quiz 7, lecture 10

Question 1

preoperational stage

Answer 1

0-2

emergence of symbolic schemas

no operational schemas

lose magical thinking

inability to conserve

centration–focus on one aspect of situation, ego centric, conservation

No reversibility–ability to go through series of steps in a problem and then mentally reverse direction

lack of hierarchical classification

Question 2

Concrete operational 7-11

Answer 2

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

able to use operations but only to objects or phenomenon that are real or imaginable

Question 3

formal operational

Answer 3

operation can include abstract symbols

can perform operations on operations in the head

highest level of cognitive development

12- adulthood

hypothetical-deductive reasoning

propositional thought

imaginary audience

personal fable

abstract/hypothetical –> increase in idealism and justice

uptick in how systematically approach world

Question 4

critiques to piaget

Answer 4

depicts children thinking as more consistent than it is

infants and young children are more cognitively competent than piaget said

understate contributions of social world to cognitive development

vague about cognitive processes that give rise to children’s thinking and mechanisms that produce cognitive growth

Question 5

piaget legacy

Answer 5

careful observation

large age range described

father of cognitive development

Question 6

core knowledge thoeries

Answer 6

emphasize innate knowledge(nature)

born with cog. abilities that are more adv. than thought

core domains of thought
-permits readily grasp new info related to that knowledge

each domain has evolutionary roots

Question 7

core knowledge theory domains

Answer 7

pyshical (onjects/effects)

numerosity

language

face processing

psych know(morality)

Question 8

numerosity domain

Answer 8

number sense

spelke –> not numerosity–> keeping track of objects

infants look longer at new stimulus–> infants discriminating 8 vs. 16

only 1:2 ration
not 2:3 ratio

Question 9

human numerosity domains

Answer 9

1. non-verbal represent approximate numerosity, infancy –> adulthood
2. verbal system capable of exact numerosity at 3 in form of counting

Question 10

dual representation

Answer 10

viewing a symbolic object as both an object in its own right and a symbol

Question 11

centration

Answer 11

properational

understanding is centered or characterized by centration–> they focus on one aspect of a situation, neglecting other important features

Question 12

reversibility

Answer 12

the ability to go through a series of steps in a problem and then mentally reverse direction returning to the starting part

pre-operational

Question 13

seriation

Answer 13

ability to order items along a quantitative dimension such as length or weight
concrete-operational

Question 14

transitive inference

Answer 14

concrete-operational

can seriate mentally

Question 15

cognitive maps

Answer 15

mental representations of familiar large-scale spaces such as neighborhood or school

concrete operational

Question 16

hypothetico-deductive reasoning

Answer 16

Formal operational

when faced with problem–> can form hypothesis etc. work like scientist

pendulum problem –those not in formal operational not able to isolate the variable of interest

Question 17

propositional thought

Answer 17

adolescents’ ability to evaluate the logic of propositions with out referring to real-world circumstances