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;
82 Cards in this Set
- Front
- Back
|
What are two surprises that have come from comparing genomes of various species to ourselves? |
We have ~21,000 genes, a lot less than we thought before These genes are possessed by all living things |
|
|
What is the genotype? What is the phenotype? What is the environment? |
Genetical material you get from parents Observable expression of the genotype (behaviour and body characteristics) Aspects of a person and their surroundings other than their genes |
|
LABEL THE FIVE INTERACTIONS |
|
|
|
Relation one is the parent's genetic impact on the kid's genotype. The nucleus of every cell in the body contains ______________ made up of DNA. These instructions are packaged into _______ What was a surprise found about genes? |
Chromosomes - molecules of DNA that send genetic information
Genes - sections of chromosomes that are the basic unit of heredity in all living things They only account for 2% of the human genome, the rest of our genome helps support gene transmission by regulating protein activity |
|
|
What are the sex chromosomes? Why does the father's chromosomes choose the sex of an offspring? |
Chrosomes (XX for females and Xy for males) that determine someone's gender He has XY chromosomes - half his sperm has X, other half has Y. If an X sperm fertilizes an egg, it is a female, if a Y sperm fertilizes an egg, its male |
|
|
Mutation promotes variability among people, what are mutations? Are they random or caused? Are they bad? Random assortment also promotes variability among people, what is random assortment? Afterwards, crossing occurs, what is this? |
Changes in a section of DNA Both random and caused by environment Most are harmful, inherited diseases and disorders come from them; or can make them more resistant (evolution) The 23 pairs of chromosomes are shuffled randomly, and then randomly each member goes to each new egg/sperm Sections of DNA switch from one chromosome to the other |
|
|
Relation two is the relation between one's genotype and one's phenotype. What does this mean? Genes are switched on and off during development, when one is switched on, another goes on/off like a chain. What controls this? Can external factors affect switching on/off? The fact that regulator genes can repeatedly switch other genes on/off in different patterns means what? |
Every cell in your body has copies of all the genes from parents, but only some of those genes are expressed Regulator genes Yes -- ex. thalidomide on limb development Means that a given gene can function multiple times in multiple places during development |
|
|
Many people's genes are never expressed, others are partially, one reason is because 1/3 of human genes are alleles. What are alleles? In genes with two alleles, what are the two types? What are the two types of possibilities in this situation? Traits like shyness/aggression/thrill-seeking/language involve polygenic inheritance, what is this? |
Two or more forms of a gene (ex. eye colour) Dominant allele, recessive allele Person gets two of the same allele (two dominant or two recessive) = homozyguos Person gets two different alleles (one dominant, one recessive) = heterozygous Several genes contributing to a gene |
|
|
Relation three is the relation between the environment on the child's phenotype. What is the concept of the norm of reaction? How do parents influence the children? |
All the phenotypes that could theoretically come from a genotype in relation to all the environments in which it could survive/develop Ex. If the parent is genetically good at music, then they will probably play music a lot around the house, thus making the kid learn about it |
|
|
Relation four restates the active child theme - that the child is a source for their own development What are the two ways children are active creators of the environment they live in? |
By their nature and behaviour, they actively evoke responses from others (babies who like being cuddled will be more than those who don't) Actively choosing their surroundings/experiences that match their interests/talents/personalities |
|
|
Relation five is the influence of the child's environment on their genotype (epigenetics) Via twin studies, we have found ____________ is key in silencing gene expression How can maternal care affect methylation of genes? |
Methylation where 3 year olds show no difference in DNA methylation levels, whereas 50 year olds do due to having more different experiences Poor maternal care = affects methylation of genes involved in glucocorticoid receptors, which negatively affect an animal's response to stress |
|
|
What does behaviour genetics look at? What two things do behaviour geneticists say to explain why people are different from one another, why do we vary in terms of how smart/social/depressed etc. we are..etc? |
How variation in behaviour and development comes from a combination of genetic and environmental factors Behavioural traits are heritable - children should be more similar to their parents/siblings than cousins Behavioural traits are multifactorial - people reared together should be more similar than those reared apart |
|
|
What are three types of family study designs used to assess genetic and environmental influences? |
Twin-study - testing correlation between identical twins and fraternal twins Adoption study - testing correlation between biological parents/sibling and adoptive parents/siblings Adoptive twin study - testing correlation between twins who grew up together vs twins who were separated after birth and raised apart |
|
|
Twins seem to get closer IQ scores as they grow older, this seems odd, what explains for it? |
Relation three - phenotype-environment correlation = genetic influences increase with age, people actively construct their own environment. Young kids don't choose their education/opportunities, whereas youth and adults do. |
