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developmental psych > piaget's influence > Flashcards

piaget's influence Flashcards

1
Q

what are the piagetian stages of development

A
  • sensori-motor
  • pre-operational
  • concrete operational
  • formal operational
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2
Q

what is the developmental period of sensori-motor

A

0-2 years - infancy

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3
Q

what is the developmental period of pre-operational

A

2–7 years early childhood

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4
Q

what is the developmental period of the concrete operational stage

A

7-12 years - middle childhood

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5
Q

what is the developmental period of the formal operational stage

A

12 years onwards - adolescence and adulthood

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6
Q

what are characteristics of the sensori-motor stage

A
  • perception is subordinate to action
  • lack of mental imagery
  • solipsism - failure to distinguish between the self and the rest of the universe
  • don’t have object permanence
  • at 18-24 months the infant is able to conceive the existence of an object independently of self -n no longer solipsism
  • infant understands there is self and there is world - acquisition of mental imagery
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7
Q

what is solipism

A

failure to distinguish between the self and the rest of the universe

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8
Q

what is object permanence

A

understanding that things exist even when we can’t sense them directly

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9
Q

at what age does an infant begin to conceive an object independently of self

A

18-24 months

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10
Q

what are characteristics of the preoperational stage

A
  • mental imagery without principle thought
  • egocentrism
  • operational intelligence
  • failure to decenter
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11
Q

what is egocentrism

A

difficulty taking another person’s perspective

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12
Q

what is operational intelligence

A

the process of solving a problem by working through logical principles

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13
Q

what is failure to decentre

A

broader attention to the various aspects of a problem instead of fixating on just one

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14
Q

what paigetian tests were used to reveal the quality of preoperational thinking

A
  • conservation
  • class inclusion
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15
Q

what is conservation in preoperational

A
  • the child gives an intuitive answer instead of working out the correct response based on operational thought
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16
Q

what is class inclusion

A

the ability to classify objects into one or more category at a time
e.g. in preoperational they struggle to focus on multiple subclasses

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17
Q

what are characteristics of the concrete operational stage

A
  • principled thought confined to real life problems
  • children give correct answer in conservation tasks
  • children are able to provide logical justifications for their answers
  • confined to real life problems and they struggle to apply principle though to abstract problems
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18
Q

what justifications did children give in the conservation task in the concrete operational stage

A
  • compensation
  • inversion
  • identity
19
Q

what are characteristics of formal operational

A

principled thought to applied abstract problems

20
Q

how did the pendulum task test formal operational thinking

A
  • asked which factor determines the speed of the pendulum
  • factors include - weight, length, force and height
21
Q

what did Margaret Donaldson argue about piagets theory

A
  • piagetian task did not make human sense
  • showed that when problems are rephrased children are able to pass conservation tasks much earlier
22
Q

what is the naughty teddy version of the conservation task

A
  • McGarrigle and Donaldson 1974
  • teddy messed up a row of sweets - children answered correctly
23
Q

what piagetian tasks were revisited

A
  • the mountains task
  • class inclusion
  • inference by elimination
24
Q

what was the inference by elimination task

A
  • Rai and Mitchell (2006)
  • evidence that 4 year olds can reason logically
  • pictures of 3 superheroes and say one of these is Murkor
  • unfamiliar name belongs to the unfamiliar character
25
Q

what is inter-cognitive conflict

A
  • Russell
  • 2 pencils same length on table
  • if pencil moved towards child they said the pencil was longer
  • dominance influenced the pair’s decision
26
Q

what is Vygotsky’s theory

A

social transmission and social constructivism

27
Q

what did vygotsky emphasise in cognitive development

A
  • the role of the environment
28
Q

what did vygotsky argue about cognitive abilities

A
  • they are socially constructed depending on context
29
Q

what did vygotsky propose learning is motivated by

A
  • a need to interact with others
30
Q

what did vygotsky suggest were fundamental in development

A
  • culture and language
31
Q

what did vygotsky say is a function of language

A
  • thinking
32
Q

what is linguistic relativity

A
  • language shapes the culture and culture shapes the language
33
Q

what is zone of proximal development

A
  • in order to learn something, the child needs to be cognitively ready - it can be explained
34
Q

what is scaffolding

A

the parents create support structures to aid children’s learning

35
Q

what does piagets view stress

A
  • the internal/endogenous control of cognitive development
36
Q

what does piaget attribute development to

A
  • personal discovery
37
Q

what does piaget say learning is driven by

A
  • curiosity
38
Q

what does vygotsky stress

A
  • external/exogenous influences
39
Q

what does vygotsky attribute devlopment to

A

processes of development of social construction

40
Q

how do children learn according to vygotsky

A
  • mentors/adults aid in guiding through steps of learning
41
Q

what does vygotsky say learning is motivated by

A
  • need for social interaction
42
Q

what are positives of piagets theory

A
  • comprehensive account of development wit a strong educational emphasis
  • concerned with process rather than with end result
43
Q

what are disadvantages of piagets theory

A
  • little emphasis on social or emotional factors
  • underestimate childrens abilities

developmental psych (7 decks)

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