WK2 4-2 Cognitive Development Flashcards
Piaget
in Piaget’s theory of cognitive development,
the cognitive systems that organise thinking
into coherent patterns so that al thinking
takes place on the same level of cognitive
functioning
mental structure
focus on how cognitive abilities change with
age in stage sequence of development,
pioneered by Piaget and since taken up by
other researchers
cognitive-developmental approach
concept that an innate, biologicaly based
program is the driving force behind
development
maturation
How did Piaget’s view of children’s learning differ from the behaviourists’?
A:
Piaget believed that children actively construct their understanding of the world.
Unlike behaviourists—who saw children as passive recipients shaped by rewards and punishments—Piaget viewed children as active agents in their own development.
cognitive structures for processing,
organising and interpreting information.
schemes
Piaget proposed that the child’s construction of reality takes place
through the use of ——–
schemes
The two processes involved in the use of schemes are
assimilation and accommodation .
cognitive process of altering new information
to fit an existing scheme
assimilation
cognitive process of changing a scheme to
adapt to new information
accommodation
awareness that objects (including people)
continue to exist even when we are not in
direct sensory or motor contact with them
object permanence
Q: What happens in Substage 1 of the sensorimotor period (0–1 month)?
A: Simple reflexes (e.g. sucking, grasping); mostly assimilation.
Q: What happens in Substage 2 (1–4 months)?
A: Primary circular reactions – repeat chance body movements (e.g. hand in mouth).
What happens in Substage 3 (4–8 months)?
A: Secondary circular reactions – repeat actions with external objects (e.g. kicking mobile).
What happens in Substage 4 (8–12 months)?
A: Intentional actions and coordination of schemes (e.g. move hand to get toy).
A: Intentional actions and coordination of schemes (e.g. move hand to get toy).
Q: What did Bailargeon’s ‘violation of expectations’ studies show about infants and object permanence?
A:
Even without motor movement, infants look longer at impossible events, suggesting they understand object permanence earlier than Piaget thought.
Piaget’s theory and the research it inspired focuses on how thinking
changes with age. To Piaget, we do not simply expand our cognitive
capacity as we develop; we actualy
think differently at each life
stage.
approach to understanding cognitive
functioning that focuses on cognitive
processes that exist at al ages, rather than
on viewing cognitive development in terms of
discontinuous stages
information-processing approach
What are the three core capacities in the information-processing model of human thinking?
A: Attention, processing, memory
gradual decrease in attention to a stimulus
after repeated presentations
habituation
fo lowing habituation, the revival of attention
when a new stimulus is presented
dishabituation
By
the end of the first year, they often notice what important people
around them are paying attention to and wil look or point in the same
direction
joint attention.
Q: What are the three main scales in the Bayley Scales of Infant Development (Bayley-4)?
A:
Cognitive – attention, exploration
Language – understanding and using words
Motor – fine and gross motor skills
What are the Bayley Scales mainly used for?
A:
As a screening tool to identify infants (16 days to 3½ years) with developmental delays—not for predicting later IQ.
in assessments of infant development, the
overal score indicating developmental
progress
developmental quotient (DQ)
Efforts to predict later inte ligence using information-processing
approaches have shown greater promise. The focus of these
approaches has been on ———-.
habituation
special form of speech that adults in many
cultures direct towards infants, in which the
pitch of the voice becomes higher than in
normal speech, the intonation is exaggerated
and words and phrases are repeated
infant-directed (ID) speech
innate responses to the physical and social
environment, including qualities of activity
level, irritability, soothability, emotional
reactivity and sociability
temperament
theoretical principle that children develop best
if there is a good fit between the
temperament of the child and environmental
demands
goodness-of-fit
emotions that require social learning, such as
embarrassment, shame and guilt; also caled
sociomoral or self-conscious emotions
secondary emotions
expression of happiness in response to
interacting with others, first appearing at age
2–3 months
social smile
in infants, crying in response to hearing
another infant cry, evident beginning at just a
few days old
emotional contagion
in Erikson’s psychosocial theory, the first
stage of development, during infancy, in
which the central crisis is the need to
establish a stable attachment to a loving and
nurturing caregiver
trust versus mistrust
Bowlby’s theory of emotional and social
development, focusing on the crucial
importance of the infant’s relationship with the
primary caregiver
attachment theory
Secondary emotions are
emotions that require social learning, such as embarrassment, shame
and guilt. Secondary emotions are also called
sociomoral or self
conscious emotions
because infants are not born knowing what is
embarrassing or shameful but have to learn this from their social
environment.
Three primary emotions are evident in the early weeks of life:
distress, interest and pleasure (Lewis, 2014).
At first, infants are better at perceiving emotions by —— than by
——– .
hearing than by seeing
(Remember, their auditory system is more developed than
their visual system in the early weeks of life. )
