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Child Psych > Test 2 > Flashcards

Test 2 Flashcards

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1
Q

Piagetian Theory

A

Nature and Nurture
Continuity/Discontinuity
Active child

Assumes children mentally active from birth

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2
Q

Constructivist

A

Piagetian
Children mentally active form birth, mental and physical activity contributes to development, children construct knowledge for themselves in response to their experiences.

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3
Q

Schemes

A

Organized patterns of behavior or thought.

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4
Q

Assimilation

A

incorporate new information into existing concepts (ex: when Boo sees Kitty)

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5
Q

Accommodation

A

improve current understanding in response to new events

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6
Q

Equilibration

A

process by which children balance assimilation and accommodation to create stable understanding

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7
Q

Sensorimotor stage

A

birth–> 2 years
Sense and motor skills
8 mon-object permanence

18-24 months deferred imitation-repeating behaviors of others at later time

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8
Q

A not B error

A

reach where you last found it, rather than where it was last hidden

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9
Q

Preoperational Stage

A

2-7 years

Mastered Symbolic Representation: the use of one object to stand for another

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10
Q

Concrete Operational Stage

A

7-12 years
Children reason logically about concrete world

Can solve the conservation tasks.
CANNOT reasoning is largely limited to concrete situations, abstract and systematic thinking remains difficult.

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11
Q

Formal Operational Stage

A

age 12 and beyond
Children begin to think abstractly and to reason hypothetically
Eventually found that not all people reach this stage

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12
Q

Weakness of Piaget

A

Children’s thinking not that consistent

Infants & kids more cognitively competent

understates social world

Vague about mechanisms

Based on observations

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13
Q

Information Processing Theory

A

Nature/Nurture
How change occurs

Focus on cognitive system and mental activities used to deploy attention and memory to solve problems. Look specifically at how different learning processes develop.

Cognitive development occurs CONTINUOUSLY

Children are active problem solvers

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14
Q

Centration

A

Focusing on single, striking feature of object or even to the exclusion of other relevant but less striking features

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15
Q

Egocentrism

A

perceiving the world solely from one’s own point of view

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16
Q

Conservation Concept

A

idea that changing the appearance of objects does not necessarily change the properties (longer does not equal more)

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17
Q

Information-processing: Limited capacity processing system

A

processing speed is increased. Cognitive development from children’s gradually surmounting processing limitations through:

  1. Expanding amount of information they can process at a time
  2. Increasing processing speeds
  3. Acquiring new strategies and knowledge
18
Q

Implicit memory

A

evident in a rudimentary from very early life

19
Q

Explicit memory

A

matures into adulthood.

Autobiographical memory: long term memory specific events, evident during preschool years

20
Q

Retrieving

A

Infants 2 months old can remember certain events

21
Q

Rehearsal

A

Repeating information multiple times in order to remember

22
Q

Selective attention

A

process of intentionally focusing on information that is most relevant to the current goal

23
Q

Executive functions

A

inhibiting, working memory, cognitive flexibility-switch between information, focus on task and inhibit irrelevant info.

24
Q

Problem Solving (overlapping waves theory)

A

Children use many strategies to solve problems

25
Q

Task Analysis

A

Research technique to understand and predict human behavior

26
Q

Core-knowledge theory

A

Nature/Nurture
Continuity/discontinuity

Children have innate knowledge in domain of special evolutionary importance.

Children enter the world equipped with specialized learning mechanisms/mental structures.

cohesion, contact, continuity

27
Q

Nativism

A

Theory that infants have substantial innate knowledge of evolutionary important domains

28
Q

Constructivism

A

theory that infants build increasingly advanced understanding by combining rudimentary innate knowledge with subsequent experiences

29
Q

Sociocultural

A

Nature/nurture
Influence of sociocultural context
How change occurs

Continuously learning.
Dyadic interactions- between children and others

learning –> Development.

30
Q

Sociocultural interactions believe the change occurs through ______ ________.

A

social interactions

31
Q

Intersubjectivity

A

The mutual understanding that people share during communication

32
Q

Joint Attention

A

process in which social partners focus on the same external object which is particularly involved with language development.

33
Q

Social Scaffolding

A

a process in which more competent people provide a temporary framework that supports children’s thinking at a higher level than children could manage on their own.

34
Q

Guided Participation

A

process in which more knowledgeable individuals organize activities in ways that allow less knowledgeable people to learn

35
Q

Dynamic systems theory

A

Nature/nurture
Active child
How change occurs

Children innately motivated to learn more. Social and motor

36
Q

DST: variation

A

use of different behaviors to pursue the same goal

37
Q

DST: selection

A

increasing frequent choice of behaviors that are relatively successful in reaching goals

38
Q

DST: Self-Organization

A

integrate attention, memory, emotions and actions to adapt to change environment

39
Q

DST: soft assembly

A

components are ever changing

40
Q

DST: Centrality of action

A

children’s specific actions contribute to development throughout life

ex: sticky mittens

Child Psych (5 decks)

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