theories of cognitive development book Flashcards
a lot of theories were made based in western observation which means they may not apply universally
object permanence have been showed not be presented at the same age around the world
domain general
processes infants use to learn about the world, can be used across domains
usually domain general theories also proposes that infants can build their knowlodge from these general processes and do not require inate concepts. they require experiences
domain specific
processes that are specialized for learning of a single domain
usually domain specific theories also proposes that infants are born with those concepts and do require inate concepts
continious
building gradual and steady pace as infant’s knowledge flourishes over th first years
discontineous
shifting in stages with thinking and understandings being completly different from previous stage
piaget’s view of development
- interactionist theorist: both experience and innate mechanisms affects development
- domain general
- distountinous stage
schema
a unit of thought or a mental representation , in infancy (sensorimotor stage) the shecemas are based on actions
acomodation
occurs when infants encounter information in their enviroment thst do not match previous schemas and as a result, they must chane their schema
assimilation
incoporation of new information in a pre existing schema
sensorimotor stages:
- reflexive schemas
birth to 1 month
- action refelexes
primary circular reaction
1 - 4months
-actions becomes intentional
- first adaptions in schemas
- circular reaction: actions that are repeted because of their effect
- ex: sucking on thum because it feels good
secondery circular reaction
4-8months
infants learn to produce intersting exterioir effects
coordination of secondary circular reaction
8-12months
infants apply schemas to new situations
tertiary circular reaction
12-18months
infants actively experiment as they manipulate objects
mental represenation
18-24months
infants can represent objects synbolicly
Vygotsky
differently then piaget that focused on the physical. he focused on social development in kids** (continious)**
he also belived that culture has an impact in development which piaget did not-different cultures assists childrens learning differetly
how do child learn most effectively?
when the child do an activity that is just a little bit beyond their ability with the help of a person who is a little bit more knowledgeble in the ability (peers,parents,siblings)
zone of proximl development
an activity where the child cannot do it by themselves but can do with the help of someone else
information processing
this approch compares the human mind to a computer , emphasizes memory systems amd how information is taken in and processed to become stored memory
sensory registed > short memory>long term memory
-hardware-software
- contious and bauild on experiences
core knowledge
spekal
thre are innate,domain specific processes for learning about the world
core domains
is continous,innate,domain specific,universal(NOT EXACTLY TRUE)
systems and connectivities theories of cognitive development
interactions between innate and experiences to understand developmet
one domain development effects another domain development
children inpunts impact their development
perception action :
infants perception and understanding of objects is related and due to their action on objects
ex:playing withit
infants knowledge of object properties
spelk: belived that innately infants understand objects are solid and continious over space and time as her experiment of an object crossing a wall showed
perception action thorists:thie understanding of object properties are due to exploration of the kids part
casual perception
recognition that one action causes another
infants can only percive casuality under simple conditions when there are fewer peaces of event to process
egocentic
constrained to be understood onlyy in relation to ones body
small-scale spatial information
- refers to the relations between the parts of an object
- how an object is orrientated in space
- relation between objects that are closer together
- if they are on top or bottom of another object ,to left or right
even young infants are sensitive to some small scale spatial information
mental rotation
involves rotating n image of an object in your mind to determine in wheather it matches another image
5months looked longer at the view of the new object,apparently recognizing the view of the new objaect as familiar
boys were able to understand this better then girls
egocentric frame of reference
infants use their own perspective and note where a particular location is in relation to their bodies
allocentric frame of reference
locations are enconded in reference to a landmark
object retrivel task
object is hidden (child sees that,and then they are put in the other side of the table
6-11 months use egocentric frame of reference (they dont find the bear- because they act in reference to themselves), they can use beacons to where an object is (point exactly where the object is) but not landmarks (where they are around)
reorientation
- they might use geometric cues or landmarks(18months) to reorinetate themselves
Numbers and infants
Infants can distinguish between small numbers (2,3) but not bigger numbers /ratios (8,12) but they can (8,16)
Core knologewd says this is innate as it helps humans survive
Does mandarin speakers understand plural more then American kids ?
Thus, the advantage of Mandarin more transpar-endy coding numbers might help children once they have the basic idea of counting, but it does norseem to give them an advantage when they are first beginning to count.
