week 4 Flashcards
name: piaget’s assumptions (4)
- discontinuous dev.
- domain-general mechanism
- children as active agents
- constructivist approach
define: piaget’s assumptions (4)
-
discontinuous dev.
- cog. dev. through stages
- gradual acquisition of knowledge
- children are not tiny versions of adults -
domain-general mechanism
- all abilities are linked
- brain has mechanisms to guide learning no matter what type of info it is -
children as active agents
- children seek out stim. in envrt.
- guide their own dev.
- explains differences in siblings -
constructivist approach
- children build their knowledge through interactions with envrt.
define: assimilation vs accomodation
- assimilation = new exp. incorporated into existing theories
- accommodation = new exp. modify existing theories
name: stages of cog. dev. (w/ times)
- sensorimotor 0 - 2 yrs
- preoperational 2 - 7 yrs
- concrete operational 7 - 11 yrs
- formal operational 11 - adulthood
explain: sensorimotor stage
- 0 - 2 yrs
- 8 - 12 mths can see evi. of:
⤷ goal directed beha.
⤷ understanding cause and effect
⤷ object permanence
⤷ a not b error
explain: A not B task
- can understand object permanence but can’t find object if moved to a new location
explain: preoperational stage
- 2 - 7 yrs
- can’t do mental operations
⤷ need to use tangible things - starting to understand symbols (language)
- can’t understand conservation of liquid or conservation of numbers
- cannot pass mountain task
⤷ still egocentric - need to pass reversibility and conservation to pass stage
explain: concrete operational stage
- 7 - 11 yrs
- can perform concrete mental operations
- mastered reversibility and conservation
explain: formal operational stage
- 11 - adulthood
- can reason abstractly
⤷ more theoretical
can generate ideas without experiencing them - heightened metacognition
explain: vygostsky’s theory
- children are social beings
- learning happens on social plane
- constructivist theory
⤷ experience driven
explain: miller 1995 study on numbers and thinking
1 - 10 numbers are arbitrary
⤷ need to be memorized
- some languages are more systematic beyond 10
- chinese = reinforces base 10 understanding
- at 5 yrs:
⤷ chinese child can count to 100, US to 50
- german children struggle with learning to write numbers bc ones are spoken first in german
⤷ also struggle with carrying over in math
define: intersubjectivity
- mutual, shared understanding among participants in an activity
- social behaviour influences thoughts and understanding (vygotsky)
define: guided participation
- cog. growth when child does structured activities with others who are most skilled than them
name: main contributions of learning and education (3)
- zone of proximal dev.
- scaffolding
- language and thought
define: main contributions of learning and education (3)
-
zone of proximal dev.
- range of tasks too hard for a child to solve on their own
⤷ can be done with help of others with more skill
- should teach in a student’s ZPD -
scaffolding
- start small steps and guided -> bigger challenges and indep.
- give inter-steps if child can’t get past smth
⤷ too hard = frustrating, too easy = not interesting -
language and thought
- private speech: self-directed speech to guide beha.
⤷ almost like trying to recreate social situations
- inner speech: internalizing private speech
recap: lessons from piaget vs vygotsky
PIAGET
- children are active learners
- facilitate rather than direct
- consider their learning stage
- learning occurs naturally
VYGOTSKY
- use ZPD
- treat child like an indiv.
⤷ change based on indiv.
- use more-skilled helpers
- encourage private speech
⤷ piaget would think it’s egocentric
- social context
explain: flipped classroom
- traditional learning done outside the classroom
⤷ ex. lectures -> watching a module - class time saved for engaging in activities (discussions)
question: relationship between hippocampal V and SES?
- higher SES -> larger hippo
**larger hippo doesn’t mean its better
**true for children
⤷ SES no impact on hippo.
question: relationship between hippocampal V and working memory?
- larger hippo generally correlated w/ better performance on a visual-auditory learning task (Qiu 2018)
explain: findings of cuevas (2011) on working memory and A not B task
- compared baseline activation EEG to looking at A not B task
- changes in EEG and heart rate correlated with working memory performance in 10 mths
⤷ not in 5 mths - brain gets more specialized with age
explain: theta wave activations in meyer (2019)
- prolonged cognitive engagement increases theta waves gradually
- different task demands changed brain activity
⤷ ex. naming colours, imitating actions, no task
explain: nishimura (2015) viewpoint invariance study
- brain attenuated continuous signals
⤷ if change the stim. -> brain overshoots - if showing the same object but at a diff. angle (changing orientation) = brain woulda attenuate
define: LOC
- lateral occipital cortex
- more active when indiv. perceives whole objects
- age 5 = LOC resp. similarly to same object despite changes in size
- LOC responds diff. when viewpoint changes
define: default mode network
- regions of assoc. cortex that appear to be activated together when at rest
- suppressed in tasks that demand attention
- active during remembering
**at rest baseline isn’t the same for everyone
explain: child friendly stroop task (Li 2017)
- testing auditory instead of reading
- play a noise and told to look at which animal makes the noise
