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Sem 2 - SPHY100 - Communication & Development across the Lifespan > Module 2 - Theories of communication & cognitive development > Flashcards

Module 2 - Theories of communication & cognitive development Flashcards

1
Q

What is a theory?

A

Set of ideas that
Describe, explain and predict behaviours

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2
Q

Why are theories important? What do they do? (5)

A

Describe
Explain
Guide research & optimise development
Inform practice
Provide understanding of typical or atypical processes

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3
Q

4 major developmental issues:

A

Nature & Nurture
Activity & Passivity
Continuity & discontinuity
Universality vs Context Specificity

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4
Q

Nature & Nurture
(Developmental Issues)

A

nature (genetics) or
nurture (environmental factors)

causes individual developmental differences

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5
Q

Activity & Passivity
(Developmental Issues)

A

Activity: whether children are active contributor to their own development

Vs

Passivity: passive recipients of environmental influence

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6
Q

Continuity & Discontinuity
(Developmental Issues)

A

Continuity: Development is gradual, continuous process

Discontinuity: development occurs in a series of distinct stages

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7
Q

Universality & Context Specificity
(Developmental Issues)

A

Universality: human development influenced by universal, biologically determined factors

Context specificity: development influenced by cultural & environmental factors

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8
Q

Cognition:

A

Psychological processes that allows individuals to
Transform
Manipulate
Store
Recover
Use information

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9
Q

Communication

A

Process that involves
Perceive & understand what someone is saying
Planning and express your own message

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10
Q

3 theories of cognitive development:
Traditional: (2)
Newer Approach: (1)

A

Traditional:
Piaget
Vygotsky

Newer:
Information processing Models

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11
Q

3 basic components of Piaget’s cognitive development theory:

A

Schemas
Adaptations
Stages

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12
Q

Piaget’s Theory: Cognition is an active process that occurs with (2)

A

Physical maturation
Interaction with the environment (experiences)

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13
Q

Piaget’s Theory: how do children construct knowledge? (2)

A

Interaction
reflection

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14
Q

Schemas:
(3 components of Piaget’s Cognitive Theory)

A

Construction of knowledge
Organised patterns of reaction to stimuli

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15
Q

Schema for ‘dog’

A

Four legs, furry, barks, tail, pet etc.

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16
Q

Adaptation
(3 components of Piaget’s Cognitive Theory)

A

Change in response to environment

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17
Q

Adaptation: 3 processes

A

Something unfamiliar happens (understanding is disturbed) - >

Child needs to re-establish equilibrium ->

Leads to cognitive development (new schema)

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18
Q

Stages: 4 broad stages of cognitive development
(3 components of Piaget’s Cognitive Theory)

A

1 - Sensorimotor
2 - Preoperational
3 - Concrete operational
4 - Formal operational

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19
Q

Sensorimotor stage:
Age / Description

A

0-2 years / Child’s knowledge limited to motor & sensory perceptions, abilities & activities

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20
Q

Sensorimotor stage:
Key foundational skills for language (4)

A

Imitation (imitation for learning. Eg. Clap hands when you clap)

Means-end behaviour (action to achieve goal. Eg. Using stick to reach a toy)

Object permanence (know an object still exists when they are out of view -> you can refer to it. Eg. Look for toy they have lost

Symbolic play (use objects to represent something eg. Block to represent a mobile)

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21
Q

Preoperational stage:
Age / Description

A

2-7 years / Children begin to represent knowledge symbolically, egocentric view

22
Q

Preoperational stage:
Key features (4)

A

Symbolic behaviour (eg. Pretend play)
Major language development
Problem solving skills: one dimension conservation tasks
Egocentric viewpoint: their perspective only (eg if they cover their eyes, they think that others can’t see them)

23
Q

Concrete operational stage:
Age /Description

A

7-11 years / logical thought processes with concrete and specific things and classification of similarities & differences in objects

24
Q

Formal Operational stage:
Age / Description

A

11 years up / capable of abstract thinking and problem solving

25
Q

4 issues with Piaget’s cognitive theory

A

Evidence against broad stages
(inconsistency with performance)

Development of earlier stages
(some experiments criticised for children making errors because they didn’t understand rather than didn’t have the capacity)

Evidence that concepts can be trained

Mechanisms of developmental change
(imprecise)

