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25 Cards in this Set
- Front
- Back
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Piaget's stage theory (slide 3) |
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Sensorimotor Stage |
• (birth until about age 2)
Children learn to coordinate their sensory input with their motor actions (walking etc.) • Object permanence (objects continue to exist even when they cannot be observed) - Slide 11 |
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Preoperational Stage |
•(2-7 years) - Egocentrism high (the inability of a child at this stage to (cannot) conceive that another person looking at a three-dimensional object from another perspective) –Learning and cognition advance in a very linear fashion – Problems are approached (solved) from a single narrow perspective (Centration basically because it is focusing on one salient aspect of a situation and neglect other) – Conservation is the ability to determine that a certain quantity will remain the same despite adjustment of the container, shape, or apparent size. (slide 8) – Irreversibility (It refers to the inability of the child at this stage to (cannot) understand that actions, when done, can be undone to return to the original state) |
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•Concrete Operational Stage |
(ages7-11) –Problems of irreversibility and centration are overcome –Egocentrism declines –Problem-solving is mostly trial-and-error |
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Formal Operation Stage |
•(starts at about age 11)
•Begin to grasp more abstract concepts •Problem-solving moves from trial-and-error to more systematic approaches (Imagined scenarios) |
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Decision Making and type thinking
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•Our judgement and decision-making is influenced by the situation and (bias) enduring dispositions •Type 1 Thinking–Fast , efficient, impulsive •Type 2 Thinking–Slow, careful, deliberate |
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Anchoring Effect (Decision Making) |
the common human tendency to rely too heavily on the first piece of information offered (the "anchor") when making decisions “How much are you looking to spend?” |
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Framing Effect (Decision Making) |
people react to a particular choice in different ways depend(s)ing on how (question is framed) it is presented $150 per yearORLess than 50 cents per day |
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How people come to decisions |
–Facts –Biases and beliefs that shape ourdecisions • In many instances facts areincomplete or not available – Heuristics: Mental shortcuts used (to make decision) duringconditions of uncertainty |
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Heuristics and Problem With it
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Mental shortcuts used (to make decision) •Leads to snap decisions – arrived atwithout thorough analysis |
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Egocentrism |
(the inability of a child at this stage to (cannot) conceive that another person looking at a three-dimensional object from another perspective) |
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Centration |
– Problems are approached (solved) from a single narrow perspective - In other words, it is focusing on one salient aspect of a situation and neglecting others |
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Decision Making Test on slide 16 |
•Two groups faced with a mathproblem and not enough time to solve: |
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Conservation |
isthe ability to determine that a certain quantity will remain the same despite adjustment of the container, shape, or apparent size. (slide 8) |
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Irreversibility |
It refers to the inability of the child at this stage to (cannot) understand that actions, when done, can be undone to return to the original state |
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Object permanence |
objects continue to exist even when they cannot be observed
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–Frequency estimate |
the obtained estimates of frequency, likelihood, or typicality are based on participants phenomenal experiences or on a biased sample of recalled information |
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Availability heuristic |
a mental shortcut that relies on immediate examples (remembered) that come to a given person's mind when evaluating a specific topic, concept, method or decision |
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Representative Heuristic |
•a mental shortcut that has to do with probability estimate (educated guess) based on aprototypical representation If you flip a coin what sequence is morelikely? 1. T T T T T T 2. T H H T T H •Law of small numbers |
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Hill-climbing strategy |
starts with an arbitrary solution to a problem, then attempts to find a better solution by incrementally changing a single element of the solution |
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Means-end analysis |
the problem solver begins by envisioning the end, or ultimate goal, and then determines the best strategy (to get there) for attaining the goal in his current situation. |
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Algorithm |
a process or set of rules to be followed in calculations or other problem-solving operations, especially by a computer. |
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Trial and error |
the process of experimenting with various methods of doing something until one finds the most successful. |
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Irrelevant information |
–Effective problem-solving requiresthat a person ignore irrelevant information •Numerical information is not alwaysnecessary |
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Mental Set |
–Relying on the “tried and true”–Expertise in one area can hamperproblem solving in another |
