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Psych 315 > Unit 2 > Flashcards

Unit 2 Flashcards

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1
Q

Why have developmental theories?

A
  • provide framework for understanding phenomena
  • raise crucial questions about human nature
  • lead to a better understanding of children
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2
Q

If a kid under 8 months old is grabbing your glasses - according to Piaget what could you do to make them stop?

A

-put them behind your back

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3
Q

What is object permanence?

!

A

-mentally represent objects

if an object is covered a baby does not realize it exists

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4
Q

Do babies at 7 months old lack the motivation or reaching skills to retrieve a hidden objects?

A

-no -Yuko Munakata - placed object under transparent cover - babies reached for the toy = motivation & reaching skills

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5
Q

Do babies from 6-8 months old lack the memory to grab a hidden object? Adele Diamond
*

A
  • as they get older remember for longer seconds - however it does show at 5 seconds (for 8 months old) they seem to forget -&6months old when allowed to reach immediately were successful, 7 months at 2 seconds
  • so proves could eb memory or that they do not know it exists?
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6
Q

What are the possible reasons why object permanence happens? Are they correct?

A
  • lack in motivation
  • lack in memory skills
  • lack in reaching abilities
  • simply don’t get that it continues to exist

-proof for memory and existence
b/c they do have reaching skills and motivation

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7
Q

What did Piaget do?

A

-started field of cognitive development

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8
Q

What did Piaget believe children were? Passive? When do they start?

A
  • no
  • active
  • little scientists – meaning they test things out, discover and experiment in the world to teach themselves and push their development forward - intrinsically motivated to learn, don’t need rewards
  • mentally active from birth
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9
Q

What does constructivist mean to Piaget?

!

A
  • children construct knowledge for themselves in response to experience
  • generating hypotheses, performing experiments, and drawing conclusions
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10
Q

What is assimilation?

!

A

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

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11
Q

What is accommodation?

!

A

the process by which people adapts current knowledge structures in response to new experiences

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12
Q

What is equilibration?

!

A

the process by which children (or other ppl) balance assimilation and accommodation to create stable understand
-3 phases -equilibrium (don’t need to change) -disequilibrium (new info shows understanding is inadequate, confused) -more advanced equilibrium (updated, better understanding)

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13
Q

What is continuity?

A
  • assimilation
  • accommodation
  • equilibration
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14
Q

What are the qualities of discontinuity?

A
  • intellectual leaps
  • qualitative change
  • broad applicability
  • brief transition periods
  • invariant sequence - everyone progresses through the stages the same
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15
Q

To a 5yr old who is naughtier? someone who broke a cookie jar by accident or someone who stole a cookie? at 8?

A
  • someone who broke the jar by accident

- morality as consequence of behaviour at 8 years old the opposite, about intent

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16
Q

Sensorimotor stage?

!

A

-birth - 2 years
-perceive & explore
-fundamental concepts - space, time, & causality - here & now - intelligence bound by immediate perceptions & actions
-at end can form mental representations & repeat other’s behaviours
-own body –> world around them
-accomplishments –> adapting to enviro & object permanence
gaps = representing the world mentally (vs. sensory)

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17
Q

Preoperational stage?

!

A

2-7 years

  • represent experiences in language & mental imagery (symbolic representation @ 2) - remember experiences for longer
  • sophisticated concepts -but can’t perform certain mental operations (ex. centration, until 7)
  • egocentrism earlier on until 5
  • centration until 7 -conservation is understood 5-8, but 4-5 year olds fail
  • wins = symbolic representation, & thinking about objects not present
  • gaps = logical rules, reversibility, conservation, centration, egocentrism, classification
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18
Q

Concrete Operational?

!

A

7-12 years old

  • can reason logically about concrete objects and events - cannot think abstractly or generate systematic scientific experiments to test their beliefs
  • wins = mental logic, reversibility, conservation, egocentrism, classification
  • gaps = lack reasoning about abstract concepts
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19
Q

Formal Operational?

!

A
  • 12+
  • think abstractly nd hypotheticals -can perform systematic scientific experiments and draw appropriate conclusions from them -even if they’re different from what they believed before
  • wins = can reason about abstract , can do hypotheticals, can test hypotheses logically & with a system
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20
Q

What age is the boy if he can’t take another’s perspective in the three mountains task?

