piaget

Question 1

describe the main ideas for piagets theory of cog dev

Answer 1

applied darwins evolution
bio knowledge run everyday lives and ensures survival
mind interacts with environ

constructivist - interaction between nature and nurture
domain general - can be applied to all domains, subset of environ to be learnt about
grand stage theory - everything that occurs is subject to being at a specific stage

Question 2

define a schema

Answer 2

pocket of information
structured organisation of experiences
framework to build upon
becomes increasingly flexible as knowledge enhances

Question 3

define accomodation

Answer 3

alter schema to fit new info

schema does not entirely fit environ

Question 4

define assimilation

Answer 4

apply schema to new environ to work out how to deal with

Question 5

define organisation

Answer 5

the rearrangement of schemas, interconnecting to form and internal cog system

Question 6

what are the stages of development

Answer 6

sensorimotor 0-24m
preoperational 2-7yrs
concrete op 7-11yrs
formal op 11+

Question 7

define the sensorimotor stage

Answer 7

infants think via senses
cant carry out mental activity and behabiour is governed by interaction with the external world
grow and refine knowledge until have capacity to think

Question 8

describe the different stages in the sensorimotor period

Answer 8

reflexive schemes 0-1m - only able to use reflexes which are first centred around own body and then become external
primary circular reactions 1-4m - chance motor activity produces a response that infant tries to repeat and strengthen new schema
secondary circular reactions 4-8m - gain voluntary control via PCR motivated by basic needs. skilled at reaching for and manipulating objects and imitating others
coord secondary circular reactions 8-12m - combine schemas into action sequences, behaviour is goal oriented and intentional .a not b error
tertiary circulatory reactions 12-18m - explore objects in novel ways, imitate novel behaviours and repeat with variation. advanced object permanence mean no more a not b error
mental rep 18-24m - sudden solutions show internal depictions, make belive play and deferred imitation

Question 9

describe a not b error

Answer 9

incomplete understanding of object permanence
action and object bound to specific location - reaching makes reappear
dont understand that object has been moved

Question 10

describe Kellman and Spelke (1983) challenges to piaget

Answer 10

habituation and dishabituation in 4m olds

greater dishabituation to when object behind block is not one

Question 11

describe hood and willat (1986) challenges to piaget

Answer 11

5m old reach in dark for object seen previously

suggest have object permanence

Question 12

describe billargeon et al (1985) challenges to piaget

Answer 12

5m old habituated to screen that moves back and forth in 180 arc
box placed behind screen
cond 1- possible event - screen stops when reaches box
cond 2 - impossible event - screen continues through space occupied by box

look longer at impossible event suggesting understood box continues to exist when occlueded and screen should stop

Question 13

describe billargeon (1986) challenged to piaget

Answer 13

infant abilities to represent the existance and location of hidden stationary objects and ability to represent trajectory of hidden moving object
possible event - box placed behind screen away from track
impossible - box on track - should stop car
look longer at impossible and surprised that reappears

Question 14

criticisms of billargeon

Answer 14

results cannot be fully replicated
effect is perceptual not conceptual
diamond 1985

Question 15

describe diamond (1985) criticism of billargeon

Answer 15

25 infants tested every 2 weeks on a-b error
delay between hide and retrieval increase from 2 to 7 1/2m
all children display a not b error consistently
girls tolerate longer delays than boys

Question 16

criticisms of piaget

Answer 16

underestimate idea of core knowledge - born with

too much emphasis on motor and not cognititve

Question 17

describe the preop stage

Answer 17

thinking somewhat more abstract
think in terms of symbols but not effective
can hold mutually incompatible beliefs
knowledge not concrete
focus on one aspect at a time
knowledge must be refined by equillibriation - when knowledge doesnt fit into new situation, seek to repair by accomodation - forms stable system of invariant subsystems

Question 18

preop vs concrete op

Answer 18

preop - not attained ability to perform reversible transformations
concrete - not subect to perceptual interference and can have reversible transformation

Question 19

errors in preop

Answer 19

class inclusion
focus on states
egocentrism
conservation - number, liquid, mass
Pendulum prob

Question 20

describe class inclusion error

Answer 20

“are there more light or wooden ones?”
all wooden
- report more light as cant comprehed difference/categories

Question 21

describe focus on states

Answer 21

preop more status
dont incorporate intermediate fluid movements
concrete understand substages

Question 22

describe egocentrism

Answer 22

3 mountain task
“what does the doll see?”
describe own view not doll as cant understand diff views

Question 23

describe conservation of liquid

Answer 23

understanding that physical properties remain the same even though there is a change to the appearance

“does one glass have more, less or the same amound of liquid?”

report more if taller

Question 24

describe conservation of number

Answer 24

“is there the same no. coins in each row, how do you know?”

