Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSY 302 > Week 9 (Early and Middle Childhood Cognitive Development) > Flashcards

Week 9 (Early and Middle Childhood Cognitive Development) Flashcards

1
Q

Piaget’s Stages of Cognitive Development: 0-2

A

Sensorimotor (0-2)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Piaget’s Stages of Cognitive Development: (2-7)

A

Preoperational (2-7)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Piaget’s Stages of Cognitive Development: (7-12)

A

Concrete Operational (7-12)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Piaget’s Stages of Cognitive Development: (12+)

A

Formal Operations (12+)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Cognitive Development theory in which there are proposed “Distinct, hierarchical stages, each building on the previous one”

A

Piaget’s theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q
  1. Piagets View of Children’s Nature?
  2. Three Basic Assumptions
A

1. Constructivist

2.
Three Basic Assumptions

1. Active (little scientists)

2.Learning many important lessons on their own (discovery)

3. Intrinsically motivated to learn

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Central Developmental Issues: Piagets Three Cognitive Processes

A
  1. Assimilation
  2. Accommodation
  3. Equilibration
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Cognitive Processes: Interpret new experiences with existing knowledge structure

A

Assimilation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Cognitive Processes: Modify existing knowledge structure to interpret new
experiences

A

Accommodation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Cognitive Processes: balance assimilation and accommodation to create stable understanding

A

Equilibration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Equilibration example in class

It’s a bird! It’s a plane!

A

 Equilibrium
◦ All flying objects are birds
Assimilation: call a plane a “bird”
 Disequilibrium
◦ Differences between planes and birds?
Accommodation: some flying
objects are birds, some are planes.
 A new level of equilibrium

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

A cognitive revolution that marks the transition from the sensorimotor stage to preoperational thinking

A

Preoperational thought

Preoperational Stage (2-7 years)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

internalization of thought

A

“Mental representation”

Preoperational Stage (2-7 years)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Which of Piagets Stages of Development Includes:

  • Preoperational Thought
  • Mental Representations

Achievements
- Symbolic understanding
- Pretend and Fantasy play

Limitations (deficits)
- Egocentrism
- Animistic thinking
- Lack of the conservation
- Appearance reality
- Limited hierarchical classification
- Limited causal understanding

A

Preoperational Stage (2 - 7 years)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

The understanding that things can
stand for other things

A

Symbolic understanding

** Cognitive Achievement of Preoperational Stage (2-7 years)**

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q
  1. Understanding an object may simultaneously be itself and stand for another thing
  2. At what age of infancy does this begin (not until
    3‐yr‐old)
A
  1. Dual representation
  2. (not until 3‐yrs‐old)

** Cognitive Achievement of Preoperational Stage (2-7 years)**

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q
  • young children must mentally represent a symbolic object (like a scale model) in two ways simultaneously: as a concrete object and as a representation of something else (dual representation)
  • Investigated how well children could use a scale model of a room to locate a hidden object in the corresponding real room.

Key findings:
- 2.5-year-olds struggled to make the connection between the model and the real room because they have less dual representation.
- 3-year-olds were more successful, showing that they understood the model was both an object in its own right and a symbol for the real room

A

Deloache’s Model room studies (1987)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

In Deloache’s Model room studies (1987):

Children younger than 3‐yr‐old were unable to locate a hidden toy in a model room, but can locate it in a shrunk room. Why?

A
  • When the room is “shrunk”, the symbolic link between the two spaces is removed. The children no longer need to represent the model as both a concrete object and a symbolic stand-in for the real room.
    • Instead, they perceive the “shrunk room” as the same physical space as the large room, just altered in size. This simplifies the task for them, as it removes the cognitive challenge of dual representation.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q
  1. Acting out imaginary stories that may involve others in created play scenarios
  2. What are the implications of this?
A

1.Pretend & Fantasy Play or Sociodramatic play

  1. Imaginations support skills in language, perspective taking, causal
    reasoning and executive functions (Thibodeau et al., 2016).

** Cognitive Achievement of Preoperational Stage (2-7 years)**

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Examples of Egocentrism

A
  • Three-Mountain task
    ◦ Egocentric conversations
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

The tendency to think that other people view the world from their perspective

A

Egocentrism

Cognitive Limitation of Preoperational Stage (2-7 years)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What is the three mountain task?