A
  • 2-4?
  • 4 year olds can’t do it
  • 3-5 when egocdntrism -piaget thought until 7
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21
Q

How old is the boy if he thinks the row of 5 coins spaced is more than the other 5 coins?

A
  • 4-5??

- 2-7

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22
Q

How old is the boy if he fails the volume centration task?

A

-5-6??

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23
Q

What age if you just started to solve the balance-scale problem?

A

-7/8

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24
Q

Is the formal operational stage universal?

A

-no not everybody reaches it

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25
Q

In what ways to children learn best according to Piaget?

A

-by interacting with the environment, mentally & physically

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26
Q

What are the weaknesses of Piaget?

!

A
  • underestimated cognitive competence
  • object permanence timeframe
  • understates social world to cognitive development (focusses only on active)
  • stage model - it’s more variable than that
  • doesn’t describe ‘how’
  • accurate descriptions of behaviour may not be accurate to their understanding
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27
Q

When does object permanence start? Piaget and actually

A
  • piaget thought 8 months

- actually 3 months (looking time)

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28
Q

How old is the boy who sees a ball of clay change shape and thinks it has more or less than before? (conservation of solid quantity?)

A

-6-7??

29
Q

What are sociocultural theories?

A
  • interpersonal context - cognitive development takes place through interactions between children & other ppl
  • acquire what is valued by their culture
  • guided participation
30
Q

Overlap so far - Piaget & his stages - Vygotsky & sociocultural theories

A

blah

31
Q

What is guided participation?

A

more knowledgeable individuals organize activities in ways that allow less knowledgeable individuals to perform the activity at a higher level than they could on their own
-any shared activity

32
Q

What is social scaffolding?

!

A
  • type of guided participation
  • process through which those w/ expertise organize the physical & social environment to help children learn
  • temporary framework -task above their level but not too above
  • cultural tools like symbols & values etc.
  • adjust level of support to fit learner
  • breaking something down into smaller parts
  • more cognitive
33
Q

What did Vygotsky think?

A
  • children as social learners intertwined w/ ppl who help them
  • specific to time & places (unlike piaget who said stages universal)
  • they change gradually -continuous
  • w/in broader social environment
  • focused on language & thought (together)
34
Q

What did Vygotsky think of language?

A
  • intertwined w/ thought
  • thought is internalized speech that others make to children
  • then controlled by own private speech outloud -then controlled by internalized private speech (thought) -underground
  • private speech at ages 4-6
35
Q

When is private speech most evident?

A

4-6

36
Q

What age do humans want to start and teach?

A

1 years old

-can direct someones gaze to something

37
Q

What is intersubjectivity w/ language? When does it start? What is needed?

A

mutual understanding that ppl share during communication -effective communication – have to focus on same topic & on each other’s reaction to the information being communicated

  • evidence of intersubjectivity at infancy -age 6months
  • Joint attention! is needed
38
Q

Two groups of kids are discussing a new imaginary game in the playground. One group the two kdis are arguing. The other group has agreed on a set of rules. How old is the last group?

A
  • preschool to elementary school age

- (or whoever’s the oldest)

39
Q

What is Vygostsky’s ideal method for kids to learn?

A
  • jigsaw puzzle
  • divide into small groups & focus on a specific topic – at the end new groups are formed and the kids teach the others in the group on what they researched
  • had cognitive and motivation benefits -& problem solving -& mutual respect and responsibility
40
Q

Discontinuous or Continuous

-Vygotsky & piaget?

A
  • piaget = stage/discontinuity

- Vygotsky = continuous, growth

41
Q

What is cognitive development?

A
  • how we learn, solve problems, understand and use language, explain ourselves, form beliefs
  • how cognition changes through development
42
Q

Who is Jean Piaget?

! = in both readings and slides

A
  • first guy thinking about cognitive development
  • 1896-1980
  • naturalistic observation w/ his kids
  • constructivist
  • child as scientist
  • active
43
Q

What are schemas?

A
  • understanding is organized
  • ex. our organized understanding/thinking of what constitutes a pet
  • ex. Remy w/ Koala’s
44
Q

What happened with Remy & Mickey Mouse?

A
  • tried to assimilate mickey mouse into her schema of koala’s
  • disequilibrium when parents told her no
  • then accommodated it as something different than koala
  • equilibrium
45
Q

What are piaget’s stages?

