Reading...
Play button
Play button
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;
63 Cards in this Set
- Front
- Back
|
Adaptation
|
tendency to respond to the demands of the environment in ways that meet one's goals
|
|
|
Organization
|
tendency to integrate particular observations into coherent knowledge
|
|
|
Piaget's Assumptions
|
1.from birth onward they are active mentally as well as physically, and that their activity greatly contributes to their own development
2.Children learn many important lessons on their own, rather than depending on instruction from others 3.Children are intrinsically motivated to learn and do not need rewards from adults |
|
|
Constructivist (piaget)
|
constructing knowledge for themselves in response to their experiences
Hypotheses,experiment, draw conclusions |
|
|
Sensorimotor stage(2 yrs)
|
infants' intelligence develops, and is expressed, through their sensory and motor abilities
|
|
|
Preoperational stage(2-7 yrs)
|
able to represent their experiences in language mental imagery, and symbolic thought. More sophisticated concepts and longer memory.
|
|
|
Concrete operational stage(7-12 yrs)
|
children can reason logically about concrete objects and events. Understand the water pouring experiment.
|
|
|
Formal Operational Stage (12++)
|
children can think deeply not only about concrete events but also about abstractions and purely hypothetical situations
|
|
|
Object Permanence
|
the knowledge that objects continue to exist even when they are out of view. Piaget said infants lack this until 8 months.
|
|
|
A-not-B error
|
tendency to reach where objects have been found before, rather than where they were last hidden. Piaget says this happens in the 8-12 months period.
|
|
|
Deferred imitation
|
repetition of other people's behavior minutes, hours, or days after it occurred. 18-24 months according to piaget
|
|
|
Symbolic representation
|
the use of one object to stand for another
|
|
|
Centration
|
focusing on a single, perceptually striking feature of an object or event to the exclusion of other, less striking features.EX:fulcrum
|
|
|
task analysis
|
identifying goals, relevant info in the environ., and potential processing strategies for a problem
|
|
|
structure
|
basic organization of the cognitive system, including the main components of their system and their characteristics
|
|
|
processes
|
many specific mental activities(rules/strategies)
|
|
|
Sensory Memory
|
fleeting retention of sights, sounds, and other sensations that have just been experienced. Briefly held in raw form until either identified and moved to working memory or lost
|
|
|
Long term memory
|
info retained on an enduring basis. EX:knowledge about birds
|
|
|
working memory
|
used when actively thinking, sensory and long-term memory brought together,attended,and processed.
|
|
|
overlapping-waves approach
|
variety of approaches to solve problems. With age, more advanced strategies are used.
|
|
|
Rudimentary form of analogical reasoning emerges around a child's 1st birthday.
|
limited to situations in which the new problem closely resembles the old.
|
|
|
dynamic systems theory
|
info-processing approach that emphasizes how varied aspects of the child function as a single, integrated whole
|
|
|
Dual representation
|
mentally representing the artifact in two ways at the same time, as a real object and as a symbol for something other than itself
|
|
|
pretend play
|
18 months
engage in object substitution |
|
|
sociodramatic play
|
enact miniature dramas with other children or adults
about 1 yr and 18 months |
|
|
intersubjectivity
|
two interacting partners share a common focus of attention
|
|
|
Reflexes
|
Innate, fixed pattern of action that occurs in response to specific stimulation
|
|
|
Newborn Reflexes
|
Rooting(2-3weeks)
Palmar grasp/Grasping(3-4months) Stepping(2months) Moro/Startle(6mo) Babinski(changes @ 12mo) |
|
|
Motor Milestones
|
Lifts Head(4 weeks)
Arms for support(2-4mo) Reaching/grasping(3-4mo) Sits w/o support(5-7mo) Crawls(5-11mo/7avg) Walks alone(11-14mo) |
|
|
Dynamic systems framework
|
1.Brain Development
2.Movement possibilities of body 3.Motivation 4.Environmental supports |
|
|
Visual Cliff Study
|
6-14 mo won't cross
Younger infants notice but don't fear Crawlers show more fear than non-crawlers @ same age Non-crawlers with walker manipulation learned fear |
|
|
Piaget(child)
|
child as scientist
|
|
|
Piaget's Theory:Four Stages
|
Sensorimotor:birth-2yr
Preoperational:2-7yr Concrete operational:7-12yr Formal Operational:12+ |
|
|
Sensorimotor Stage(birth-2)
|
Before 8 mo:Lack of object permanence
8-12mo:object permanence arrives(fragile), A-not-B error 12-18mo:Disappearance of AB error, Active experimentation 18-24mo:Mental representations:internal images of objects & events that persist over time |