A

The Three Mountain Task by Jean Piaget (1948) was designed to study egocentrism in children
- A model of three mountains of different sizes and features (e.g., snow, a house, a cross) is placed on a table.
-Child is seated on one side of the table and asked to describe what they see.
Then, the child is shown a doll positioned at a different spot around the table and asked to describe what the doll sees.

Preoperational Stage (2–7 years): Children typically describe what they see rather than what the doll sees, demonstrating egocentrism, or difficulty taking another person’s perspective.

Concrete Operational Stage (7–11 years): Older children are able to accurately describe the doll’s perspective, indicating a developing ability for decentration and perspective-taking.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

A type of reasoning in which children attribute human qualities to inanimate entities

A

Animistic thinking

◦ Difficulties distinguishing inanimate/animate (e.g., clouds are alive!)
◦ Children sometimes do understand differences between animate vs. inanimate

Cognitive Limitation of Preoperational Stage (2-7 years)

23
Q

entities in a category share an essence may not visually apparent

A

Essentialism
(Part of Animistic Thinking)

Cognitive Limitation of Preoperational Stage (2-7 years)

24
Q
  1. the ability to realize that central properties of objects remain
    unchanged when the objects’ forms are altered in some superficial way
  2. Why do infants in the ________________ lack the ability?
A
  1. Conservation
  2. Preoperational Stage (2-7)
    - Centration
    - Lack of reversibility

Cognitive Limitation of Preoperational Stage (2-7 years)

25
Q

The tendency to focus on a single dimension of an object or event

A

Centration
(Part of conservation)

Cognitive Limitation of Preoperational Stage (2-7 years)

26
Q
  1. Cognitive Limitations:
    Appearance Reality
  2. What Stage
A

The ability to distinguish between the appearance of something and its reality

< 5‐6 years: focus on the appearance rather than the reality in verbal tasks (Flavell et al.,1986; De Vries, 1969)

≤ 3‐yrs understand appearance‐reality distinction in nonverbal tasks with visually deceptive objects
(Sapp et al., 2000)

Cognitive Limitation of Preoperational Stage (2-7 years)

27
Q
  1. The ability to organize items into superordinate and subordinate categories
  2. ________ refers to the ability to classify objects into two or more categories simultaneously
A
  1. Hierarchical Classification
  2. Class inclusion problems
    - (ie; children have trouble differentiating between coloured chips)

Cognitive Limitation of Preoperational Stage (2-7 years)

28
Q

Infer the relation between a cause and
its effect

A

Casual Understanding

Cognitive Limitation of Preoperational Stage (2-7 years)

29
Q

Errors of logic, such as circular thinking (Piaget, 1930):
“cold makes snow” and “snow makes cold” ; intuitive reasoning

◦ They do understand cause of an action:
e.g., dolls in muddy shoes - dirty floor

A

Precausal thinking
(Part of / Before Causal Understanding)

30
Q

Which of Piagets Stages of Development Includes:

Thinks logically and rationally about concrete
objects and experiences
 Understand conservation
 Relational logic (classification, seriation)
 Perspective taking
 Inductive reasoning

A

Concrete-Operational Stage
(7-12 years)

31
Q

Piagets Preoperation stage is 1. ____ in childhood, while the Concerete Operational stage is 2. ____ in childhood

Bonus: 3. The Sensorimotor stage isn’t referred to as early because it is not in childhood it is in _______

A
  1. Early / Early Stage (2-7)
  2. Middle / Middle Stage (7-12)
  3. Infancy (Toddler)
32
Q

Children achieve problems of conservation at the concrete operational stage
due to:

A
  • decentration
  • reversibility
33
Q

Concrete Operational Thought: Relational Logic

A

the ability to identify and use patterns between objects and mental representations

Better at classification problems involving taxonomic categories
- Seriation
- Transistive Inference

34
Q

mentally sorting items along a dimension

A

Seriation
(Part of Relational Logic)

** Cognitive Achievement of Concrete Operational Stage (7-12 years)**

35
Q

deductive reasoning to infer associations between objects/concepts in a serial order (a set of premises) that have not been explicitly compared before

A

Transitive inference
(Part of Relational Logic)

