Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
25 Cards in this Set
- Front
- Back
|
Scheme |
Organized pattern of thought or action |
|
|
Stage 1: Sensorimotor Thought - Birth-Age 2 |
If an object is not close to a baby, it is not in the baby's thoughts |
|
|
Stage 2 of Schemes |
Symbolic, Fantasy Play |
|
|
Intuition |
Gut Feeling |
|
|
Animism |
Inanimate objects are living and they having feelings |
|
|
Artificialism |
Natural events are controlled by humans |
|
|
Stage 3 |
Concrete Operations |
|
|
Stage 4 |
Formal Operational Thinking (Age 12 and above); you can think about abstract thoughts |
|
|
Adolescent Egocentrism |
your inability to distinguish between your own abstract feelings and that of others |
|
|
Imaginary Audience |
the belief that everybody is just as concerned about your thoughts, your beliefs, your feelings just as much as you are. This can lead to extreme self-consciousness |
|
|
Personal Fable |
Two aspects. First part is that you feel that your feelings and thoughts are really unique. Nobody has thought of these issues like you have. The feeling of being invincible. This can lead teenagers to risky behaviors, unprotected sex, drinking/driving |
|
|
Vygotsky’sSociocultural View of Cognitive Development
|
The Role of Speech and Language |
|
|
Social and Private Speech |
Children develop schemes from culture or interactions with others and languages around them |
|
|
Social Speech |
Refers to someone talking to you, or what others are saying about you |
|
|
Private Speech |
Internal speech. Example: When teaching a child to tie their shoes, they will say it aloud |
|
|
What does speech do? |
It carries the concept to the child |
|
|
Information Processing Approach |
Information Processing |
|
|
Models of Memory: Stores Model |
this model views information as going through storage containers in your mind |
|
|
Sensory store |
Can store a vast amount of information, but only holds it for a fraction of a second or 1-2 seconds at most. Everything you see, touch, smell, taste, hear |
|
|
Short term store |
some of this information you store for a short amount of time, everything you are aware of right now |
|
|
Chunking |
We can hold about 5-9 chunks of information |
|
|
Age Differences in Chunking |
the ability to gather large chunks develops as you get older |
|
|
Length of time for STS |
If we are not actively attending to it, we will forget it0 |
|
|
Long term storage |
long term memory. Infinite capacity. We think of this as permanent. Doesn't always mean you are attending to it or retrieving it |
|
|
Executive processor |
manages the activities of the other stores. Determines what gets passed on and what doesn't. It helps decide what you attend to and what you don't attend to. In many ways it's like the boss |