|
|
Preoperational Stage(2-7)
|
Increase in symbolic activity(pretend,language,representational drawing, maps)
Limitations:Egocentrism,Centration/absence of conservation |
|
|
Concrete Operational Stage(7-12)
|
Logical reasoning about concrete features of the world
Operations/Transformations(conservation) Limitations:Reasoning limited to concrete & specific situations |
|
|
Formal Operations(12+)
|
Hypothetical reasoning & abstract thinking
New abilities:systematic approach to problem solving, propositional thought |
|
|
Piaget's Weakness(4)
|
1.Not so much consistency within a stage
2.Infants have more mental life than Piaget realized 3.Understates contribution of social world 4.Vague about processes of change |
|
|
Information Processing
|
Child as computer:limited by hardware&software
Development=improvement in both, due to maturation & experience Dissecting cognition(break down problems) |
|
|
Info Processing:Central Development Issues
|
Domain Generality
Continuous Change(gradual maturation & learn from experience) Emphasis on HOW change occurs |
|
|
How does speed of processing increase?(Info Proc)
|
Biological Maturation:Myelination, increased connectivity
|
|
|
Memory Improvement(Info Proc)
|
1.Improvement in basic processes & processing speed
2.Strategies:rehearsal, selective attention, new strats take time(utilization deficiency) 3.Acquisition of content knowledge: Connectionist theories-(nodes connect to other nodes, changes with experience) Dynamic Systems Theory-emphasize relationships among diff aspects of behavior.Emergence of complex behaviors from many simpler ones |
|
|
Core Knowledge Theory
|
Domain Specificity
Knowledge in core domains is innate(objects,numbers,language,living things, faces, spatial navigation) Child as well-equipped product of evolution |
|
|
How do info proc & core knowledge differ?
|
domain specificity vs. generality
Innate knowledge |
|
|
Early competence for physics(objects jump, move through each other) is an example of what?
|
Innate knowledge
|
|
|
Sociocultural Theories
|
Stress development taking place through interactions w/ other people
Children as social beings, not scientists. Stress Importance of Culture(artifacts, symbols, skills, values specific to culture) |
|
|
SocioCultural Theories:The force of Development:Guided participation
|
1.Intersubjectivity
2.Social Scaffolding 3.Zone of proximal development |
|
|
Intersubjectivity(Sociocultural)
|
Mutual understanding people share during communication
Begins in infancy Joint Attention(intentionally focusing on a common referent) |
|
|
Zone of proximal development
|
Range of performance between: what children can do unsupported & what they can do w/ optimal support
|
|
|
How do infants learn? 4 domain-general ways.
|
Habituation
Conditioning,Classical & Operant Observational learning/Imitation Perceptual learning |
|
|
Classical Conditioning
|
Association between an initially neutral stimulus and one that elicits a reflexive response
EX:Pavlov, babies anticipate feeding |
|
|
Steps of Classical Conditioning
|
Unconditioned stimulus(breast milk)->Unconditioned response(sucking)->Neutral stimulus(forehead stroking)->Conditioned stimulus(forehead stroking)->Conditioned reponse(sucking)
|
|
|
Instrumental/Operant Conditioning
|
Learning an association between one's own behavior and the consequences that result.
reinforcer & punishment |
|
|
Observational learning
|
Imitation
From 2 days? Cognitive & social benefits |
|
|
Perceptual learning
|
noticing regularities,patterns
Differentiation:finding invariant patterns, intermodal associations Unconscious/implicit |
|
|
Statistical Learning
|
related to classical conditioning, noticing contingencies
Unconscious/implicit |
|
|
Baillergeon's Study
|
Found object permanence with 4mo olds
Dealt with violation of expectation/"looking time" A-B error:babies look at B, even as they reach to A. Becuz development of inhibition & associated w/ maturation of prefrontal cortex |
|
|
What is a symbol?
|
Anything that someone intends to stand for something other than itself. May/May not be arbitrary.
|
|
|
Little room-Big room task
|
3 yr old but not 2.5 yr olds succeed
Implicates dual rep. as problem Shrinking room version-2.5 succeeds |
|
|
Pretend Play
|
Use symbols;take on roles
begins @ 18 months-object substitution begins 2yr 6mo->play becomes more complex:coordinated w/ others 2-3yrs:sociodramatic play(tea party) |
|
|
Drawing
|
symbolic activity
process over product representational art begins @ 3-4yr |
|
|
Words
|
Comprehension(8-10mo) before Production(10-14mo)
|
|
|
Ostention: solved w/...
|
Reading intentions
Constraints on reference:Whole Object Assumption(assume a new word refers to a whole object) Principle of Contrast(an object gets only one name. more names must be parts/properties) |
