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63 Cards in this Set
- Front
- Back
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It's all in your head. Includes things like memory, attending, perceiving, learning, thinking, remembering, etc.
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Cognition
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The changes that occur over time in our mental activities
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Cognitive development
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The branch of psychology that studies internal mental processes
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Cognitive psychology
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The study of the origin of knowledge
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Genetic epistemology
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a file folder in the brain. AKA as a cognitive structure, it is an organized pattern of thought or action that one constructs to interpret some aspect of one's experience.
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Schema
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Fitting new info into an existing schema.
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Assimilation
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Changing an existing schema or creating a new one. Further, it's us adapting to our environment by learning something new
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Accommodation
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Piaget's term for the state of affairs in which there is a balanced or harmonious relationship between one's thought processes and the environment
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Cognitive equilibrium
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Imbalance or contradiction between one's thought processes and environmental events.
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Disequilibration
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Ability to remember and copy the behavior of models who are not present.
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Deferred imitation
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pleasurable motor activity with or without objects. exhibited in the first year and a half
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Functional play
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They begin to engage in this at the end of the second year. This is a type of play in which the child pretends, acting out everyday activities/situation
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make-believe play
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A decrease in one's response to a stimulus that has become familiar through repetition
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Habituation
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increase in responsiveness that occurs when stimulation changes
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dishabituation
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The idea that much cognitive knowledge, such as object concept, is innate, requiring little in the way of specific experiences to be expressed, and that there are biological constraints in that the mind/brain is designed to process certain types of info in certain ways.
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Neo-nativism
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the idea that infants are prepared from birth to make sense of certain classes of information (about objects and language, for example).
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Theory theories
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ability to use symbols (images and words) to represent objects and experiences.
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Symbolic function
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occurs early on, toddlers use realistic objects such as a block acting as a phone at age 2 or age 3 no block.
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Pretend play
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make believe with peers that first appears around age two and a half and increases rapidly until ages 4 or 5
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sociodramatic play
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difficulty in taking anothers perspective
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egocentrism
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ability to keep the true characteristics in mind despite deceptive appearance object has assumed. (3 mountains problem)
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appearance/reality distinction
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Belief that inanimate objects (dolls for example) have life like qualities.
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Animistic thinking
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Reasoning from one particular event to another particular event (ex - if I eat spaghetti will I become Italian... I think so because my friend Robert eats is and he's italian)
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transductive reasoning
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They can't reverse things mentally (or the inability to mentally go through a series of steps in the problem and then reverse direction returning to the starting point.
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Irreversibility
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Putting things in order. Preoperation child has problems with these tasks
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Seriation tasks
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an attempt to promote conservation by teaching nonconservers to recongnize that a transformed object or substance is the same object of substance regardless of it's new appearance.
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Identity training
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the child's concepts of mental activity
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Theory of mind
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A type of task used in TOM studies in which the child must infer that another person does not possess knowledge that he or she possesses
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False-belief task
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actions carried out by thinking vs performing them
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operations
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tend to hear literal meanings in everyday expressions. Amelia Bedelia books
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Literal mindedness
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a formal operational ability to think hypothetically
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hypothetical deductive reasoning
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the view that emphasizes the active role of the learner in building an understanding and making sense of information.
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constructivism
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Assisted learning support provided more competent others
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scaffolding
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child is guided in a task by a more competent person like an apprenticeship
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guided participation
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Knowledge is socially constructed, here you put the expert and novice together and they cooperate together, there is no competition
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co-construction of knowledge
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where parent and child discuss something in the past
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shared remembering
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the middle area where a child can do a task with help
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zone of proximal development
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talking out loud to one's self
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self talk or private speech
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rehearsing over and over
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maintenance rehearsal
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connecting to prior knowledge
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elaborative rehearsal
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one's existing information about a topic or content area
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knowledge base
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a general measure of the amount of info that can be held in the short term memory
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memory span
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goal directed and deliberately implemented mental operations used to facilitate task performance
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strategies
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a failure to spontaneously generate and use known strategies that could improve learning and memory
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production deficiency
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a failure to benefit from effective strategies that one has spontaneously produced; thought to occur in the early phases of strategy acquisition when executing the strategy requires much mental effort.
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utilization deficiency
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Robert Siegler's model to describe how strategies change over time; the view that multiple strategies exist within a child's cognitive repertoire at any one time, with these strategies competing with one another for use.
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adaptive strategy choice model
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thought that occurs without awareness that one is thinking
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implicit cognition
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thinking and thought processes of which we are consciously aware.
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explicit cognition
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theory proposed by Charles Brainerd and Valerie Reyna that postulates that people encode experiences on a continuum from literal, verbatim traces to fuzzy, gistlike traces.
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fuzzy-trace theory
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a fuzzy representation of info that preserves the central content but few precise details
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gist
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capacity for sustaining attention to a particular stimulus or activity
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attention span
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capacity to focus on task-relevant aspects of experience while ignoring irrelevant or distracting information
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selective attention
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the ability to perceive ourselves from executing some cognitive or behavioral response
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inhibition
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long term memory for events
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event memory
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processes involved as one consciously attempts to retain or retrieve information
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strategic memory
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memory for important experiences or events that have happened to us.
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Autobiographical memory
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effortful techniques used to improve memory, including rehearsal, organization, and elaboration
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mnemonic strategies
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a lack of memory for the early years of one's life
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infantile amnesia
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A general representation of the typical sequencing of events (what occurs and when) in some familiar context
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script
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A strategy for remembering that involves repeating the items one is trying to retain.
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rehearsal
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class of strategies aimed at getting information out of the long term store.
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retrieval
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a strategy for remembering that involves grouping or classifying stimuli into meaningful (or manageable) clusters that are easier to retain.
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organization
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one's knowledge about memory and memory processes
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metamemory
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