UNIT 3 - PART 2 Flashcards by Abbygail Cross

Refers to how a person perceives, thinks, and gains understanding of his or her world through the interaction of genetic and learned factors.

COGNITIVE DEVELOPMENT

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Among the areas of cognitive development are:

information processing
intelligence
reasoning
language development
memory

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1 month

Watches person when spoken to.

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Watches person when spoken to.

1 month

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2 months

Smiles at familiar person talking. Begins to follow moving person with eyes.

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Smiles at familiar person talking. Begins to follow moving person with eyes.

2 months

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4 months

Shows interest in bottle, breast, familiar toy, or new surroundings.

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Shows interest in bottle, breast, familiar toy, or new surroundings.

4 months

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5 months

Smiles at own image in mirror. Looks for fallen objects.

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Smiles at own image in mirror. Looks for fallen objects.

5 months

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6 months

May stick out tongue in imitation. Laughs at peekaboo game. Vocalizes at mirror image. May act shy around strangers.

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May stick out tongue in imitation. Laughs at peekaboo game. Vocalizes at mirror image. May act shy around strangers.

6 months

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7 months

Responds to own name. Tries to establish contact with a person by cough or other noise.

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Responds to own name. Tries to establish contact with a person by cough or other noise.

7 months

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8 months

Reaches for toys out of reach. Responds to “no.”

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Reaches for toys out of reach. Responds to “no.”

8 months

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9 months

Shows likes and dislikes. May try to prevent face-washing or other activity that is disliked. Shows excitement and interest in foods or toys that are well-liked.

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Shows likes and dislikes. May try to prevent face-washing or other activity that is disliked. Shows excitement and interest in foods or toys that are well-liked.

9 months

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10 months

Starts to understand some words. Waves bye-bye. Holds out arm or leg for dressing.

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Starts to understand some words. Waves bye-bye. Holds out arm or leg for dressing.

10 months

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11 months

Repeats performance that is laughed at. Likes repetitive play. Shows interest in books.

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Repeats performance that is laughed at. Likes repetitive play. Shows interest in books.

11 months

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12 months

May understand some “where is…?” questions. May kiss on request.

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May understand some “where is…?” questions. May kiss on request.

12 months

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15 months

Asks for objects by pointing. Starting to feed self. Negativism begins.

15 months

18 months

Points to familiar objects when asked "where is...?" Mimics familiar adult activities. Know some body parts. Obeys two or three simple orders.

18 months

2 years

Names a few familiar objects. Draws with crayons. Obeys found simple orders. Participates in parallel play.

2 years

2-and-a-half years

Names several common objects. Begins to take interest in sex organs. Gives full names. Helps to put things away. Peak of negativism.

2-and-a-half years

3 years

Constantly asks questions. May count to 10. Begins to draw specific objects. Dresses and undresses doll. Participates in cooperative play. Talks about things that have happened.

3 years

4 years

May make up silly words and stories. Beginning to draw pictures that represent familiar things. Pretends to read and write. May recognize a few common words, such as own name.

4 years

5 years

Can recognize and reproduce many shapes, letters, and numbers. Tells long stories. Begins to understand the difference between real events and make-believe ones. Asks meaning of words.

5 years

* During this stage, young children's play becomes increasingly imaginary and filled with fantasies.

EARLY CHILDHOOD

* As children develop cognitively, their play will move from ______ to _______

simple make-believe plots involving more characters and scenarios, games with sophisticated rules, etc.

* According to Jean Piaget, playing isn't just fun; it is an________ of brain development.

important part

* Children in _________ become capable of considering more than one aspect of an object or situation at a time. Their thinking becomes more complex.

middle childhood

MIDDLE CHILDHOOD Children's understanding is based on their ______ experiences. * Acquisition of concepts about conservation and seriation.

concrete

* More advanced reasoning skills. * Develop the ability to think abstractly. * _______ may also experience a personal fable as a result of being able to think more abstractly.

ADOLESCENCE

______ is the corollary to the imaginary audience. Thinking of himself or herself as the center of attention, the adolescent comes to believe that it is because he or she is special and unique.

Personal fable

 For decades, adolescent _____ was thought to contribute to the personal fable of invincibility and risk-taking behavior.

egocentrism

* Plays a very important role in the thinking process. * Contain billions of interconnected neurons.

THE BRAIN

basic building block of the nervous system. o Specialized to transmit information throughout the body.

* Neuron

* The theory was developed by Roger Sperry and Robert Ornstein.

LATERALIZATION OF THE BRAIN

* The idea that the left and the right side of the cerebral cortex execute different functions which affect the behaviour, personality, creativity and the ability to think in a given task.

LATERALIZATION OF THE BRAIN

Left Hemisphere (Logical)

- Uses logic - Detail oriented - Facts rule - Words and language - Present and past - Math and science - Can comprehend - Knowing - Acknowledges - Order/pattern perception - Knows object name - Reality based forms strategies - Practical - Safe

Right Hemisphere (Creativity)

- Uses feelings - “Big picture” oriented - Imagination rules - Symbols and images - Present and future - Philosophy and religion - Can “get” meaning - Believes - Appreciates - Spatial perception - Knows object function - Fantasy based - Impetuous - Risk taking

* One’s preferred way to learn something.

LEARNING STYLE

TYPES OF LEARNING STYLE

1. Visual Learners 2. Auditory Learners 3. Tactile-Kinesthetic Learners

The most common method of assessing individual differences in cognitive development are ___________.

standardized tests for intelligence and academic achievement

* He claimed that a person’s intelligence ability could be inferred from his performance on a series of cognitive tasks.

ALFRED BINET

ALFRED BINET's test

* Stanford-Binet Intelligence Test

3 Parts of Stanford-Binet Intelligence Test

Mental Age Chronological Age Intelligence Quotient

represents the number of test items a child gets correct which is compared with the average number of items children at the same age get correct.

 Mental Age

represents a score obtained by dividing a child’s MA by their CA and multiplying by 100.

 Intelligence Quotient

MULTIPLE INTELLIGENCE THEORY

* Howard Gardner

LIST DOWN THE MULTIPLE INTELLIGENCE THEORY

Musical Intelligence Bodily-Kinesthetic Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalist Intelligence Existential Intelligence Verbal/Linguistic Intelligence Logical-Mathematical Intelligence Spatial Intelligence

ability to produce and appreciate rhythm, pitch, and timber.

 Musical Intelligence –

ability to control one’s body movements and to handle objects skillfully.

 Bodily-Kinesthetic Intelligence –

capacity to detect and respond appropriately to the moods, motivations, and desires of others.

 Interpersonal Intelligence –

capacity to be self-aware and in tune with inner feelings, values, beliefs.

 Intrapersonal Intelligence –

ability to recognize and categorize plants, animals, and other objects in nature.

 Naturalist Intelligence –

sensitivity and capacity to tackle deep questions about human existence.

 Existential Intelligence –