A
  • fundamental stages - during you think qualitatively different about the world at different stages
  • sensorimotor satge -0-2 years
  • preoperational stage 2-7years
  • concrete operations-7-12
  • formal operations stage 12+
  • all universal - can’t skip a step -gradual, qualitative shift
46
Q

What is conservation?

A

understanding that physical properties do not change despite changes in form or appearance

47
Q

What is centration? Examples?

A
  • part of conservation
  • focus on one aspect
  • ex. the thinner glass, spaced out pennies, or sharing of the graham crackers
48
Q

What is reversibility?

A

-some things that change can be returned to it’s original form

49
Q

Who can’t understand reversibility?

A
  • kids in preoperational stage

- 2-7 years

50
Q

What is egocentrism?

A

inability to see others viewpoints - focus on their own perspective - fail to see the perspectives of others - hard to accommodate to the views of others

51
Q

What is classification?

A

have a hard time understanding how things are classified - according to logic - example - flowers is a broader category than yellow flowers
-wouldn’t be able to classify them in that logical way??

52
Q

At what stage do they understand reversibility, egocentrism, classification, conservation?

A

Concrete operational stage

53
Q

A kid can talk to me about going to the doctor but when I asked him about health care he couldn’t explain it. What Piaget stage is he in?

A

Concrete operational

54
Q

If I told a kid that hypothetically he could break a glass with a feather & when asked what would happen w/ the glass if I hit it with a feather, he said ‘nothing’ but the next year he said ‘it would break’ what were his ages?

A

11

then 12

55
Q

What culture is better at conservation of mass tasks than others? Why?

A

Mayan

-understand pottery/clay

56
Q

At what age do kids grow out of egocentrism? Piaget & actual

A

Piaget - said 7

-seems sooner @ 3-5 - simplified tests, pointing etc.

57
Q

Who was Lev Vygotsky?

A
  • 1896-1934
  • russian - cut off from West -didn’t know Piaget
  • he said quantitative experience - gaining more over time
  • children as social learners from capable members of culture
58
Q

When and where does learning through social collaboration take place?

A

-Zone of Proximal Development

59
Q

What is the Zone of Proximal Development?

A
  • range of tasks too difficult to do on your own, but which are possible with the help of a skilled other - tasks are too out of reach
  • with help, range of tasks grow
  • during social interactions -culture - shared goals
60
Q

Are all scaffolding techniques the same?

A

No they vary across cultures

-ex. USA & Turkey more verbal -Gestures -Turkey & Guatemala -& touches/gazes -Guatemala & India

61
Q

What did Vygotsky say was the most important tool for cognitive development?

A
  • language
  • gives learners access to others’ knowledge
  • private speech & self-directed language help them to learn
62
Q

What was Vygotsky’s legacy?

!

A
  • emphasis on culture
  • role of teaching
  • impact on educational setting (lots of scaffolding, structure, breaking projects down)
63
Q

What were the criticisms of Vygotsky?

A
  • overemphasized language - (scaffolding is different in diff cultures)
  • undervalues role of biology
  • vague on mechanisms of cognitive change - how
64
Q

Do Piaget & Vygotsky believe in nature & nurture?

A
  • I think they both believe in both

- but they both focus on nurture & don’t talk about nature too much

65
Q

Piaget inspired school?

A
  • teachers have hands off approach
  • different stations - (for diff stages)
  • kids explore
  • pretend play - sensory objects
  • lots of freedom & choices
  • doesn’t try to impose new skills before kids are ready
66
Q

Vygotsky inspired school?

A
  • teachers aid the students
  • break down projects
  • teacher assistants, parent volunteers, peer mentors etc.
  • jigsaw method - kids teach each other
  • assisted discovery –> help learning
  • reciprocal teaching –> teach each other (take turns teaching)
  • cooperative learning (peers collaborate to common goal) (also jigsaw)
67
Q

Similarities between Piaget & Vygotsky?

A
  • both focus on child & gives them credit

- children as active learners

68
Q

Differences btw Piaget & Vygotsky?

A
  • Piagte - learning through self disovery
  • Vygotsky - through social collaboration
  • piaget - discontinuous
  • Vygotsky - continuous
  • P - universal processes of development -Vy - development as culturally situated
  • Vy - language as key to learning -P language and thoughts as unrelated

Psych 315 (11 decks)

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