|
|
What is something important to note about heritability estimates? |
They tell us nothing about relative contributions of genetic/environmental factors to the development of an individual. Instead, they just estimate how much of the variation among a given population of people; and even then, only a population living in a certain environment |
|
|
Shared environment obviously comes from growing up in the same family, and can effect things we'd expect like positive emotion.. what else can it effect? What two things surprisingly have not been proven to be from environment? |
Disorders with a clear genetic component (MZ twins both have autism more than DZ twins) Personality or psychopathology like schizophrenia |
|
|
Neurons send/receive messages between the brain and all parts of the body - what do sensory; motor; and interneurons do? What are the three basic parts of a neuron? Neurons connect with each other at _____ |
Sensory - send info from sensory receptors Motor - send info from brain to muscles to glands Interneurons - Intermediaries between sensory and motor Cell body - basic material keeping neuron going Dendrites - receive input from other cells and sends it toward the cell body Axon - makes electrical signals away from the cellbody to connect to other neurons Synapses |
|
|
Glial cells make what important thing around axons? What does that do? |
Myelin sheath - goes around axons and increases speed of info transmission |
|
The cerebral cortex breaks down into what four lobes? Information from multiple sensory systems is processed and integrated in the association areas that are between the major sensory and motor areas |
Occipital - visual info Temporal - memory/visual recognition/speech/language/processing emotion and audio Parietal - spatial processing Frontal - executive/cognitive control of working memory/planning/decision making/inhibitory control |
|
|
The cerebral cortex is divided into two halves, cerebral hemispheres, with sensory input from one side of the body going to the opposite side of the brain; and the motor areas of the cortex control movements of the opposite side of the body. The left and right hemispheres communicate with each other via the ________ _________; the two hemispheres are specialized for different modes of processing, a phenomenon known as _________ ______________ |
Corpus callosum; cerebral lateralization |
|
|
Neurogenesis happens from around 3rd to 4th week of prenatal life until 18 weeks after birth, what is it? What does this mean? How else can neurons be made After their birth, neurons begin the second developmental phase begins, where they migrate to their final destination. Once they reach there, cell ____________ and _______ occur When and how does mylenation occur? |
Making of neurons through cell division Most of the neurons you have, have been around since birth Learning Cell differentiation and growth - neurons grow an axon, dentrites Before birth, into early adulthood - at the brainstem, to cortex |
|
|
One result of the extraordinary growth of axonal and dendritic fibres is a wildly exuberant generation of neuronal connections - this is the process of? When does synaptogenesis occur? |
Synaptogenesis - neurons make synapses with other neurons, resulting in trillions of connections Prenatally until the end of adolescence |
|
|
What does the overabundance of synapses (ex. neurons in what will become A1 are linked with those in V1, and both areas are overly connected to neurons involved in taste/smell) that occur from synaptogenesis cause? Eventually this leads to? |
Synesthesia - Blending of different types of sensory input - ex auditory and visual making auditory stimulation give visual experience... perceiving sound as being a particular colour Synaptic pruning - Synapses that are rarely activated being eliminated |
|
|
Why does the human brain produce so many synapses if it eventually gets rid of a large many of them? Give two reasons for this economizing via plasticitiy |
Evolutionary economy.. plasticity = capacity of the brain to be changed by experience. Necessity - number of genes involved in the formation/functioning of nervous system is enough to specify only a very small fraction of the normal complement of neurons & neural connections If brain structures were hard-wired, we couldn't adapt to our environments after birth |
|
|
The mix of nature and nurture in making the brain occurs differently for two kinds of plasticity, what are these two kinds? |
1 - General experiences that almost all infants have because they're human 2 - Specific, idiosyncratic experiences due to certain life experiences - ie. growing up in Canada vs Amazon rainforest; ie. cuddling vs abuse; ie. only child vs siblings; etc. |
|
|
Greenough refers to the role of general human experiences shaping brain development as what? Thus X affects Y |
Experience-expectant plasticity - normal wiring is from general experiences present throughout human evolution; brain expects these input from these reliable sources to fine-tune its circuitry Experiences of external world shape brain structure Because experience helps shape the brain, fewer genes need to be dedicated to normal development |
|
|
What are two benefits of experience-expectant plasticity? |
Because experience helps shape the brain, fewer genes need to be dedicated to normal development Brain is better able to recover from injury to certain areas because other brain areas can take over the function that would have been performed by the damaged area; the younger the brain was damaged, the more likely recovery is |
|
|
What is a downside of experience-expectant plasticity? Is experience-expectant plasticity sensitive to timing? |
Vulnerability - if the experience needed for developing the brain doesn't occur, then development is compromised. Yea |
