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Development > Task 1 Joe changes > Flashcards

Task 1 Joe changes Flashcards

1
Q

define development

A

Development concerns all the physical and psychological changes that an individual undergoes in a lifetime

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2
Q

define Developmental psychology

A

Developmental psychology is the scientific discipline that attempts to describe and explain these changes

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3
Q

What are the 3 major domains in developmental Psychology?

A
  1. Physical development
  2. Cognitive development
  3. Social development
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4
Q

define Physical development

A

hardware

  • Body development, and brain development in particular
  • Proceeds in cephalocaudal direction (head downward) and in proximodistal direction (center outward)
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5
Q

define Cognitive development

A

software
=the growth of such diverse capabilities as perception, attention, language, problem solving, reasoning, memory, conceptual understanding and intelligence

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6
Q

define Social development

A

Social development is the growth of equality diverse areas: emotions, personality, relationships with peers and family members, self-understanding, aggression and moral behavior

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7
Q

Name the 8 developmental periods and their duration

A
  1. The prenatal period: from conception to birth
  2. Infancy: from birth to 2 years
  3. Early childhood: from 2 to 6 years
  4. Middle childhood: from 6 to 11 years
  5. Adolescence: from 11 to 18 years
  6. early adulthood: from 18 years to 25 years
  7. Adulthood: from 25 years on
  8. Older adulthood: from 65 years on
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8
Q

Why is Piagets theory of cognitive development labeled as constructive theory?

A

The Theory is labeled as constructivist, because it describes children as constructing knowledge for themselves in response to their experience („child as scientist“)

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9
Q

Name the 3 most important constructive processes of children

A
  1. generating hypotheses
  2. performing experiments
  3. drawing conclusions from their observations
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10
Q

Name 3 fundamental assumptions of Piaget

A
  1. From birth onwards, humans are mentally active as well as physically, and their activity greatly contributes to their own development
  2. Children learn many important lessons on their own, rather than depending on instruction from adults or older children
  3. Children are intrinsically motivated to learn and do not need reward from other people to do so
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11
Q

On which two basic processes does Piaget focuses?

A 
Organization = the tendency to integrate particular observations into coherent knowledge 
Adaption= the tendency to respond to the demand of the environment in ways that meet one's goals
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12
Q

define Nature

A

Nature is the maturing of brain and body
the ability to perceive
the ability to act and learn form experiences
the tendency to integrate observation to knowledge

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13
Q

define Nurture

A

Nurture is not just the nurturing provided by parents and other caregivers but every experience the child encounters

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14
Q

Name 3 sources of continuity

A

Children develop cognitive abilities by continually adapting schemes through assimilation, accommodation and equilibration

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15
Q

Explain the process of assimilation

A

Assimilation is the process by which which people translate incoming information into a form that fits concepts they already understand

interpreting new ideas or experiences to existing schemes

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16
Q

Explain the process of Accommodation

A

Accommodation is the process by which people adapt current knowledge structures in response to new experiences

changing existing schemes to fit new ideas or experiences

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17
Q

Explain the process of Equilibration

A

Equilibration is the process by which children (or other people) balance assimilation and accommodation to create stable understanding

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18
Q

Name 3 phases of Equilibration

A
  1. Equilibrium
  2. Disequilibrium
  3. Advanced equilibrium
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19
Q

Explain the sub phase Equilibrium of Equilibration

A

children are satisfied with their understanding of particular phenomenon; they do not see any discrepancies between their observations and their understanding of the phenomenon

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20
Q

Explain the sub phase Disequilibrium of Equilibration

A

new information leads them to perceive that their understanding is inadequate; they recognize shortcomings in their understanding of the phenomenon, but they can not generate a superior alternative

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21
Q

Explain the sub phase Advanced equilibrium of Equilibration

A

children develop a more sophisticated understanding that eliminates the shortcomings of the old one, creating a more advanced equilibrium within which a broader range of observations can be understood

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22
Q

Name 4 central properties of Piagets stage theory

A
  1. Quantitative change
  2. Broad applicability
  3. Brief applicability
  4. Invariant sequence
23
Q

What does Piaget means with “quantitive change”?