** Cognitive Achievement of Concrete Operational Stage (7-12 years)**

36
Q

Concrete Operational Thought:
1. What is perspective taking

  1. What stage of development does Perspective Taking arise in
A
  1. Growth in perspective, taking and spatial reasoning
    - Children in this stage can draw and read maps oriented in different ways and can grasp the concept of scale (Liben et al., 2013
  2. Concrete Operational Stage (7-12)
37
Q

draw logically broader conclusions from specific observations, facts, and
knowledge. It develops over time with experience

A

Inductive reasoning

** Cognitive Achievement of Concrete Operational Stage (7-12 years)**

38
Q

Concrete Operational Though: Inductive Reasoning
- Even in the Concrete Operational stage with Inductive reasoning, there are still limitations in ___________

A

Limitations in deductive reasoning:
- systematically test ideas guided by an overarching hypothesis (from general to specifics, e.g., “life on Mars”?)

39
Q

Evaluating Others’ Knowledge & Expertise: Reliability & Trustworthiness

A

◦ From 3-yr to 4-yr: ask a fixer to
fix and a labeler for the name
(direct requests to those with
relevant skills)

◦ More trust in the familiar
caregiver (Corriveau & Harris,
2009)

40
Q

Evaluating Others’ Knowledge & Expertise
◦ Familiarity vs. Reliability

A

◦ Familiarity vs. Reliability: 3-, 4- and 5-yr olds saw:
1). Familiar caregiver names objects accurately, an unfamiliar one names incorrectly.
2). Familiar caregiver names inaccurately but the unfamiliar one names accurately.

3‐yr‐olds: Familiarity trumped accuracy (favored information provided by familiar caregivers)

4‐yr, more so 5‐yr: favored reliability, even if it meant rejecting information from a familiar caregiver

41
Q

 The ability to attribute mental states (e.g., knowledge,
beliefs, and desires) to oneself and others, and to
understand that others’ can differ from one’s own

A

Theory of Mind

42
Q
  1. the belief that others can hold beliefs or perspectives that differ
    from reality
  2. Where would Maxi look for chocolate
    when he re-entered the room?
    ◦ < 4-5-yr: _________
    ◦ > 4-5-yr: ________
A
  1. False belief
  2. < 4-5yr: new location
    - > 4-5 yr: original location
43
Q

Explaining Theory of Mind (TOM):
1. Changes in cognitive (also false beliefs) are attributed to revisions children make to their theories about the world (Gopnik & Welman, 2012):

A
  1. Theory-Theory
44
Q

Explaining Theory of Mind (TOM):
- younger kids cannot hold conflicting information (where it WAS vs. where it IS) in mind

A
  1. Executive functioning
45
Q

Explaining Theory of Mind (TOM):
◦ Children with autism have problems with TOM
◦ EEG responses related to False Belief performance
◦ Early brain maturation predicts later social cognitive
reasoning (Bowman et al., 2019)

A

Brain Development

46
Q

Lying, Deception, & Persuasion

A

All three behaviors require children to
change another person’s thoughts
and behaviors
 3‐ to 8‐yr: Children who performed
well on false‐belief tasks were better
and sustained liars (Talwar & Lee,
2008)
 3‐ to 8‐yr: TOM relates to the art of
persuasion (Peterson et al., 2018)

47
Q

The desire and willingness to attain a goal and the continuation of effort and interest towards that goal

A

Motivation

48
Q

motivation/engagement heightened when an individual makes choices in the absence of external pressures

A

Self-determination theory

49
Q

chooses to engage in an activity because he or she finds the activity pleasurable and thus persists on the task even without a reward

A

Intrinsic

50
Q

chooses to engage in an activity because of external pressures, such as rewards or punishments, and may lose interest in the particular activity

A

Extrinsic

51
Q
  1. Two types of Mindsets
  2. Dweck’s Research (1975):
A
  1. Attributed to ability (fixed mindset) vs. effort (growth mindset)
    - Explanations for successes and failures:
  2. ◦ A. Attribution Retraining: attribute failure of a challenging task to effort.
    ◦ B. Success Only: always succeed
    ◦ A > B in persistency on difficult tasks (tried harder and longer).
52
Q

Two Views of Intelligence

A
  1. Entity theory
  2. Incremental theory
53
Q

The view that intelligence is
innate and unchangeable

A

Entity theory

54
Q

The view that intelligence is
changeable and may improve
with practice over time

A

Incremental theory

PSY 302 (11 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions