week 3 Flashcards
1
Q
Jean Piaget
A
- developed cognitive development by watching and interviewing children
- constructivist theory of development
2
Q
constructivist theory of development
A
- children are mentally active from birth
- children’s mental and physical activity contribute to their development
- children construct knowledge for themselves in response to their experiences
- if children are unable to interact with their environment, they will be unable to develop normally cognitively
3
Q
children’s constructive processes
A
- generate hypotheses
- performing experiments
- drawing conclusions from their observations
4
Q
sources of continuity
A
- assimilation
- children adding new information to their existing schema - accommodation
- process children and people improve upon their current understanding based on new experiences
- changing existing ideas - equilibrium
- understanding a new category and feeling confident, not about being right or wrong
5
Q
piaget stages of development
stage 1
A
- sensorimotor, birth - age 2
- “if I can hear it, see it or touch it, it’s real to me”
- 8 months, object permanence, things exist when they aren’t looking at them
- 18-24 months, deferred imitation, repeating behaviours at a later date, eg talking on the phone
6
Q
piaget stages of development
stage 2
A
- pre operational, age 2 - 7
- ” I can imagine it but my thoughts still revolve around me”
- inability to think from other people’s perspectives
- 2 equal amounts if superficially changed, child will believe it’s a different amount (stretched, moved, taller) etc
- egocentrism, preschoolers not acknowledging each other
- symbolic representation, one object in place of another, language, playing pretend
7
Q
piaget stages of development
stage 3
A
- concrete operational, age 7- 12
- “I can work with what’s real, but I need to touch and see to understand fully”
- faster swinging pendulum task, bad experiments, no isolation of variables
8
Q
piaget stages of development
stage 4
A
- formal operational, age 12+
- “I can see it in my mind’s eye, but it’s hard to manipulate it”
- final stage of development
- think deeply about abstract concepts
- not a universal stage
- what if we had no thumbs? complex answer about other aspects of life vs younger child thumb focused eg thumb wrestling, thumbs up
9
Q
properties of stages
A
- qualitative change
- people in one stage think very differently than people in another - broad applicability
- style of thinking - brief transitions
- children mostly get it but still may make the occasional error - invariant sequence
- events have to happen in a specific order with one a prerequisite for the next
10
Q
piaget
object permanence study
A
- A not B error task
- adult shows baby an engaging object
- adult hides object underneath a sheet
- if baby moves sheet to get object, object permanence, memory of where it was
11
Q
piaget
egocentrism study
A
- 3 mountains task
- 3 model mountains on a table, child sat at table facing across from a doll
- provided pictures, asked to select which picture reflects the dolls perspective
- if child can’t see from dolls perspective, ego
12
Q
criticisms of piaget
A
- lack of clarity on the mechanisms behind children’s thinking and cognitive growth
- infants and young children have better cognitive competence than piaget acknowledged
- methodological errors
- downplay the role of the social world in cognitive development
- depiction of children’s thinking as more consistent than it is
13
Q
david klahr
A
- information processing theory
- task analysis
- intention and what needs to happen at each stage to complete a task
- computer simulation
14
Q
information processing theory
A
- brain organized like a computer with a flow of information from each system
15
Q
key executive functions
A
- inhibiting tempting actions that can cause difficulties
- enhancing working memory through strategies (eg. repetition)
- being cognitively flexible, understanding other perspectives
none possible without working memory (temporary, limited)
16
Q
how do we examine executive function?
A
- dickey task
- bunny and boat task, matching colors or shapes
17
Q
overlapping waves theory
A
- as children get older the likelyhood that they are going to use one strategy vs another changes
18
Q
why can’t children effectively plan/organize?
A
- lack of executive function
- prefrontal cortex development
- optimism
19
Q
core knowledge theories
A
- view children as having some innate knowledge in areas that are important for survival
- evolutionary pre wiring
20
Q
nativism vs constructivism
A
- pre set things required to learn
- build on pre set things via interacting with the environment
- When children are born they are parsing, word differentiation can tell where the phonemes are helping them begin to learn language, lose it later on only able to parse for the language they hear the most + consistent babbling similar to mother tongue
21
Q
theory of mind module
A
- part of the brain that allows children to think about what other people are thinking
22
Q
sociocultural theories
A
- “I get by with a little help from by friends, family, teachers and community”
- Surrounding culture contributes greatly to children’s development
23
Q
guided participation
A
- more knowledgeable individuals in the environment set activities up in the environment so infants can learn
24
Q
social scaffolding
A
- showing the child how to do the activity and reminders
25
Q
cultural tools
A
- Things needed to do the activity/teach the activity + stories about it
26
Q
spontaneous response task
A
- difference when you ask a child for a response vs when you show them something and see what happens
- spontaneous vs elicited response tasks
27
Q
internalized (private) speech
A
- 3 phases
- inability to keep things in their head
- role of more knowledgeable others
28
Q
zone of proximal development
A
- related to social scaffolding
- tasks child can’t perform independently but can accomplish with help from a more knowledgeable other
29
Q
sally-anne task
A
- children are asked where an agent will search for an object, despite the agent holding a false belief about it’s location
- explicitly asked about agents false belief
- most children under 4 do not pass
- inability to understand false beliefs
29
Q
spontaneous response tasks
violation of expectation paradigm (VOE)
A
- agent holds a false belief, child’s response is measured by how long they look at the expected outcome
- if children look longer when agent acts inconsistently with false belief, suggests they understand false belief
30
Q
spontaneous response tasks
anticipatory looking (AL)
A
- children’s eye movements are tracked to see if they can anticipate where an agent with a false belief will search fro an object
31
Q
indirect elicited response tasks
A
- children indirectly showing their understanding but not necessarily answering a direct question about it
- eg helping agent choose the correct box
32
Q
response account theory
A
- children struggle with the elicited-response false belief task
- due to cognitive demand of the task , overwhelming
33
Q
empiricists believe knowledge is learned through
A
- specific associations formed via interactions with the environment
34
Q
nativists believe knowledge is
A
- innate
35
Q
bayesian inference
A
- combination of prior knowledge and new evidence to form predictions
36
Q
centration
A
- tendency to focus on a single striking feature of an object/event
37
Q
conservation concept
A
- idea that changing the appearance of an object doesn’t necessarily change the object’s other key properties