|
|
The brain can also be affected by experience-dependent plasticity, what is this? Ex.? |
Neural connections are made and reorgnaized throughout life as a function of someone's experiences More cortical representations in fingers of musicians in certain hands |
|
|
When are two negative facts about early brain damage? When is the worst time do suffer brain damage? |
Early childood brain injury can results in more severe cognitive impairment in IQ than does later comparable injury Deficits may emerge later, after they appeared to have made full recovery During prenatal development and first year post after birth, when neurogenesis is occurring and basic brain structures are made |
|
|
Give two examples of secular trends What is failure to thrive? |
We're taller than our grandparents; females menstruate earlier than before due to better nutrition Condition where infant becomes malnourished and fail to grow/gain weight for no obvious medical reason |
|
|
What are the three ways variation can occur in a person? |
Random assortment, crossing over, mutation |
|
|
What are the three models for nature/nurture? |
Additive - binary, simple, linear relationship Interactional - spectral; non-linear relationship (plants growing at different heights) Transactional - spectral; life-long; nature and nurture also affect each other throughout the lifespan |
|
|
What is the forebrain for? Midbrain? Hindbrain? |
Forebrain - Higher level cognition Midbrain - Transfers spinal info to brain (smaller in humans than other animals) Hindbrain - Respiration/HR/basic |
|
What is the ectoderm made up of? |
|
|
|
What are the three steps to the formation of the neural tube? |
New cells added to ectoderm, neural groove begins to form Groove closes, neural tube is formed Neural tube becomes brain and spinal cord |
|
|
What are the two ways synaptic pruning occurs? |
Axon degeneration and axon retraction |
|
|
What was the fundamental assumption Piaget made about children's nature labeled as? What three actions does the child do in the constructive process, making his theory known as the 'child as scientist'. |
Constructivist - Children constructing knowledge for themselves in response to their experiences via physical and mental actions Generating hypotheses Performing experiments Drawing conclusions from observations |
|
|
What was the second assumption made by Piaget? Think of the example of the child counting pebbles What was the third assumption made by Piaget? Again, think of the child counting pebbles |
Children learn lessons on their own, not depending on instruction from older children/adults Children are intrinsically motivated to learn and don't need from other people to do so. When they get a new capability, they apply it as much as possible; they reflect on lessons of experience in order to understand themselves and everything aroudn them |
|
|
What did Piaget believe nature and nurture interacted to produce? How did he view nurture? What three things did Piaget see nature including? Hint: Piaget thought a vital part of child's nature is to respond to their nurture |
Cognitive development Not just as nurturing from parents/caregivers, but from every experience the kid encounters Child's maturing brain and body Child's ability to perceive, act, learn from exp. Child's tendency to integrate certain observations into coherent knowledge |
|
|
Piaget saw development as including both continuities and discontinuities. What were the three main sources (three processes) of continuity? |
Assimilation - Translating information into concepts they already understand Accommodation - Adapting to current knowledge structures in response to new experiences Equilibration - Balancing assimilation and accommodation to create stable understanding |
|
|
Give an example of assimilation Give an example of accomodation |
Kid sees a dude who looks like a clown, kid yells clown clown -- man looked enough like a clown that kid assimilated him into his clown concept Explaining to the kid that the man wasn't a clown -- this new info let the kid accommodate his clown concept to the normal one adults have |
|
|
What are the three phases of equilibration? |
1 - Kids are satisfied with their understanding of a phenomenon (equilibrium as they don't see a discrepancy between their observation & understanding) 2 - New info makes them perceive their understanding as inadequate (disequilibrium as they recognize a shortcoming but don't have a solution) 3 - Make a better understanding that eliminates the previous shortcomings (equilibrium) |
|
|
What were the four central properties of Piaget's stage theory? |
Qualitative change - Broad applicability - Type of thinking characteristic at each stage influences kid's thinking across many topics and contexts Brief transitions - Transitional stage where they go back and forth between old and new thinking process Invariant sequence - Everyone goes through the stages in same order without skipping any |
|
|
Piaget believed that children in early stages of development conceive morality in terms of the ___________ of a persons behaviour, whereas children in later stages conceive it in terms of a person's ________ . Give an example of this qualitative change |
Consequences; intent 5 y/o breaking whole jar of cookies is naughtier than someone deliberately stealing one cookie. 8 y/o sees opposite conclusion - judgments are made on entirely different criteria |
|
|
What were Piaget's four stages of cognitive development? |
Sensorimotor Preoperational Concrete operational Formal operational |
|
|
When does the sensorimotor stage occur? What happens in the sensorimotor stage? Explain what is meant by the statement that infants live largely in the here and now |
Birth to two years Intelligence is expressed through sensory and motor abilities to perceive and explore their world Their intelligence is bound to their immediate perceptions and actions |