26
Q

Vigotsky social-cultural theory: Key Features
(3 cognitive development theories)

A

Social & cultural factors influence development

27
Q

Vigotsky: Difference to Piaget’s cognitive theory (2)

A

No single principle for development (Piaget’s equilibrium)
Less focus on stages and ages

28
Q

Zone of Proximal Development (ZPD): description

A

Difference between what they can do without help vs what they can do with help

29
Q

Zone of Proximal Development (ZPD): development is dependent on __ (2)
(Vigotsky’s social cultural theory)

A

Guided participation (learn by participating with parent aid)
Scaffolding (process where more skilled learner provides help to less skilled learner

30
Q

Scaffolding: in SLP
(Zone of Proximal Development)

A

Staged process that progresses from SLP led activity to independent task achievement. (verbal prompts -> reduced level of support -> perform task independently)

31
Q

IP (information-processing) model: Cognitive Development is due to

A

Development is due to mental processes
Maturation of the brain to receive and process information

32
Q

IP Model: 5 mental processes -> cognitive development

A

Attention
Sensory - perception
Memory
Processing speed
Decision making (executive functioning)

33
Q

IP model vs Piaget’s model: differences

A

Focus on gradual and continuous changes vs stages
Focus on across lifespan instead of just childhood (Piaget & Vigotsky)

34
Q

IP model: Hardware (3) + Software (3)

A

Hardware:
Nervous system: brain
Sensory receptors
Neural pathways

Software:
Rules
Strategies
Mental processes

35
Q

3 theories for Language Development:

A

Learning (behavioural) theory (language development is taught)

Nativist Theory (language development is due to born skills)

Interactionist Theory (language development due to biological and social influences)

36
Q

Learning Behavioural theories:
Parents model -> children___ -> Parents ____ -> children learn

A

Parents model -> children copy ->
Parents reinforce -> children learn

37
Q

Learning theories: 2 conditioning theories

A

Classical Conditioning (involuntary, involves unconditioned stimulus + conditioned stimulus -> Conditioned response)
Operant conditioning: learning through punishment and reinforcement of behaviour

38
Q

Learning theories: Limitations (3)

A

Children say things they have not heard before
Children don’t say some things they hear regularly
Parents reinforce only a small amount of what children say

39
Q

How do SPs use learning theories?

A

Operant conditioning (reinforcements: praises, stickers, games)

40
Q

Nativist Theory (generative grammar): Key Features (4)

A

Innate ability to learn language
Universal Grammar
Critical Time period
Language acquisition device (LAD) (triggered when children hear speech, allows them to learn language)

41
Q

Nativist Theory: model

A

Linguistic input -> triggers LAD + linguistic processing skills + existing knowledge -> Language theory (phonology, semantics, morphology, syntax) -> Child’s grammatical competence

42
Q

Interactional Theory
(Language development Theories)

A

Language development => interaction between nature + nurture

43
Q

Interactionalist: Usage Theory

A

Children are biologically prepared for language aquisition
Language use -> language structure acquisition

44
Q

Usage theory: Language acquisition 2 skills

A

1 - Intention Reading skills (share attention with adults over subject, adult pointing to a duck)

2 - Pattern finding skills (categorising)

45
Q

Ecological Systems Theory (Development): Key features (3)

A

Development = Complex system
Environment + biology
Child influences the environment

46
Q

Bronfenbrenner’s bio ecological Model: 5 Systems

A

Microsystem
Mesosystem
Exosystem
Macrosystem
Chrono System

47
Q

Microsystem:
(Bronfenbrenner’s Ecological Model)

A

Immediate environment an individual lives (school, peers, family, church)

48
Q

Mesosystem:
(Bronfenbrenner’s Ecological Model)

A

Interactions between different elements in the microsystem (parents & teachers)

49
Q

Exosystem:
(Bronfenbrenner’s Ecological Model)

A

Social settings that indirectly impact the individual’s development (social institutions, parent’s jobs, politics, community resources)

50
Q

Macrosystem
(Bronfenbrenner’s Ecological Model)

A

Cultural context an individual lives

51
Q

Chronosystem
(Bronfenbrenner’s Ecological Model)

A

Changes that occur over time in an individual’s life & environment (divorce, motherhood, role of time)

Sem 2 - SPHY100 - Communication & Development across the Lifespan (2 decks)

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