Psy 240 Ch 8 Cog. Dev

Front 1

• Gross Motor skills Ages 2, 3, 4, 5

Back 1

2- Run, kick ball, climb ladder
o 3- Ride tricycle
o 4- throw a ball, skip
o 5- Good balance, able to ride scooter

Front 2

Motor Drive=

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The pleasure young children take in using their new motor skill

Front 3

• Fine motor skills

Back 3

5- Dress themselves, tie own shoes, use utensils, pour liquids, color in lines

Front 4

Physical Development and health
• - From age 3 on, steady growth rate =

Back 4

2-3 inches a year

Front 5

• Sleep: Recommended___ -____ of sleep per 24 hrs
o Typically 2-5 yr olds get __ hrs of sleep a night

Back 5

12-15
8

Front 6

Obesity epidemic

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Children overweight at 2-4 are 5 times more likely to be overweight adolescence and are at high risk of diabetes, high blood pressure and heart disease

Front 7

Brain Development
• 2.5 yrs= brain is __% of adult weight
• 5 yrs= brain is __% of adult weight

Back 7

80, 90

Front 8

Continued mylenation, synaptogenesis, pruning in some areas may account for imitations in child’s thinking like:

Back 8

• Short term, working memory
• Ability to consider someone else’s POV
• Ability to think of consequences of one’s actions
• Scale errors: Children cannot judge correct info about size. Ex. Billy tries to fit into a toy car thinking it’s a real one

Front 9

Judy Deloache: study

Back 9

Tested to see scale errors in children. Children would try to fit into small objects because they do not know the difference between sizes

Front 10

four examples of how children’s thinking is characterized by a lack of mental operations

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centered thinking, egocentrism, confusing apperance and reality, Precausal reasoning

Front 11

Centered thinking ( Centration)-

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Young children’s tendency to focus on only one feature of an object with the exclusion of all other features.

Front 12

• Conservation tasks-

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Do glasses have the same amount of juice? Which has more? Children will say that the taller one has more. * Experiment

Front 13

Egocentrism:

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Tendency to view the world from one’s own perspective while failing to know others may have different opinions/ point of views

Front 14

• Piaget’s 3 mountain task

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: Child allowed one view of diarrama on all sides. They are seated on one side and doll is placed on oppisite side of them. Shown the different perspectives and they are asked how do things look from doll POV.
- Children will almost always choose POV of themselves and not the doll’s POV.

Front 15

Confusing Apperance and Reality: The tendency to confuse apperance and reality.

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Confusing Apperance and Reality: The tendency to confuse apperance and reality.

Front 16

• (DeVries) Maynard the Cat

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Child plays with cat. Knows it’s a cat. Experimenter hides half of body and puts a ferocious dog mask over his head. When asked what animal it is… Children say it’s a dog.

Front 17

Precausal Reasoning:
• Precausal thinking-

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Reasoning of young children that does not follow the procedures of either deductive or inductive reasoning.

Front 18

Three explanations for uneven levels of performance in early childhood:

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• Piaget’s perspective , information processing apprch, domain specific apprch.

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• Piaget’s perspective -
o

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Children do not have mental operations (Piaget) yet.

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• Information processing approach

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o Our minds are like a computer where the brain’s neural features= hardware and the practices that people engage in= software.
o Input from environment goes into sensory register and may read into short term(working) memory, where it may combine with long term memory. The flow of info among these components is coordinated by control processes, which include attention, rehearsal, and decision making.
o As they get older, cognitive performance improves as a result of brain maturation and development of more effective info processing strategies.

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Domain-specific approach

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Domains that call on specialized kinds of info, require specifically designed forms of reasoning, and appear to be evolutionary importance to the human species.

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• Theory of Mind:

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Coherent theories about how people’s beliefs, desires and mental states combine to shape their actions
• False belief task: A technique used to assess children’s theory of mind; children are tested on their understanding either stories in which a character is fooled in to believing something that is not true or of situations in which they themselves have been tricked into a false belief.
3yr= Own POV 5= consier other POV

Front 23

Mental modules

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Hypothesized innate mental faculties that receive inputs from particular classes of objects and produce corresponding info about the world.

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Autism:

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Children havng difficulties in the psychological domain while being normal or even exceptional in some others is seen to support this theory

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Modularity theory-

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views each domain of reasoning as a distinct and separate set of mental processes that has evolved to handle domain specific info and that changes very little over the course of development

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Theory-theory-

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The theory that young children have primitive theories about how the world works, which influence how children think about, and act within specific domains.