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TOS DevPsych > Module 5: Cognitive Development > Flashcards

Module 5: Cognitive Development Flashcards

1
Q

Cognitive Development

A

+ by Jean Piaget
+ viewed intelligence as a process that helps an organism adapt to its environment
+ children are not born with innate ideas of reality
+ development as the product of children’s attempts to understand and act upon their world
+ begins with an inborn ability to adapt to the environment
+ provided rough benchmarks for what to expect of children at various ages and has helped educators design curricula appropriate to varying levels of development
+ stage-oriented
+ active

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2
Q

Constructivism

A

children actively construct new understandings of the world based on their experiences

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3
Q

What are the processes that cognitive growth occurs in?

A
  1. Organization
  2. Adaptation
  3. Equilibration
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4
Q

Organization

A

tendency to create categories

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5
Q

Schemes

A

+ ways of organizing information about the world that govern the way the child thinks and behaves in a particular situation
+ actions or mental representations that can be performed on objects

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6
Q

Adaptation

A

how children handle new information in light of what they already know

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7
Q

What are two processes/ways that children process information?

A
  1. Assimilation
  2. Accommodation
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8
Q

Assimilation

A

incorporating it into existing cognitive structures

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9
Q

Accommodation

A

adjusting one’s cognitive structures to fit the new info

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10
Q

Equilibration

A

+ children want what they understand of the world to match what they observe around them
+ their understanding = what they observe

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11
Q

What was the problem with the cognitive development theory by Piaget?

A

underestimated Children and overestimated adults (not all people develop formal operations)

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12
Q

What are the stages of cognitive development?

A
  1. Sensorimotor
  2. Pre-operational
  3. Concrete operational
  4. Formal operational
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13
Q

Sensorimotor Stage

A

+ the first stage of Jean Piaget’s cognitive development
+ Children constantly assimilate and accommodate as
they seek equilibrium

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14
Q

When does the sensorimotor stage occur?

A

approximately from birth to 2 years old

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15
Q

Circular Reactions

A

an infant learns to reproduce events originally discovered by chance

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16
Q

Assimilation

A

occurs when children use their existing schemes to deal with new information

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17
Q

Accommodation

A

occurs when children adjust their schemes to take new information and experiences into account

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18
Q

Organization

A

grouping of isolated behaviors and thoughts into higher-order system

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19
Q

Disequilibrium

A

cognitive conflict

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20
Q

Equilibration

A

children shift from one stage of thought to the next

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21
Q

What are the substages of the sensorimotor stage?

A
  1. Use of Reflexes
  2. Primary Circular Reactions
  3. Secondary Circular Reactions
  4. Coordination of Secondary Schemes
  5. Tertiary Circular Reactions
  6. Mental Combinations
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22
Q

Use of Reflexes

A

+ Age: birth to 1 month
+ Focus: reflexes
+ Exercise their inborn reflexes and gain some control over them
+ Practice their reflexes and control them (e.g., sucking whenever they want to)

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23
Q

Primary Circular Reactions

A

+ Age: 1-4 months
+ Focus: pleasure
+ Repeat pleasurable behaviors that first occur by chance
+ Begin to coordinate sensory information and grasp objects
+ They turn towards the sounds

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24
Q

Secondary Circular Reactions

A

+ Age: 4-8 months
+ Focus: interesting results\
+ Repeat actions that brings interesting results
+ Learns about causality

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25
Q

Coordination of Secondary Schemes

A

+ Age: 8-12 months
+ Focus: usage of previously learned info
+ Coordinate previously learned schemes and use previously learned behaviors to attain their goals
+ Can anticipate events

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26
Q

Tertiary Circular Reactions

A

+ Age: 12-18 months
+ Focus: exploration
+ Purposefully vary their actions to see results
+ Actively explore the world
+ Trial and error in solving problems

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27
Q

Mental Combinations

A

+ Can think about events and anticipate consequences without always resorting action
+ Can use symbols such as gestures and words, and can pretend
+ Transition to Pre-operational stage
+ Learns about numbers

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28
Q

Representational Ability

A

+ the ability to mentally represent objects and actions in memory, largely through symbols such as words, numbers, and mental picture
+ infants develop the abilities to think and remember

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29
Q

What kind of imitation develops in babies?