A

=children of different ages think in qualitatively different ways; in early stages of cognitive development, conceive morality based on consequences of a behavior; in later stages, they conceive it in terms of intent

24
Q

What does Piaget means with “Broad applicability”?

A

=the type of thinking characteristic of each stage influences children’s thinking across diverse topics and contexts

25
Q

What does Piaget means with “Brief applicability”?

A

=before entering a new stage, children pass through a brief transition period in which they fluctuate between the type of thinking characteristics of the new, more advanced stage and of the old, less advanced one

26
Q

What does Piaget means with the “invariant sequence”?

A

=everyone progresses through the stage in the same order without skipping any of them

27
Q

Name Piagets 4 stages of cognitive development

A
  1. Sensorimotor Stage (0-2 years)
  2. Preoperational Stage (2-6 years)
  3. Concrete operational Stage (7-12 years)
  4. Formal operational Stage (12+ years)
28
Q

How does the child behave during the first stage of Piagets cognitive development model?
The Sensorimotor Stage

A

period in which intelligence is expressed through sensory and motor abilities
Object permanence and separation anxiety develop during this stage

29
Q

Explain “Sensorimotor intelligence”

A

They use sensorimotor abilities to perceive and explore the world around them, gaining information about the objects and people in it and constructing rudimentary forms of fundamental concepts such as time, space and causality
Infants live largely in the here and now: their intelligence is bound to their immediate perceptions and actions

30
Q

Name 6 Sensorimotor stages of Piaget

A
  1. reflexive schemas
  2. Primary circular reactions
  3. Secondary Circular Reactions
  4. Coordination of Secondary Circular reactions
  5. tertiary Circular reactions
  6. mental representations
31
Q

Explain the 1. stage of Piagets Sensorimotor stages; Reflexive Schemas more in detail

A

Birth-1 month

Babies are born with many reflexes: these simple reflexes and perceptual abilities are essential tools for building intelligence
Babies begin to modify their reflexes to make them more adaptive
Babies accommodate their actions to the parts of the environment with which they interact (adjust their sucking)

32
Q

Explanier the 2 stage of Piagets Sensorimotor stages; Primary Circular Reactions in more detail

A

1-4 month
is about simple motor habits centered around own body
- Babies begin to organize separate reflexes into larger behaviors
- Action and response both involve infants on their own bodies
- Their reflexes serve as building blocks from more complex behaviors

33
Q

Explain the 3 stage of Piagets Sensorimotor stages; Secondary Circular Reactions in more detail

A

4-8 month
is about repeat interesting effects in surrounding
Action gets a response from another or object, leading to baby’s repeating original action
The peek-a-boo fascination will disappear when object permanence emerges at the end of the stage

34
Q

Explain concepts behind the peek-a-boo fascination

  1. Lack of object permanence
  2. “out of sight, out of mind”
A

Lack of object permanence= knowledge that object continuous to exist when it is out of view

„out of sight, out of mind“ = only able to mentally represent objects that can be perceived at moment

35
Q

Explain the 4 stage of Piagets Sensorimotor stages; Coordination of Secondary Circular Reactions more in detail

A

8-12 month
its about internal, goal directed behavior and object permanence
Internal representation of objects are fragile
During that stage children make the A-Not-B error

36
Q

What is the A-Not-B error?

A

=tendency to reach for a hidden object where it was last found rather than in the new location where it was last hidden

37
Q

Explanier the 5 stage of Piagets Sensorimotor stages; Tertiary Circular Reactions more in detail

A

12-18 month
is about exploring properties of objects through novel actions

Infants begin to actively explore the potential ways in which objects can be used

The „child as a scientist“ = their actions are the beginning of scientific experimentation

Action gets one pleasing rule, leading baby to perform similar actions to get similar results

38
Q

Explain the 6 stage of Piagets Sensorimotor stages; Mental Representation more in detail

A

18-24month
is about internal depictions of objects or events and deferred imitation

Babies show deferred imitation
Babies become able to form enduring mental representations

39
Q

What is defender imitation?