- report spread out as more

Question 25

what does the inability to conserve say about a child in the pre op stage

Answer 25

focus is centred - focus on one aspect of a situation and dont acknowledge critical features lack the ability to reverse the steps cant distinguish relevant and irrelevant feature lack knowledge of invariance - things dont change under certain circumstances

Question 26

describe the sally anne test

Answer 26

``` sally touch marble in basket sally goes outside anne takes mmarble and puts in box sally comes back "where will sally look for her marble?" ``` -understand diff view so would say in basket if doesnt - will say box

Question 27

what does piaget suggest causes failure to conserve?

Answer 27

inability to perform transitive inferences | - understandnig how objects are related to eachother

Question 28

describe the seriation task

Answer 28

3 rods/sticks a>b>c is a > c?

Question 29

describe animism

Answer 29

in preop- animate and perfonify the inanimate "where does the sun go?" "it goes away because it doesnt want to be rained on"

Question 30

challenges to piaget preop - memory

Answer 30

errors may occur because knowledge not available when needed bryant and trabasso (1971) trained children to remember the length of the rods in the seriation task children can make transitive inferences and correctly answer

Question 31

challenges to piaget preop - misunderstanding

Answer 31

rose and blank (1974) only ask once not twice as piaget would repeat indicates first answer was wrong liquid conservation - gave sig more correct answers mcgarrigle and donaldson (1974) "naughty teddy" puppet used to mess up row of coins children report 72% more correct than 35% without intentional naughty teddy donaldson (1978) "where can the robber hide to escape the policeman?" report correct places suggesting not egocentric

Question 32

problems with mcgarrigle and donaldson (1974)

Answer 32

children distracted by naughty teddy due to centring and therefore do not focus on transformation and report as before moore and frye (1986) mcgarrigle may be finding a false positive naughty teddy take counter away as well as spread out - report same nod

Question 33

describe seigler microgenetic study against piaget

Answer 33

microgenetic - understanding where something originates cond 1 - feedback only cond 2 - explain reasoning and give feedback cond 3 - feedback and "how do you think i did that?" explaining reasoning improved answers - learn conservation with experience

Question 34

Describe the pendulum problem

Answer 34

Child given strings of diff lengths, obj of diff weights What makes a pendulum swing faster/slower Variables - length of string - weight of obj - strength of push

Question 35

How do pre op deal with pendulum prob

Answer 35

Mix variables with no logical separation Focus on ONE variable and ignore others (centred focus) Can't distinguish between relevant/irrelevant

Question 36

Define operations

Answer 36

Logical rules ie able to understand that transition of liquid from one to another does not change physical state

Question 37

Define decent ration

Answer 37

Ability to focus on several aspects of a situation (opposite of centred focus) - becomes prominent in concrete op

Question 38

Define concrete op

Answer 38

7-11 More logical, flexible and organised Can complete Conservation, class inclusion, serial ion and spacial reasoning successfully

Question 39

What does concrete op completing conservation suggest

Answer 39

Can perform op Capable of decent ration Can do reversibility

Question 40

What does concrete op completing class inclusion suggest

Answer 40

Aware of classification hierarchies

Question 41

What does concrete op completing seriation suggest

Answer 41

Can order items by quantitive dimension | Can mentally derogate (transitive inference)

Question 42

Main prob concrete op face

Answer 42

Can only logically deal with concrete info perceived directly Find hypothetical transitive inferences difficult: If Alice > becky > Amy Who is tallest?

Question 43

Define formal op

Answer 43

11+ Dev capacity for abstract, systematic and scientific thought Don't require concrete real world info

Question 44

What op are formal op able to do that children can't

Answer 44

Hypothetical deductive reasoning -pendulum prob, form hypothesis and deduce logical testable inference Propositional thought -Evan logical propositions w/o red to real world ie children "Sally bought 3 lemons.."

Question 45

What are the consequences of formal op cog changes in behaviour/perspective

Answer 45

More self conscious/ self focussed - positive and protective for self esteem, peer acceptance and social support Idealism and criticism - imagine ideal poss and compare against real world - see strengths and weakenesses Decision making - teen more irrational than adult, more influenced by immediate reward and more heuristics - learn from success and failure and reflect on decision making process into adulthood