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PSYC20008 - Theme 1: Cognitive > W3L2 - 2 to 7 years – Development of “Tools” for Thought > Flashcards

W3L2 - 2 to 7 years – Development of “Tools” for Thought Flashcards

1
Q

Background information of early and middle childhood - Body

A
  • Growth
    • 6 cm per year
  • Weight
    • 2.25 kg per year
  • Muscle mass
    • Increase (Boys have a greater number of muscle cells and are typically stronger than girls)
  • Baby fat:
    • Decreases
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2
Q

Development of Gross and Fine Motor Skills

A

Gross

  • Smoother and more coordinated
  • Boys usually outperform girls (disappears quickly)

Fine

  • Improvement during middle childhood
  • Myelination of the central nervous system
  • Girls usually outperform boys on fine motor skills (disappers quickly)
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3
Q

Background information of Exercise and Sport in growth

A
  • Involvement in daily sport in US schools decreased from 80% (1969) to 20% (1999)
  • Contributes to low activity and obesity in children
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4
Q

What are some problems with obesity in children

A

Overweight Children: Risk factor for adult obesity

  • Medical: Pulmonary problems, diabetes, high blood pressure
  • Psychological: Low self-esteem, depression, exclusion from peer groups
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5
Q

What are the conservation tasks

A
  • Numbers (dots spread out)
  • Volume (liquid in 2 containers)
  • Mass (Flatten)
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6
Q

Summary of concrete operatios. What did piaget think about children’s cognition in pre-operational.

A
  • Preoperational: One Focus
  • Concrete Operation: Multiple Focus

C (on) C (re) TE + SD

  1. ) Egocentricism Decline
  2. ) Conservation = Decentration + Reversibility
  3. ) Transformations
  4. ) Classification
  5. ) Seriation
  6. ) Deductive reasoning
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7
Q

What is element of concrete operation 1: Decline in egocentric-ism

A

Differentiation of one’s own perspective from the perspectives of others

  • Realization that one’s own thoughts and feelings are not necessarily shared by others (ToM-like)
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8
Q

What is element of concrete operation 3: transformations

A

Ability to think and reason about change processes.

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9
Q

What is element of concrete operation 4: classification

A

Multiple classification: ability to classify objects as belonging to two or more categories at the same time.

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10
Q

What is element of concrete operation 5: seriation

A

Ability to sort by sequence

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11
Q

What is element of concrete operation 6: deductive reasoning

A

Draw logical inference on 2 pieces of information

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12
Q

What did Piaget use as an index of cognition and why is it flawed?

A

Piaget showed that children had undeveloped cognition but he looked at abstract ideas as an index

(For e.g., tasks such as beaker are not contextualized)

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13
Q

What are 2 nonlinguistic symbols in children. What do these represent.

A
  1. Usage of Symbols as Information
  2. Drawing
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14
Q

Children non linguistic symbol 1: Using symbols as information. What do they involve and how does maps relate to it?

A

Involves mastery of symbolic creations of others and creation of new symbolic representations

Maps: Children must acquire dual representation

  • Understanding that information can be represented mentally in two ways at the same time:
    • Real object
    • Symbol for something other than itself.
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15
Q

What does the scale model task in children demonstrate

A

Dual Representation

  • Asked to use a scale model to locate a hidden toy in a room.
  • 2.5yo fail; 3 yo ok
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16
Q

What is the caveat of scale model task

A
  • Not necessary to form a symbol-referent relationship between the model and the room
  • Some children led to believe that the room had been shrunk
17
Q

Children non linguistic symbol 2: Drawing. What are their drawing skills compared to cognitive skills

A

Common symbolic activity

  • Children’s artistic ideas often outstrip their motor and planning (cognitive) capability
18
Q

Children non linguistic symbol 2: Drawing (Tadpole)

A

Representation of humans. Universal and common.

19
Q

Children non linguistic symbol 2: Drawing (Houses)

A

This child’s drawing relies on some well-practiced strategies, but the child has not yet worked out how to represent complex spatial relationships

20
Q

Children non linguistic symbol 2: Drawing (Extraordinary)

A

Nadia good drawing at 4, gone by 25.

21
Q

What are the 3 general categories children normally sort into

A
  1. ) Inanimate objects
  2. ) People
  3. ) Living Things
22
Q

How do children form categories:

A

Figure out how things in the word are related to one another is by dividing objects into CATEGORY HIERARCHIES

23
Q

What are category hierarchies. (Subtypes)

A
  1. ) Super-ordinate
  2. ) Basic
  3. ) Subordinate
24
Q

When do infants form categories. And How?

A

First months: Perceptual categorization

  • Similar appearances
  • Based on parts of objects (color, size) rather then on the object as a whole
25
Q

How do infants approaching 2 years form categories?

A
  1. ) Overall shape
  2. ) Basis of function, and can use their knowledge of categories to determine which actions go with which type of objects
26
Q

What do infants require to understand to work out categories

A
  • Understanding of category hierarchies
  • Understanding of causal connections
    • Both involve knowledge of relations among categories
27
Q

Which category do infants learn first

A

Basic

  • Superordinate: No common characteristics
  • Subordinate: Hard to discriminate
28
Q

What additional category do sometimes infants form

A

Child-Basic Category (between basic and sub-ordinate “things that roll instead of balls”)

  • Usually with assistance from adults, infants form sub and superordinate
29
Q

How does causal inference help in categoires

A

Helps children learn and remember new categories

  • E.g: Hearing that “wugs” are well prepared to fight and “gillies” to flee helped preschoolers categorize novel pictures like these as “wugs” or “gillies.”
30
Q

Do infants have imaginary friends?

A

63% of children at ages 3-4 and again at 7-8 had imaginary friends (ordinary/fanciful)

31
Q

What is associated and not associated with infants’ imaginary friend

A

Associations:

  • First-born/Only children
  • Little TV
  • Verbally skilful and ToM

Not associated with:

  • Personality
  • Intelligence
32
Q

What are infants’ knowledge of living things

A
  • Fascinated with living things
  • Demonstrate a variety of immature beliefs and reasoning
    • Till Age 5: Can’t humans are animals
    • Till Age 7-9: Can’t plants are alive
    • Till Age 10: Can’t believe plants and animals serve a purpose
  • Knowledge of people and non people
    • 9- and 12-month-olds show surprise when inanimate objects (robot) move on their own
      • Understood self-produced motion is characteristic of living things
      • Sophisticated enough to reference invsibile process
33
Q

How do we examine biological processes knowledge in children? Do they understand biological process from other processes?

A

Preschooolers:

  • Understand that biological processes differ from psychological and physical ones
    • Extent can be understood by examining ideas about (1) Inheritence (2) Growth (3) Illness
34
Q

infant’s knowledge of Inheritance and Heredity

A

Preschoolers know physical characteristics tend to be passed on from parent to offspring

  • At times their belief in inheritance is too strong, and they deny the influence of the environment
  • Essentialism: Living things have an essence inside to make them who they are (“Dogness” in “Dog”)
35
Q

infant’s knowledge of Growth, Illness, Healing

A
  • Growth is a product of internal processes.
    • Living things (Plants and Animals)
      • Internal processes to heal
    • Understand its limits and that illness and old age can cause death.
36
Q

What is the difference between nativisits and empiricists

A

Nativists:

  • Born with a biology module (evolutionary)
    • Spelke (2007)

Empiricists

  • Biological understanding comes from personal observations and information they receive from other people and their culture
    • Piaget

PSYC20008 - Theme 1: Cognitive (6 decks)

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