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Developmental > piaget > Flashcards

piaget Flashcards

1
Q

describe the main ideas for piagets theory of cog dev

A

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

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2
Q

define a schema

A

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

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3
Q

define accomodation

A

alter schema to fit new info

schema does not entirely fit environ

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4
Q

define assimilation

A

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

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5
Q

define organisation

A

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

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6
Q

what are the stages of development

A

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

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7
Q

define the sensorimotor stage

A

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

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8
Q

describe the different stages in the sensorimotor period

A

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

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9
Q

describe a not b error

A

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

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10
Q

describe Kellman and Spelke (1983) challenges to piaget

A

habituation and dishabituation in 4m olds

greater dishabituation to when object behind block is not one

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11
Q

describe hood and willat (1986) challenges to piaget

A

5m old reach in dark for object seen previously

suggest have object permanence

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12
Q

describe billargeon et al (1985) challenges to piaget

A

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

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13
Q

describe billargeon (1986) challenged to piaget

A

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

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14
Q

criticisms of billargeon

A

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

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15
Q

describe diamond (1985) criticism of billargeon

A

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

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16
Q

criticisms of piaget

A

underestimate idea of core knowledge - born with

too much emphasis on motor and not cognititve

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17
Q

describe the preop stage

A

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

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18
Q

preop vs concrete op

A

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

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19
Q

errors in preop

A 
class inclusion
focus on states
egocentrism
conservation - number, liquid, mass
Pendulum prob
20
Q

describe class inclusion error

A

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

21
Q

describe focus on states

A

preop more status
dont incorporate intermediate fluid movements
concrete understand substages

22
Q

describe egocentrism

A

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

23
Q

describe conservation of liquid

A

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

24
Q

describe conservation of number

A

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

- report spread out as more

25
Q

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

A

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

26
Q

describe the sally anne test

A 
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

27
Q

what does piaget suggest causes failure to conserve?

A

inability to perform transitive inferences

- understandnig how objects are related to eachother

28
Q

describe the seriation task

A

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

29
Q

describe animism

A

in preop- animate and perfonify the inanimate

“where does the sun go?”
“it goes away because it doesnt want to be rained on”

30
Q

challenges to piaget preop - memory

A

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

31
Q

challenges to piaget preop - misunderstanding

A

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

32
Q

problems with mcgarrigle and donaldson (1974)

A

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

33
Q

describe seigler microgenetic study against piaget

A

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

34
Q

Describe the pendulum problem

A

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
35
Q

How do pre op deal with pendulum prob

A

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

36
Q

Define operations

A

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

37
Q

Define decent ration

A

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

38
Q

Define concrete op

A

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

39
Q

What does concrete op completing conservation suggest

A

Can perform op
Capable of decent ration
Can do reversibility

40
Q

What does concrete op completing class inclusion suggest

A

Aware of classification hierarchies

41
Q

What does concrete op completing seriation suggest

A

Can order items by quantitive dimension

Can mentally derogate (transitive inference)

42
Q

Main prob concrete op face

A

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

43
Q

Define formal op

A

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

44
Q

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

A

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..”

45
Q

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

A

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

Developmental (17 decks)

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