quiz 6 lecture 9 Flashcards
piaget
constructivist
child has intrinsic drive for knowledge/ gathering information
active participants in their development
build their knowledge, exploring their environment
cognitive equilibrium
inside matches outside
process for acquiring knowledge
cognitive equilibrium
assimilation?
accommodation?
organize
cognitive equilibrium
The four stages
sensorimotor pre-operational concrete operational operational formal operational
sensorimotor
0-2
circular reactions (repetitive behaviors)
reflexie creature –> intentional behavior
problem solving skills by the end
difficulty inhibiting new and interesting behaviors
–ensure new skills will not be interrupted before they strengthen
no object permanence
universal pattern
invarient developmental sequence
hierarchical development
Pre-operational
2-7
emergence of symbolic schemas
no operational schemas
lose magical thinking
inability to conserve
centration–focus on one apsect of situation
reversibility–ability to go thorugh series of steps in a problem and then mentally reverse direction
lack of hierarchical classification
concrete operational
7-11
logical, flexible, organized
start operational schemas
–only possible to be performed on concrete info (things they can touch and have seen)
conservation
seriation
transitive inference
cognitive maps
formal operational
operation can include abstract symbols
can perform operations on operations in the head
highest level of cognitive development
12- adulthood
hypothetico-deductive reasoning
propositional thought
imaginary audience
personal fable
object permanence
know things continue to exist even when out of sight
A not B error
Piaget experiment
infant does not yet have object permanence –sensorimotor period
cannot hold image in mind long enough
search in same location found last
explains reactions to when parents leave the room
—out of sight out of mind—
renee baillergeon
disagrees with piaget
says not an issue of lacking object permanence but issue inhibiting the awarded response from the ‘A” —> related to lack of developed pre-frontal cortex
impossible events
adaptation
building schemes through direct interaction with the environment
assimaltion
accommodation
assimilation
use current schemes to interpret external world
accommodation
create new schemes or adjust old ones after noticing our current way of thinking does not capture the environment completely
organization
once form new schemes–> rearrange them, linking to other schemes to create a strongly interconnected cognitive system
impossible event
minnie mouse disappears in open space
once behind a screen –no OP– no surprised when reapears–forgot her presence when behind the barrier
if surprised–> has object permanence
use surprise reaction to understand what infant knows
rotating screen
–impossible screen goes through box
if have OP–> more surprised if remember block, even if can’t see–> more surprised if screen “goes through block”
infants 3.5 months old have a sense of object permanence–> look longer at the impossible event
weak memory + difficulty inhibiting response(built up response from A–like an impulse to go to A)
schemes
behavioral
symbolic
operational
behavioral
repetitive
tapping object
symbolic
internal
mental
noun
operational
performed on objects of though
verb
logical thinking
deductive reasoning
