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PSYC 304 > Quiz 2 > Flashcards

Quiz 2 Flashcards

1
Q

Piaget’s Theory of Cognitive Development

A
  • Children’s thinking is significantly different from adults
  • Cognition grows and develops in STAGES
  • Stages are universal and in a specific order
  • Children learn on their own
  • Children are intrisically motivated
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2
Q

Stages of Piaget’s Theory

A

Sensorimotor: < 2yo
Pre-operational: 2-7yo
Concrete operational: 7-11yo
Formal operational: >12yo

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3
Q

Sensorimotor stage

A
  • Live in the here and now
  • Gain knowledge through movements and sensations

1-4months: reflexes and repeat pleasurable actions. Interest in own bodies

4-8months: repeat actions on object to produce desired outcomes. Interest in the world beyond own body. Connection between own actions and consequences in the world

8-12months: combine several actions towards goal. Intentional actions. Emergence of object permanence (defining achievment)

12-18months: trial and error experiments, understanding of cause-effect relations

18-24months: Mental representations, fully developed object-permanence, deferred imitation (copying adults later spontaneously), symbolic thoughts

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4
Q

Object Permanence

A

Knowing that objects continue to exist even out of sight
Develops around 8 months old

A-not-B error: tendency to reach for hidden object where it was last found (evidence that object-permanence is fragile). Disappears after 12 months

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5
Q

Pre-operational Stage

A

Symbolic thought
Egocentricism
Centration

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6
Q

Symbolic Thought

A

Think about objects or events, not present in the immediate environment.
Enables language acquisition
Ability to use symbolic representation
Engage in pretend play

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7
Q

Egocentricism

A

Perceiving the world from one’s own point of view only
ie. egocentric speech

Signs of progress when children start engaging in verbal arguments, shows that they are lsitening to the other

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8
Q

Centration

A

Tendency to focus on a single feature of an object, to the exclusion of the other features

Conservation concept: merely changing the appearance of an object does not change its key properties

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9
Q

Concrete Operational Stage

A

Understand conservation concept
Reversibility (think through a series of steps)
Seriation (order items in quantitative dimension)
Cognitive maps (familiar large-scale spaces)

Cannot think purely hypothetically

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10
Q

Formal Operational Stage

A

Think abstractly and reason hypothetically
Not everyone reaches this stage
Can imagine different realities

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11
Q

Piaget’s pendulum probelm

A

Test of deductive reasoning
Children under 12 performed unsystematic experiments and drew incorrect conclusions

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12
Q

Strengths of Piaget

A
  • Children as active learners and learning progresses
  • Good overview of children’s thinking at different ages
  • Big breadth

Applied in real world by knowing that children think differently at different ages and decides how we teach them, and knowing that they learn best by interacting with their environment

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13
Q

Weaknesses of Piaget

A
  • No use of scientific method
  • Depict children’s thinking as more consistent than it really is
  • Children are more cognitively competent than he thought
  • Vague about the mechanisms
  • Underestimates contribution of social world
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14
Q

Nativist View

A

Children have innate abilities that provide them with basic knowledge in evolutionary performance
These allow them to rapidly acquire additional knowledge in these domains

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15
Q

Domains of evolutionnary importance for the Nativist view

A
  • Solid objects
  • Understanding of physical laws
  • Numbers
  • Categorization
  • Understanding minds of people
  • Language
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16
Q

(1) Understanding solid objects

A

Evidence for earlier than 8mo object permanence (Piaget’s task was too difficult, involved motor abilities. Looking behaviour is a better measure)

Drawbridge study: 3.5mo infants looked longer at impossible, which means they have object permanence. Suggests that understanding of solid object is innate

17
Q

(2) Understanding Physical Law

A

Violation of Expecting paradigm with gravity: 3 months old looked longer at impossible. Suggests that rudimentary understanding of gravity is innate

18
Q

(3) Understanding numbers

A

Habituation paradigm with displays of random dots numbers. Infants looked longer at new display. 6mo 2:1 ration, 9 mo 3:2 ratio
Proves ANS (Approximate Number Sense), intuitively estimate numbers. This lays foundation for math abilities

19
Q

(4) Categorization

A

Begins in infancy, Habituation paradigm with pics of dogs vs cats, looked longer at dog which showed they saw it as a different category. Other study could distinguish mammals from non-mammals

