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PSYC 315 > module 2 & 3 > Flashcards

module 2 & 3 Flashcards

1
Q

What is Piaget’s stage theory of cognitive development?

A
  1. “construct” knowledge on basis of experiences w/ world
  2. proceed thru stages of development
    - basic learning mechanisms that help acquire info
    - characterise what children can & cannot do during specific periods in terms of cognitive reasoning
    - once reach new stage, don’t “go back”
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2
Q

What are learning mechanisms?

A
  • assimilation: translate info into form they can understand
  • accommodation: revise current knowledge structures in response to new experiences
  • equilibration: balance assimilation & accommodation to create stable understanding
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3
Q

What is the 1st stage in Piaget’s stage theory?

A

Sensorimotor: birth to 2 yrs

  • live in the here-and-now: ability to think & reason constrained by what they have access to thru senses
  • have basic motor systems (reflexes), sensory/perceptual systems, learning mechanisms
  • sensorimotor failures of object permanence
    • out of sight outof mind: cover object & don’t act like they think object is still there
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4
Q

What is the 2nd stage in Piaget’s stage theory?

A

Preoperational: 2-7 yrs

  • begin to represent experiences in language, imagery & symbolic thought
  • cannot perform reversible mental activities (“operations”)
  • focus on single, perceptually-salient aspect of event (centration)
  • preoperational failures of conservation, transitivity, egocentricity & appearance vs. reality
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5
Q

What are preoperational failures of conservation?

A
  • 2 identical containers w/ same amount of water
  • pour one into 3rd taller container, height of water looks taller
  • say 3rd has more water
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6
Q

What are preoperational failures of transitivity?

A
  • can’t perform transitive inferences:
    if A is greater than B & B is greater than C, can’t deduce that A is also greater than C
  • important for logical reasoning
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7
Q

What are preoperational failures of egocentricity?

A
  • struggle w/ taking another’s perspective

- failure of theory of mind

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8
Q

What are preoperational failures of apperance vs. reality?

A
  • appearance drives responses
  • even when told what it is, still respond as if guided by what it looks like
  • surface level changes affect how children reason abt individual
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9
Q

What is the 3rd stage in Piaget’s stage theory?

A

concrete operational: 7-12 yrs

  • reason logically abt concrete objects & events
  • difficulty thinking in purely abstract terms in combining info systematically
  • concrete operational failures systematic testing: don’t systematically test hypotheses
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10
Q

What is the 4th stage in Piaget’s stage theory?

A

formal operational: 12 yrs & beyond

  • not all typically developing children reach stage
  • think abt abstractions & hypotheticals
  • perform systematic “experiments” to draw conclusions abt world
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11
Q

What are the problems with Piaget’s theory? (1)

A

competence/perform distinction abt how researchers interpret child’s failure on given task:
- task may be too difficult/confusing

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12
Q

What are the problems with Piaget’s theory? (2)

A

problems w/ constructivism: poverty of experience
- evidence of children showing knowledge before having relevant experiences for Piaget to credit them w/ understanding

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13
Q

What are the problems with Piaget’s theory? (3)

A

problems w/ stages: inconsistency of timeline

  • succeed on tasks Piaget says they shouldn’t given stage of dvpm
  • preoperational stage children pass some tests when use motivating stimuli

preoperational failures of egocentricity:

    - behave in non-egocentric ways depending on complexity of question asked
    - show better success when measures don’t require verbal responses

adult errors of egocentricity

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14
Q

What are the pros of Piaget’s theory?

A
  • good overview of children’s thinking at different points
  • appealing due to its breadth
  • fascinating observations
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15
Q

What are the cons of Piaget’s theory?

A
  • stage model depicts children’s thinking as being more consistent than it is
  • children more cognitively competent than Piaget recognised
  • understates contribution of social world
  • vague abt cognitive processes/mechanisms that produce cognitive growth
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16
Q

What are information processing theories?

A

focus on structure of cognitive system & mental activities used to deploy attention and memory to solve problems

  • undergo continuous cognitive change
  • w/ development, cognitive flexibility helps them pursue goals
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17
Q

What are assumptions in information processing theories?

A
  1. child as limited-capacity processing system: thru learning & maturation of brain structures
    • expand amount of info processed at one time
    • process info faster
    • acquire new strategies & knowledge
  2. child as problem solver: active problem solvers
    • problem solving: attain goal by using strategy to overcome obstacle
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18
Q

What are memory system components?

A

differ w/ regard to how much info stored, length of time retained, neural mechanisms thru which operate & course of dvpm

  1. sensory
  2. working
  3. long-term
19
Q

What is sensory memory?

