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PSY302 - Lifespan Developmental Psychology > Week Five - Cognitive Development I: Piaget > Flashcards

Week Five - Cognitive Development I: Piaget Flashcards

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1
Q

What is cognition?

A

The mental process of acquiring knowledge and understanding

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2
Q

How is cognition gained?

A

Gained through sensing, perceiving and thinking

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3
Q

What is cognitive development?

A

The HOW and WHY of progress in cognition across age.

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4
Q

What are the 3 assumptions of stage theories?

A
  1. DOMAIN-GENERAL DEVELOPMENT: when you improve , you improve across all domains, not just one)
  2. STAGE INVARIANCE: all children go through the same stages in a specific order, no forwards or backward)
  3. UNIVERSAL PATTERNS: stages aren’t dependent on anything else such as culture, they are just what everyone goes through)
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5
Q

What did Jean Piaget do?

A

Observed his own children and considered whether similar patterns were representative of all children

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6
Q

Piaget considered children to be?

A

Active constructor of knowledge as opposed to passive vessels

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7
Q

What are Piaget’s stages?

A

Sensorimotor
Pre-operational
Concrete operational
Formal operational

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8
Q

What occurs in the Sensorimotor stage?

A

0-2 years of age,

  • sensory and motor
  • experience and coordination
  • gradually acquires object permanence
  • imitates others
  • symbolic thought ends infancy
  • distinguish self from outside world
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9
Q

What occurs in the preoperational stage?

A

2-6 years old

  • language and symbolic representation (no mental operations)
  • egocentric world view
  • animism
  • artificialism
  • magical thoughts
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10
Q

What occurs in the concrete stage?

A

7-12 years old

  • solving concrete problems with logic
  • organisation of objects into hierarchies
  • concrete thinking
  • class inclusion
  • conservation
  • classification
  • seriation
  • transitive inference
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11
Q

What occurs in the formal operational stage?

A

12-adulthood

  • systematic solving of real and hypothetical problems using abstract thoughts
  • hypothetico-deductive reasoning
  • propositional reasoning (statements)
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12
Q

How do we progress through Piaget’s stages?

A

direct learning
social transmission
physical maturation

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13
Q

What is Direct learning?

A

Where the child actively responds to new problems using schemas

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14
Q

What are schemas?

A

A schema describes a pattern of thought or behaviour that organises categories of the info and the relationship between them

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15
Q

What are innate schemas?

A

Simple patterns of unlearned reflexes

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16
Q

What is assimilation?

A

Interpreting/responding to a new situation in terms of an existing schema

eg going from boob to bottle with sucking schema

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17
Q

What is accomodation?

A

Changing an existing schema when faced with new information that doesn’t fit

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18
Q

How do we use social transmission to progress through stages?

A

Out thinking is influenced by learning from others via observation and contact

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19
Q

How does physical maturation help us progress through stages?

A

Because there are biologically determined changes in physical and neurological development that lead to cognitive change

20
Q

What is object permanence?

A

The knowledge that an object still exists even when out of site

21
Q

What is the A not B error?

A

Hiding toy at A, baby searches and finds it at A

Hides at B , baby still searches at A

22
Q

Diamonds conclusions on the A not B task?

A

Influence on memory over behaviour is not strong enough to hold back their habitual response - like checking your wrist for time when though you don’t’ have a watch on

23
Q

Critiques to sensory motor stage

A

infants show OP earlier, and memory affects infants performance more than piaget realied

24
Q

What is conservation?

A

The understanding that the essential properties of things are conserved, despite changes in their outward appearance - not occurring in pre-op stage

25
Q

What 3 things explain why children in pre-op stage may fail to conserve?

A

Centration: Only focus on a single aspect of the situation

Reversibility (lack of): Can’t see that this transformation could be reversed

Identity: (lack of) awareness that an object is still the same object

CHILD IS MISLEAD BY PERCEPTUAL FEATURES

26
Q

What did Piaget underestimate with children’s actual knowledge in regard to conservation?

A

The role of pragmatics (unwritten roles of conversation)

First answer must be wrong?
Misunderstanding of question
Pleasing experimenter

27
Q

What did the naughty teddy experiment provide?

A

Better understanding of conservation - got rid of pragmatic concern

28
Q

Preoperational stage children can however?

A

Acquire a real understanding of conservation

29
Q

Preoperational children do not fully grasp what?

A

How the true conventional number system works

30
Q

What does true understanding of conservation of number tasks require?

A

one-to-one correspondence (counting things only one)
ordinality (saying no. in the correct order)
cardinality ( last no. said = no. you have)

31
Q

What thoughts do children in the pre-op stage have that they overcome as thinking becomes more logical?

A

Animism: applying the attributes of living things to inanimate objects

Artificialism: believing that naturally occurring events are caused by people

Magical Thought: attributing events you can’t understand to magic/fantasy

32
Q

What did Piaget’s clinical method encourage?

A

Animistic and artificialism thinking

33
Q

What is egocentrism?

A

Inability to understand that another person’s view or opinion may be different than their own.- preop children cannot do

referenced by the 3 mountain task - choosing the mountain they can see not doll (however, could simply just be too hard of a task - findings show simpler tasks prove ego in preop people)

34
Q

What are the 3 hallmarks seen when entering concrete operational stage?

A

identity
reversibility
decentration: consider multiple aspects at once

35
Q

Explain the differences in conservation tasks in the CO stage?

A

Don’t develop the ability to conserve EVERYTHING at once

  • Conservation of number tasks are easier - 6 yo
  • Conservation of volume tasks - 12-12yo

Both individual and cultural differences

36
Q

Why are there cultural differences in conservation ability?

A

Some cultures have more ability to practice/rehearse (eg scarce water = no chance to play around with it)

37
Q

What is class inclusion (COS)?

A

Ability to simultaneously consider one thing as a member of one class and its sub-class eg red flowers and total flower

38
Q

What is classification (COS)?

A

Ability to recognise different levels of categories

- ability to reason that one person/object can belong to two categories

39
Q

What is seriation?

A

Ability to put objects in order along a quantitative dimension eg size, length

40
Q

What is transitive inference?

A

A is bigger than B, B is bigger than C, is A bigger than C?

  • can provide false positives though due to hearing the word ‘bigger’
41
Q

What does propositional reasoning involve?

A

Manipulation of abstract thoughts, freed from the concrete thus can be based on factually untrue premises

42
Q

The transition from concrete to formal stage is?

A

A gradual process that takes some years

43
Q

Negative outcomes of formal operations stage?

A

Ability to imagine alternatives
question rules
become idealistic
simple solutions for complex problems (eg war)

44
Q

What are some positive outcomes that occur in the formal operations stage?

A

think critically

understand other better

45
Q

Development of formal operations depends on?

A

Socio-cultural context as much as on assimilation/accommodation

46
Q

What are the two different ways egocentrism may present in adolescence?

A

Imaginary audience: differentiating too little between own thoughts and those of hypothesised audience

Personal fable: differentiating too much on one’s own thoughts, feelings and experiences from those of others

PSY302 - Lifespan Developmental Psychology (12 decks)

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