A

Visible Imitation that uses body parts that babies can see develops first followed by Invisible Imitation (involves with parts of the body that babies cannot see)

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30
Q

Deferred Imitation

A

+ Piaget believed that children under 18 months could not engage in Deferred Imitation
+ Reproduction of an observed behavior after the passage of time
+ Children lacked the ability to retain mental representations
+ Children imitate an action at some point after observing it

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31
Q

What is the cognitive state of children aged about 8 months?

A

Infants under the age of about 8 months act as if an object no longer exists once it is out other line of sight

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32
Q

Object Permanence

A

the realization that something continues to exist when out of sight

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33
Q

What is the cognitive state of children aged until about 15 months?

A

Until about 15 months, infants use their hands to explore pictures as if they were objects

34
Q

What is the cognitive state of children aged by 19 months?

A

By 19 months, children are able to point at a picture of an object while saying its name, demonstrating an understanding that a picture is a symbol of something else

35
Q

Dual Representation Hypothesis

A

proposal that children under age of 3 have difficulty grasping spatial relationships because of the need to keep more than one mental representation in mind at the same time

36
Q

Pre-operational

A

+ Jean Piaget’s second stage of cognitive development
+ Lasting from ages 2 to 7, characterized by the expansion in the use of symbolic thought
+ Children begin to represent the world with words, images, and drawings
+ Dominated by egocentrism and magical beliefs
+ Does not yet perform Operations (which are reversible mental actions that allow children to do mentally what before they could do only physically)

37
Q

Preoperational Thought

A

beginning of the ability to reconstruct in thought what has been established in behavior

38
Q

What are the parts that the pre-operational stage is divided into?

A
  1. Symbolic Function
  2. Intuitive Thought
39
Q

Symbolic Function

A

+ being able to think about something in the absence of sensory or motor cues
+ can use symbols, or mental representations such as words, numbers, or images to which a person has attached meaning

40
Q

What concepts are under Symbolic Function?

A
  1. Deferred Imitation
  2. Pretend Play
41
Q

Pretend Play

A

fantasy play, dramatic play, or imaginary play; children use an object to represent something else

42
Q

What is the most extensive use of symbolic function?

A

The most extensive use of symbolic function is language

43
Q

When does symbolic function occur? (what age)

A

Occurs between ages of 2 and 4

44
Q

Intuitive Thought

A

+ begin to use primitive reasoning and want to know the answers to all sorts of questions
+ occurs approx. 4-7 yrs of age
+ children also begin to able to understand the symbols that describe physical spaces
+ Piaget believed that children cannot yet reason logically about causality

45
Q

What are the concepts under intuitive thought?

A
  1. Transduction
  2. Identities
  3. Animism
  4. Centration
  5. Egocentrism
  6. Conservation
  7. Theory of Mind
46
Q

Transduction

A

they mentally link two events, especially events close in time, whether or not here is logically a causal relationship

47
Q

Identities

A

the concept that people and many things are basically the same even if they change in outward form, size, or appearance

48
Q

Animism

A

tendency to attribute life to objects that are not alive

49
Q

Centration

A

+ the tendency to focus on one aspect of a situation and neglect others
+ involves on focusing on one dimension while ignoring the other

50
Q

Decentration

A

+ think about several aspects of a situation at one time
+ children cannot do this

51
Q

Irreversibility

A

+ failure to understand that an action can go in two or more directions
+ type of centration

52
Q

Egocentrism

A

young children center so much on their own point of view that they cannot take in another’s

53
Q

Conservation

A

the fact that two things are equal remain so if their appearance is altered, as long as nothing is added or taken away

54
Q

Theory of Mind

A

+ the awareness of the broad range of human mental states – beliefs, intents, desires, dreams, and so forth – and the understanding that others have their own
+ allows us to understand and predict the behavior of others and makes the social world understandable

55
Q

Concrete Operational

A

+ At about 7 years of age, children enter the stage of Concrete Operations according to Jean Piaget
+ Children can now think logically because they can take multiple aspects of situations into account
+ However, their thinking is still limited to real situations in the here and now

56
Q

In the concrete operational, there is a better understanding in what factors?

A
  1. Spatial concepts
  2. Causality
  3. Categorization
  4. Inductive and Deductive reasoning
  5. Conservation
  6. Numbers
57
Q

Spatial Concepts

A

allows to interpret maps and navigate environment

58
Q

Causality

A

makes judgement about cause and effects

59
Q

What are the concepts under categorization?

A
  1. Seriation
  2. Transitive Inferences/Transivity
  3. Class Inclusion
60
Q

Seriation

A

arranging objects in a series according to one or more dimensions

61
Q

Transitive Inferences/ Transivity

A

the process of inferring the relation between two items based on their shared relation with a third item

e.g. A < B < C

62
Q

Class Inclusion

A

ability to see the relationship between a whole and its parts, and to understand categories within a whole

63
Q

What are the concepts under class inclusion?

A
  1. Inductive Reasoning
  2. Deductive Reasoning
64
Q

Inductive Reasoning

A

involves making observations about particular members of a class of people, animals, objects, or events, and then drawing conclusions about the class as a whole {specific > general conclusion}

65
Q

Deductive Reasoning

A

starts with a general statement about a class and applies it to particular members of the class {general conclusions application}

66
Q

What kind of reasoning process do children only use in the concrete operations stage?

A

Piaget believed that children in the concrete operations stage only used inductive reasoning

67
Q

What are the concepts under conservation?

A
  1. Principle of Identity
  2. Principle of Reversibility
  3. Decenter
68
Q

Principle of Identity

A

still same object even tho it has different appearance

69
Q

Principle of Reversibility

A

can picture what would happen if he tried to roll back the clay of snake

70
Q

Decenter

A

ability to look at more than one aspect of the two objects at once

71
Q

Formal Operational Stage

A

+ Adolescents enter what Piaget called the highest level of cognitive development – Formal Operations
+ Adolescents move away from their reliance on concrete, real-world stimuli, and develop the capacity for abstract thought
+ They can now use symbols to represent other symbols, hidden messages, imagine possibilities, create hypotheses

72
Q

When does the formal operational stage occur?

A

Usually around 11 yrs old

73
Q

Hypothetical-Deductive Reasoning

A

+ methodical, scientific approach to problem solving, and it characterizes formal operations thinking
+ Piaget attributed it to a combination of brain maturation and expanding environmental opportunities

74
Q

What does hypothetical-deductive reasoning involve?

A

Involves ability to develop, consider, and test hypotheses

75
Q

According to David Elkind, how do adolescents think?

A

According to David Elkind, the new way of thinking of adolescents, the way they look at themselves and their world, is as unfamiliar to them as their reshaped bodies, and they sometimes feel just awkward in its use

76
Q

How do adolescents make decisions?

A

Adolescents can keep many alternatives in mind at the same time yet may lack effective strategies for choosing them

77
Q

Self-Consciousness

A

adolescents can think about thinking – their own and the other people’s thoughts

78
Q

Imaginary Audience

A

+ a conceptualized “observer” who is concerned with a young person’s thoughts and behavior as he or she is
+ adolescents often assume everyone is thinking about the same thing they are thinking about: themselves

79
Q

Personal Fable

A

+ belief that they are special, their experience is unique, and they are not subject to the rules that govern the rest of the world
+ underlies much risky, self-destructive behavior
+ Brain immaturity biases adolescent toward risky decision making

80
Q

What do adolescents become more skilled in?

A

Adolescents also become more skilled in social perspective-taking, the ability to tailor their speech to another person’s POV

81
Q

Fuzzy-Trace Theory Dual-Process Model

A

decision making is influenced by two cognitive systems: verbatim analytical and gist-intuitional, which operate in parallel

TOS DevPsych (35 decks)

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