week 3 - theories of children's cognitive development Flashcards

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1
Q

Piaget’s theory is described as?

A

Constructivist.

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2
Q

According to Piaget development includes what?

A

Processes of continuities, and processes of discontinuities.

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3
Q

What is continuity?

A

a gradual change.

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4
Q

What is discontinuity?

A

a more abrupt change.

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5
Q

What is assimilation?

A

Incorporate new information into concepts already understood.

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6
Q

What is accommodation?

A

Improve current understanding in response to new experiences.

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7
Q

What is equillbration?

A

Process of balancing accommodation and assimilation to create a stable understanding. Equilibrium – disequilibrium – equilibrium.

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8
Q

What are Piaget’s stages of cognitive development?

A

sensorimotor, preoperational, concrete operational thought, and formal operations.

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9
Q

What happens in the sensorimotor stage?

A

age 0-2, Intelligence expressed through sensory and motor abilities.

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10
Q

What happens in the preoperational stage?

A

age 2-7, Ability to represent experiences in language, mental imagery and symbolic thought.

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11
Q

What happens in the concrete operational thought stage?

A

age 7-11/12, Ability to reason logically about concrete objects and events.

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12
Q

What happens in the formal operations stage?

A

age 11/12 up, Become able to think about abstractions and hypothetical situations.

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13
Q

When do children learn object permanence?

A

Sensorimotor stage can take up to 8 months. (Knowledge that an object continues to exist even if it cannot be seen.)

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14
Q

What is “A not B error”?

A

The ability to differentiate similar things, example - hidden toy. Learned in sensorimotor stage, around year 1.

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15
Q

What is Egocentrism?

A

perceiving the world solely from your own point of view.

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16
Q

What is centrafication?

A

(preoperational stage) focussing on a single, perceptually striking feature of an object or event, to the exclusion of other features.

17
Q

What is Piaget’s water experiment?

A

Child sees two equal glasses of water, the water from one of the glasses is poured into a new glass with the same volume but which is skinnier and taller. The child will believe the taller glass has more water.

18
Q

What is the symbolism of child using banana as a phone in preoperational stage?

A

Child is being playful, can understand that the banana is not actually a phone.

19
Q

At the formal operations stage what can children understand?

A

abstract thought.

20
Q

At the concrete operational thought stage what can children understand?

A

logical reasoning about concrete problems.

21
Q

What are some issues with Piaget’s developmental theory?

A

Stages not as age reliant as once believed to be, children’s abilities underestimated, ignores social environment contribution, not details about how cognitive changes come about and what triggers them.

22
Q

What did Vygotsky propose?

A

Socio-cultural theory.

23
Q

According to Vygotsky what is children’s primary motivation for learning?

A

Social experiences, the desire to be like other children.

24
Q

What were Vygotsky’s views on private speech?

A

thinking and language and interlinked, thought is internalised speech.

25
Q

What are the three phases of internalisation of speech?

A

(1) adult orally produce statements on what to do
(2) child audible tells him/her self what to do or what they need to carry on with a task
(3) Eventually - non-audible instructions that the child tell him/her self.

26
Q

What is the zone of proximal development (ZPD)?

A

The distance between actual developmental level (independent capabilities) and potential development (capabilities under guidance). Not a property of the child. Describes what is needed for child to reach optimal potential.

27
Q

What is information processing theory?

A

Focuses on the cognitive processes needed for thinking. Used computer simulations to identify the steps needed during thinking to achieve a goal.

28
Q

How does Information-Processing Theories differ from Piaget’s developmental theory?

A

instead of set stages, learning and development is more gradual and continuous.

29
Q

What are the basic processes of the development of memory?

A

Associating events with one another•recognizing objects (we encode features of the objects to be able to recognise them later, e.g., features of a dog)•recalling facts.

30
Q

What are the two possible strategies for the development of memory?

A

Rehearsal (e.g., remember a phone number for only a few minutes) Selective attention (we pay attention only to the information that seems relevant to us).

31
Q

What is the overlapping waves model?

A

Children learning is about problem-solving, strategies might be applied sequential as they grow but they might also overlap.

32
Q

What solution does Piaget’s Theory and Information processing theory offer for: Why do preoperational children fail the conservation tasks?

A

Piaget - centration.

Information processing theory - limited capacity, inexperience, flexibility switching attention.

33
Q

Explain the dynamic systems theories.

A

Development is the product of emergent coherence, learn new things through repetition of other recently learned things, children’s specific actions shape their development.

34
Q

What is the explanation for the A not B error from the dynamic system theory?

A

Habit- toy is more often in hole A.
Memory - time between toy being hidden and baby getting to reach is too long.
Attention- baby’s attention was accidentally drawn to A or B making them more likely to try that answer.

35
Q

According to Piaget, the three sources of continuity of children’s development are:

A

Assimilation, Accommodation and Equilibration.

36
Q

According to the ‘Information Processing Theory’, children fail the conservation tasks because

A

they have limited memory and attention capacities.

37
Q

The audible or non-audible instructions that the child tells himself/herself when performing a task are called

A

private speech

38
Q

According to Vygotsky’s theory, when more competent people provide a temporary framework that supports the child to work at a higher level than otherwise he/she would have been able to, is called

A

social scaffolding