A

sights, sounds & other sensations just entering cognitive system & briefly held in raw form until identified

  1. hold moderate amount of info for fraction of a second
  2. capacity relatively constant over dvpm
20
Q

What is working memory?

A

info from environment & relevant knowledge brought together, attended to & actively processed

  1. limited in capacity & duration
  2. capacity & speed of operation increases over childhood & into adolescence
21
Q

What is long-term memory?

A

info retained on enduring basis

  1. retain unlimited amount of info indefinitely
  2. contents increase greatly over dvpm
22
Q

What are mental strategies in information processing theories?

A
  • emerge between ages 5-8
  • emerge as children begin formal schooling & have learned to practice them in school
  • rehearsal: repeating info over & over to aid memory
  • selective attention: intentionally focusing on info most relevant to current goal
23
Q

What are basic processes in information processing theories?

A

simplest & most frequently used mental activities:

  • associating events w/ one another
  • recognising objects as familiar
  • recalling facts & procedures
  • generalising from one instance to another
  • encoding: representing in memory info specific features of objects & events
24
Q

How does processing change across development?

A
  • speed of executing basic processes increases over childhood
  • biological maturation & experience contribute to increased processing speed: myelination & increased connectivity among brain regions
  • domain-general ability: increases on variety of different tasks similarly across dvpm
25
Q

What are core-knowledge theories?

A
  • children have innate cognitive capabilities
  • focus on areas important thruout our evolutionary history
  • core knowledge domains: broad range of areas
  • depict children as active learners
26
Q

What are sociocultural theories?

A
  • Vygotsky
  • cognitive dvpm occurs in interpersonal contact: emphasise importance of play
  • children are products of cultures: emphasise aspects of cognitive dvpm that involve use of cultural tools
27
Q

What is social scaffolding?

A

more competent ppl provide temporary framework that supports children’s thinking at higher level than they could manage on their own

28
Q

What are cultural tools?

A

innumerable products of human ingenuity that enhance thinking

29
Q

What is Vygotsky’s theory?

A
  • children as social learners: become participants in culture thru interactions w/ others and social environment of institutions, skills, attitudes & values
  • 3 phases in growth of ability to regulate behaviour
30
Q

What are the 3 phases in Vygotsky’s theory?

A
  1. behaviour controlled by other’s statements
  2. behaviour controlled by private speech: develop self-regulation & problem-solving abilities by telling themselves what to do aloud
  3. behaviour controlled by internalised private speech: silently tell themselves what to do
31
Q

What is the bioecological model?

A

Brofenbrenner: child’s environment is composed of multiple layers, extending from child at centre, outward to society

  • microsystem
  • mesosystem
  • exosystem
  • macrosystem
  • chronosystem
32
Q

What is the microsystem?

A

child is present & focuses on child’s activities/roles/relationships w/ immediate caregivers, family, etc.

33
Q

What is the mesosystem?

A
  • connections b/w microsystems

- supportive connections lead to positive outcomes

34
Q

What is the exosystem?

A

environmental settings not directly experienced but can affect child indirectly

35
Q

What is the macrosystem?

A
  • cultural values & beliefs

- larger cultural & social context within which other systems are embedded

36
Q

What is the chronosystem?

A
  • temporal dimension affecting experiences/values/etc.

- historical changes that influence other systems

37
Q

What did Liz Spelke and Renee Baillargeon suggest?

A
  • argued that:
    1. Piaget was wrong abt what children could & couldn’t reason about, esp. during sensorimotor period
    2. children had innate knowledge
  • object permanence in infants:
    • surprised when object removed
    • evidence shortly after birth
  • infants know a lot abt physical world before capable of operating on it
    1. coherence: 2 objects cannot occupy same physical space at same time
    2. continuity: objects persist even when out of sight
    3. contact: objects cannot move on their own unless acted upon by another object/agent
38
Q

What is the zone of proximal development?

A

range b/w what children can do unsupported & w/ optimal social support (social scaffolding)

39
Q

What is guided participation?

A

more knowledgeable individuals organise activities in ways that allow less knowledgeable ppl to learn

40
Q

What is joint attention?

A

intentional focus on common referent

41
Q

What is intersubjectivity?

A

mutual understanding established during communication

42
Q

What is social referencing?

A

children look to social partners for guidance abt how to respond to unfamiliar events

43
Q

What is content knowledge?

A

w/ age & experience, children’s long-term memories of experiences becomes increasingly detailed & accessible

PSYC 315 (10 decks)

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