9 months old have 3 broad categories: Animals, People, Objects

Infants focus on similarities in shape (better than texture). This however results in difficulties in understanding exceptions

By 2-3 yo they start classifying in hierarchies. Organized by set-subset relations. 3 levels:
- Superordinate (Furniture, vehicles, Plant)
- Basic (Chairs, Truck, Tree)
- Subordinate (Armchairs, Oak)
They use basic at first, Superordinate are less obvious and Subordinate are too hard to detect

20
Q

Criticism of Nativist view

A
  • Over-estimate infants’ innate abilities
  • Theirs findings can be explained by :
  • perceptual features of stimuli ( may look longer at stimuli because more interesting)
  • Learning from environment (already 3 mo)
21
Q

Learning from Environment View

A
  • Children are born with no knowledge
  • They learn from trial and error and statistical learning (track patterns, example of observational learning. Innate and domain general)

Study with pattern: 2mo looked longer at novel

Parents play a role by providing the home environment. Measured with HOME (parenting quality (most important) and stimulation of environment). Influenced by SES and culture

22
Q

Summary of 3 views

A

Piaget: Cognitive development happens qualitatively in stages
Nativist: Innate learning and specialized learning mechanisms in domains
Learning: Learn from environment, quality of home matters

23
Q

3 components of a mind

A
  • Desires
  • Knowledge
  • Intentions
24
Q

Intentions

A

6mo: emergence of understanding others’ intentions
Study: infants who saw the hand reach for the doll looked longer at the display than infants who saw the hand reach for the ball even when reversed (they can tell the intentions behind actions)

9mo: can distinguish between intentional and accidental actions

Joint Attention: emerges at 9-12mo. Difficulty is early indicator of ASD)

Importance of understanding Intentions: steps toward understanding mind of others / enables joint attentions / enables imitation

25
Q

Imitation

A

Voluntarily matching one’s behaviour (9-12mo)
Imitating sticking tongue out is coincidental and an indication of interests
Imitation is critical for observational learning

Light study: hand occupied turned on light using hand, hands free turned on light with head
Shows that they imitate goals not actions, they are thinking about what they are observing

26
Q

Development Theory of Mind

A

Understanding desires lead to action emerge at 1yo

Kitten study: 12mo looked longer when experiment held other kitten vs the one they were originally looking at
Means 12mo understand the desires
8mo looked for same amount of time

2yo can predict character’s actions based on its desires rather than own
3yo understand what people know and don’t know (understand expertise)

27
Q

Distinguishing self

A

Born with implicit sense of self (rooting reflex)
More explicit sense of self develops at 18-24mo (pass rouge test)

28
Q

False-Belief problems

A

Test’ children’s understanding that other people will behave consistent with their knowledge even if a child knows this knowledge is false

3yo fail
5yo pass

Studies smarties: 3yo think that others will also know that there are pencil in the box. 5yo say that others will think there is smarties

29
Q

Social Cognition Development Timeline

A

6mo: emergence intentions
9-12mo: joint attention and imitation
2yo: explicit sense of self indicated by passing rouge test
2yo: greater understanding that others desires can be different from one’s own
3yo: sensitive to whether someone is knowledgable in a topic or not + basic understanding that beliefs lead to action but fail at false-belief tests
5yo: more fully developed theory of mind and pass false-belief task

30
Q

Explaining Development in Theory of Mind

A
  1. Nativist: theory of mind module, innate brain mechanism that matures over first 5 years of life (evidence by newborn interest in faces and universal similar development & Temporoparietal junction (TPJ) the brain area (children with ASD have smaller one)
  2. Improvements in Executive Functioning: set of cognitive processes that enable cognitive control of behaviour (ie planning, juggling). Evidence that as executive functioning improves, so does theory of mind (r=0.4)
  3. Contribution of Social interactions: interaction with others matter. Parents’ use of mental state talk is correlated with preschooler’s theory of mind ability. Preschoolers that have siblings (+ with opposite gender) are better at theory of mind.
    Caregivers can foster children’s social cognition by using mental state talk, providing opportunities for interactions with different people, and encouraging joint attention

In summary: they all play a role (maturation of brain regions + improved executive functioning abilities + interactions with others)

PSYC 304 (4 decks)

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