Week 5

Question 1

Schemas

Piaget

Answer 1

concepts, ideas, and ways of interacting with the world

developed through assimilation and accomodation

Question 2

Assimilation vs accommodation

Answer 2

• assimilation: integrating a new experience into existing schema
• accommodation: modifying or creating a schema in light of new information

Question 3

Equilibrium vs cognitive disequilibriurm

Answer 3

• equilibrium: balance between assimilation and accomodation
• cognitive disequilibrium: our schemas don’t match everything in the world

Question 4

Vygotsky’s sociocultural perspective

Answer 4

children’s understanding of the world is formed through social interactions with older, skilled others

Question 5

Scaffolding

Vygotsky’s sociocultural perspective

Answer 5

assistance that permits the child to bridge the gap between her or his current competence level and the task at hand (e.g. guided participation)

Question 6

Guided participation

Vygotsky’s sociocultural perspective

Answer 6

more skilled partner is attuned to needs of the child and guides her to accomplish more than she could do alone

Question 7

Zone of proximal development

Vygotsky’s sociocultural perspective

Answer 7

the gap between a child’s competence level (what they can do alone) and what they can do with assistance

Question 8

3 main components of the information processing system

Answer 8

1. sensory memory
2. working memory
3. long-term memory

Question 9

Sensory memory

and attention

Answer 9

holds incoming sensory information in its original form

attention: awareness of information

Question 10

Working memory

and its two components

Answer 10

holds and processes information that is being “worked on” (i.e. manipulated, encoded, retrieved)
1. central executive
2. executive function

Question 11

Central executive

working memory

Answer 11

control processor that directs the flow of information and regulates cognitive activities (e.g. attention, action, problem-solving)

i.e. decides what should be done with information

Question 12

Executive function

working memory

Answer 12

cognitive process of understanding information, making decisions, and solving problems

i.e. cognitive activies

Question 13

Long-term memory

Answer 13

unlimited store that holds information indefinitely

Question 14

4 aspects of information processing in adolescence

Answer 14

1. attention, working memory, and excutive function skills increase (e.g. response inhibition or impulse control)
2. better metacognition (more planful about their cognitive system)
3. brain development (prefrontal cortex and cerebellum)
4. changes in decision-making

Question 15

What changes in decision-making occur in adolescence?

Answer 15

• capable of rational decision-making
• risk-taking behaviors when limbic system is stimulated

• limbic system (fully developed by 14) is more advanced than the prefrontal cortex
• adolescents downplay risks and emphasize benefits, and selectively respond to positive feedback