A

= repetition of other peoples behavior a substantial time after it originally occurred

40
Q

How does the child behave during the second stage of Piagets stages of cognitive development?
Preoperational stage

A

2-7 years
The child uses symbols (words and images) to represent objects but does not reason logically.
The child also has the ability to pretend.
During that stage, the child is egocentric
But their communication and thought is still inflexible and limited

41
Q

How does the child behave during the third stage of Piagets stages of cognitive development?
Concrete operational stage

A

7-11 years
The child can think logically about concrete objects and can thus add and subtract
The child also understands conservation
BUT Abstract, hypothetical thinking is not yet developed in the child, and children can only solve problems that apply to concrete events or objects

42
Q

How does the individual behave during the fourth stage of Piagets stages of cognitive development?
Formal operational stage

A

12+ years
the adolescent can reason abstractly ad think in hypothetical terms
Not all individuals attain this stage (only around 50%)

43
Q

Which forms of limitations does a child in the Preoperational stage have?

A

Egocentrism = the inability to take another persons perspective
Animism = a younger child believes that inanimate objects have feelings as they do. They consider these objects as having emotions, motives, intentions, thoughts and desires
No conservation =no capacity to infer knowledge that you understand from what is happening

44
Q

Explain Piagets Three mountain Task

A

= object in front of child and experimenter, there will be a conversation about what each one sees and then there will be an exchange between them; the goal is for the child to understand that the mountain hides certain objects the person opposite, so he/she cannot see the same as the child

45
Q

Explain the Pendulum Problem

A

the task is to compare the motions of longer and shorter strings, with lighter and heavier weights attached, in order to determine the influence of weight, string length, and dropping point on the time it takes for the pendulum to swing back and forth
Children below the age of 12 years usually perform unsystematic experiments and draw incorrect conclusion

46
Q

Name 4 criticism on Piagets theory

A
  1. Babies and young children acquire cognitive abilities earlier that Piaget thought
  2. Stage transitions are not as sharp as suggested
  3. Piaget’s theory emphasizes individual processes at the expense of social- and cultural influences
  4. Piagets theory is vague about the cognitive process that give rise to children thinking and about the mechanisms that produce cognitive growth
47
Q

What characterizes sociabcultural theories?

A

approaches that emphasize that other people and the surrounding culture contribute greatly to children’s development

48
Q

What did Lev Vygotsky proposed according to social constructivism?

A

Proposed a sociocultural approach to the cognitive development of children, and argued that all cognitive functions originate in, and must therefor be explained as products of social interactions

49
Q

Explain the internalization-of-thought process

A

=Though is internalized speech and it origins in statement parents and adults make children

50
Q

Name 3 phases in the development of children ability to regulate their own behavior and problem solving

A

1.children’s behavior is controlled by other peoples statements
2. children’s behavior is controlled by their own private speech
They tell themselves about what to do (much how their parents might have done earlier)
3. Children’s behavior is controlled by internalized private speech (thought)
They silently tell themselves what to do

51
Q

Explain Scaffolding

A

Providing a temporal framework that support children’s thinking at higher level than children could manage on their own

This framework includes explaining the goal of the task, demonstrating how the task can be done, and helping the child with the most difficult parts of the task

The goal is to allow children to learn by doing

52
Q

Explain Guided participation

A

Organize activities in ways that allows children to engage in them at a higher level than they could manage on their own (learning by doing like PBL)
Involve adults organizing tasks so that children can take increasingly active and responsible roles in them (different to scaffolding

53
Q

Explain the Overlapping waves theory

A

Information processing approach that emphasizes that individual children use multiple strategies to solve same type of problem
At any one age, children use multiple strategies to solve problems Strategy 1 is the simplest and 5, the most advanced
With age and experience, children rely on more advanced strategies
Development involves changes in use of existing strategies and discovery of new approaches

Development (5 decks)

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