information related to task, including application of prior knowledge
Maintenance rehearsal
Repeating yourself to keep information in working memory
Elaborative rehearsal
Keeping information in working memory by associating it with something you already know
Interference
Processing new information interferes or gets confused with old info
Declarative knowledge
Verbal information, facts, knowing that something is the case
Procedural knowledge
Knowing how to do something
Self-regulatory knowledge
Knowing how to manage your own learning, when to use procedural or declarative knowledge – conditional knowledge
Explicit memories
Long-term memories requiring conscious recall
Semantic memory
Memory for meaning and declarative knowledge
Propositional Network
Set of interconnected concepts and relationships where long-term knowledge is held– recall of one will trigger recall of related
Dual coding theory
Information is stored in LT as either visual images, verbal units or both
Prototype
Best representation of a category
Exemplar
Actual memory of specific object, compared with the item in question to see if they are in the same category
Productions
Contents of procedural memory, rules about what action to take
Priming
Activating a concept in memory, or the spread of action from one concept to another
Generative learning
Meaningful learning happens when students focus on relevant information and build connections
Levels of processing theory
Recall of info based on how deeply its processed
Spreading activation
Retrieval of pieces of info base don their relatedness to one another
Loci method
Associating items with specific places
Rote memorizing
Remembering info by repetition without understanding the meaning
Serial-position effect
Tendency to remember the beginning and end of a list
Metacogntion
Use procedural, declarative and self-regulatory knowledge to solve problems
When does metacognition develop
5-7
LINCS Vocabulary strategy
Stories and imagery help students learn and remember words and their meanings
Schema-driven problem solving
Recognizing a problem as a disguised version of an old problem for which you have a solution
Algorithm
Step by step procedure for solving a problem
Heuristic
General strategy used in problem solving
Means end analysis
Heuristic in which goal is divided into sub goals
Analogical thinking
Heuristic in which one limits the search for solutions to situations that are similar
Functional fixedness
Inability to use objects or tools in a new way
Response set
Rigidity; respond in the most familiar way
Representativeness heuristic
Making judgements based on prototypes
Availability heuristic
Judgements base don availability of info in memory
Confirmation bias
Seeking info that confirms our beliefs
Creativity
Ability to produce work that is original, appropriate and useful
Divergent thinking
Coming up with many possible solutions
3 sources of creativity
Domain-relevant skills
Creativity-relevant processes
Intrinsic task motion
Piaget
People learn by acting on their environment
People are active constructors of their own knowledge
4 factors that influence thinking
Biological maturation
Activity
Social experiences
Equilibration
Disequilibrium
If the scheme does not match the situation, motivates us to look for a solution using accommodation and assimilation
2 basic instincts of species
Organization
Adaptation
Sensoromotor Stage
Basic mental representations begin at 2
Develop object permanence
Beginning of goal directed behaviour
Circular reaction
Something happens by accident and baby learns to repeat it
Tertiary circular reaction
Start experimenting with objects around them– 12-18 months
Schemes
Psychological structures, units of thought
Assimilation
Adding new information to existing schema
Accomodation
Change schema to fit new incoming information
Object permanence
Understanding that objects exist even when they are out of sight – 8 months
A- not- B error
With increasing age, babies first look correctly before they reach correctly – the more they reach for A, the harder it is to reach for B
When do mental representations develop
2-7 years
Preoperational thought
Cannot perform mental operations
2 relapses of egocentric thought in teens
Personal fable
Imaginary audience
4 reasons Piaget was wrong
Kids begin thinking abstractly earlier than he thought
Adults are less logical than he thought
Formal operations are not universal
Cognition isnt as broadly stage like
Neopiagetian Theories
Retian Piaget’s insights about construction of knowledge, with added findings from information processing theories
3 tiers children go through when learning a new skill
Actions
Representations
Abstractions
3 educational principles form Piaget
Discovery learning
Sensitivity to child’s readiness to learn
Acceptance of individual difference
Vygotsky
Social influence can create cognitive structures and thinking processes- role of language
Zone of proximal development
Tasks child cannot do on their own, but can learn with the help of an adult
Cultural tools
Real tools and systems that help people communicate and create knowledge
Sociocultural theory
Cognition based on social interactions and language
– how interactions with older adults changed the way kids think
Private speech
Piaget thought it was immature, Vygotsky thought it was the foundation for all higher order processes
Piaget play
emerges spontaneously in second year
– by 2 years play is initiated just as much by kids as mother
3 principles of Vygotsky education
Assisted discovery
Differentiated learning
Peer collaboration
2 reasons vygotsky was right
Explains cultural diversity
Emphasizes importance of teaching
2 reasons vygotsky was wrong
Deemphasizes observation and other learning methods
Viewed child as passive
Sequential design
Balance trade offs of longitudinal and cross sectional design
Disability
Inability to do something specific
Handicap
Disadvantage in a particular situation
Intelligence
Ability to acquire knowledge for solving problems and adapting to the world
Fluid intellugence
Mental efficency that is culture free and non-verbal – grounded in brain development
Crystallized intelligence
Ability to apply culturally approved problem solving methods – can increase though lifespan
Spearman general intelligence
(g) general factor in cognitive ability that is related to varying degrees of performance on mental tests– mental energy
8 Gardner intelligences
Linguistic Musical Spatial Logical-mathematical Bodily Intrapersonal Interpersonal Narturalist
6 entry points for curriculum
Narrative Logical/quantitative Aesthetic Experiential Interpersonal Existential/Foundational
3 intellugences in Sternberg Triarchic Theory
Analytic– applying components to familiar situations
Creative
Practical– choosing an environment where you can succeed
3 components in Stenberg theory
Metacomponents– executive functions
Performance – implementing strategies
Knowledge acquisition–Separating relevant information when learning
WICS
Wisdom, Intelligence, creativity synthesized
Binet
Determined mental age and IQ
Flynn Effect
Steady rise in IQ over generations due to better social conditions
Stuttering
Age 3-4
Theory of mind
Awareness that they and others have minds, thoughts and emotions– autistic kids lack this
Standard deviation numbers
65
95
99.7
–outside of 2 SD is exceptional– 2.5%
Reliability
Does the test give you the same score if you took it again
– consistency
Content validity
Did it cover the range of abilities you were trying to test
Criterion validity
Did it make the predictions you want it to
Construct validity
Are you assessing what you think you are
Normed comparison
How you did relative to peers
Standard error of measurement
Hypothetical estimate of variation in scores if testing were repeated
