Test 2 Flashcards
Piagetian Theory
Nature and Nurture
Continuity/Discontinuity
Active child
Assumes children mentally active from birth
Constructivist
Piagetian
Children mentally active form birth, mental and physical activity contributes to development, children construct knowledge for themselves in response to their experiences.
Schemes
Organized patterns of behavior or thought.
Assimilation
incorporate new information into existing concepts (ex: when Boo sees Kitty)
Accommodation
improve current understanding in response to new events
Equilibration
process by which children balance assimilation and accommodation to create stable understanding
Sensorimotor stage
birth–> 2 years
Sense and motor skills
8 mon-object permanence
18-24 months deferred imitation-repeating behaviors of others at later time
A not B error
reach where you last found it, rather than where it was last hidden
Preoperational Stage
2-7 years
Mastered Symbolic Representation: the use of one object to stand for another
Concrete Operational Stage
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.
Formal Operational Stage
age 12 and beyond
Children begin to think abstractly and to reason hypothetically
Eventually found that not all people reach this stage
Weakness of Piaget
Children’s thinking not that consistent
Infants & kids more cognitively competent
understates social world
Vague about mechanisms
Based on observations
Information Processing Theory
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
Centration
Focusing on single, striking feature of object or even to the exclusion of other relevant but less striking features
Egocentrism
perceiving the world solely from one’s own point of view
Conservation Concept
idea that changing the appearance of objects does not necessarily change the properties (longer does not equal more)
Information-processing: Limited capacity processing system
processing speed is increased. Cognitive development from children’s gradually surmounting processing limitations through:
- Expanding amount of information they can process at a time
- Increasing processing speeds
- Acquiring new strategies and knowledge
Implicit memory
evident in a rudimentary from very early life
Explicit memory
matures into adulthood.
Autobiographical memory: long term memory specific events, evident during preschool years
Retrieving
Infants 2 months old can remember certain events
Rehearsal
Repeating information multiple times in order to remember
Selective attention
process of intentionally focusing on information that is most relevant to the current goal
Executive functions
inhibiting, working memory, cognitive flexibility-switch between information, focus on task and inhibit irrelevant info.
Problem Solving (overlapping waves theory)
Children use many strategies to solve problems
Task Analysis
Research technique to understand and predict human behavior
Core-knowledge theory
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
Nativism
Theory that infants have substantial innate knowledge of evolutionary important domains
Constructivism
theory that infants build increasingly advanced understanding by combining rudimentary innate knowledge with subsequent experiences
Sociocultural
Nature/nurture
Influence of sociocultural context
How change occurs
Continuously learning.
Dyadic interactions- between children and others
learning –> Development.
Sociocultural interactions believe the change occurs through ______ ________.
social interactions
Intersubjectivity
The mutual understanding that people share during communication
Joint Attention
process in which social partners focus on the same external object which is particularly involved with language development.
Social Scaffolding
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.
Guided Participation
process in which more knowledgeable individuals organize activities in ways that allow less knowledgeable people to learn
Dynamic systems theory
Nature/nurture
Active child
How change occurs
Children innately motivated to learn more. Social and motor
DST: variation
use of different behaviors to pursue the same goal
DST: selection
increasing frequent choice of behaviors that are relatively successful in reaching goals
DST: Self-Organization
integrate attention, memory, emotions and actions to adapt to change environment
DST: soft assembly
components are ever changing
DST: Centrality of action
children’s specific actions contribute to development throughout life
ex: sticky mittens
