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19 Cards in this Set
- Front
- Back
Psychologists define the cohort effect as: |
Differences among age groups associated with differences in culture. |
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The internalised actions an individual can use to manipulate, transform, and return an object to its original state are: |
Operations |
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In recent years, Piaget's theories have come under fire in part because: |
Infants appear to be more competent than he believed. |
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Vygotsky's sociocultural theory of cognitive development emphasises the role of: |
Social interaction. |
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The idea that changes in behaviour and body occur as a result of biologically based changes that follow an orderly sequence is referred to as: |
Maturation. |
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Piaget referred to ........ as the interpretation of actions or events in terms of one's present schemas. |
Assimilation. |
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The zone of proximal development refers to: |
The development that reflects a continuum of cognitive development. |
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Researchers comparing a group of people who are 100 years old, to people in their 60's and 80's must be particularly concerned with the possibility that: |
Some differences among the age groups may actually associated with differences in culture. |
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Most psychologists believe that development, like personality or intelligence reflects the action and mutual influence of genes and the environment. Thus, the most important question concerning nature and nurture is: |
How much does each contribute? |
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Cross-sectional Studies |
Compare groups of different aged participants at a single time to see if differences exist. |
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Longitudinal Studies |
Follow the same individuals over time and thus can directly assess age changes rather than age differences. |
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Sequential Studies. |
Minimise the confounding variable of cohort by studying multiple cohorts longitudinally. |
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Intermodal Understanding. |
Babies are capable of this. The ability to associate sensations about an object from different senses and to match their own behaviours they observe visually. |
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Assimilation |
Interpreting actions or events in terms of ones schemas, fitting reality into ones previous way of thinking. |
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Accommodation |
Modifying schemas to fit reality. |
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Piaget's Stage Theory: Sensorimotor |
0-2 years. Thought and action identical as infant explores the world with its senses and behaviours. Object permanence develops, child is egocentric. |
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Piaget's Stage Theory: Preoperational |
2-7 years. Symbolic thought develops, object permanence established. Cannot co-ordinate different physical attributes or perspectives of an object. |
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Piaget's Stage Theory: Concrete Operational |
7-12 years. Child able to perform reversible mental operations on representations of objects. Understanding of conservation develops, can apply logic to concrete situations. |
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Piaget's Stage Theory: Formal Operational |
12+ years. Adolescent/adult can apply logic more abstractly, hypothetical thinking develops. |