|
|
What was Piaget referring to in talking about sensorimotor intelligence? Piaget claimed that around 8 months infants lack object permanence, what is object permanence? Piaget proposed the A-not-B error at 8-12 months, what is the A-not-B error? At the end of the sensorimotor stage, infants begin deterred imitation, what is this? |
The active child Knowledge that objects exist even when out of view Searching for a hidden object where it was last found, not in the new spot its hidden (despite clearly being under a blanket) Repetition of other people's behaviour a long time after it occurred (copying mom on the phone) |
|
|
Circular reactions - motions initially occurring by chance, but which are repeated because of their pleasurable outcomes, have what three parts? |
Primary - repetitive actions centered on infant's own body (ex. passing hand in front of face) Secondary - repetitive actions centered on something in the environment (ex. light switch) Tertiary - repetitive actions that vary in some way (experimentation) |
|
|
What were the large three trends Piaget noted cognitive development during infancy in the sensorimotor stage? |
1) Infants first focus on their own bodies, then on the world around them 2) Early goals are concrete (shaking rattle to listen to the sound it makes); later goals are more abstract (varying heights from which objects are dropped and seeing what happens) 3) Infants become more able to form mental representations (no more out of sight out of mind, remembering playing with someone yesterday) |
|
|
When does the preoperational stage occur? What happens in the preoperational stage? Because they can use language and mental imagery, what does this allow for? What is suggested by the term preoperational? Ex.? |
2-7 years Kids become able to represent experiences via language/mental imagery/symbolic thought They can remember experiences for longer and make more sophisticated concepts That the kids can't perform certain mental operations like considering multiple dimensions simultaneously Can't form certain ideas like the water glass test |
|
|
The preoperational stage includes what acquisition of development? It also includes what two notable weaknesses? What is an example of egocentrism diminishing? What is an example of centration? |
Symbolic representations - at first abstract (card = phone) but eventually realistic (eyepatch for pirate) Egocentrism - seeing world only from own view (including spatially can't see from others view); kids argue more as they understand there is a differing viewpoint Centration - focusing on one perceptually striking feature of an object/event; conservation of liquid quantity (only focus on the size of the glass, the static state of objects and not the transformation performed [pouring of water]) |
|
|
Explain how the weaknesses of focusing on a salient dimension, egocentrism, and focusing on the static state contribute to the failure in the conservation of X problem |
Salient dimension - Only focus on height of object Egocentrism - Failing to understand how their own perspective is misleading (taller longer glass =/= more than short wide glass) Static state - Only focusing on the object and not on the transformation of the pouring |
|
|
When is the concrete operational stage? What happens in the concrete operational stage? Ex.? Concrete operational reasoners still cannot do what two things? |
7-12 years Kids become able to reason logically about concrete objects and events They can understand the water-glass test Cannot think in purely abstract terms Cannot generate systematic scientific experiments to test their beliefs |
|
|
What is an example of a child failing an experiment during the concrete operational stage? What two errors does this show |
String and weight example. The kid tries to compare the swinging of heavy and short string to the swinging of light and long string. They aren't thinking systematically They aren't thinking of all the variables |
|
|
When is the formal operational stage? What happens in the formal operational stage? Other than the fact that people can think of abstractions and hypothetical situations, what is the major difference between the formal operational stage and the other three stages? |
12(+) years People can think of abstractions and hypothetical situations (they can also perform systematic scientific experiments and draw conclusions, even when those conclusions differ from their previous beliefs) Not a universal stage; not everyone will reach it |
|
|
What are four critiques of Piaget's theory? |
1 - Stage model sees children as being more consistent than they are in reality 2 - Infants/young kids are more cognitively competent than Piaget thought 3 - Piaget's theory understates the contribution of the social world to cognitive development 4 - Piaget's theory is vague about cognitive processes that give rise to children's thinking & about the mechanisms that make cognitive growth |
|
|
Give an example of Piaget's faults in: Stage models see children being more consistent than they are in reality Infants/young kids are more cognitively competent than he thought Understating the contribution of the social world to cognitive development Vagueness about cognitive processes that give rise to children's thinking & about mechanisms that make cognitive growth |
Kids may succeed on one conservation of X problem but not another His test of object permanence required the kid to reach for it, which occurs at 8-9mo. whereas they look by 3 mo. Adults and older children affect kids Doesn't explain how assimilation/accommodation/equilibrium work exactly |
|
|
What do information-processing theories focus on? One characteristic of this is precise specification of the process involved in children's thinking, what is an example of this? What is the second characteristic? |
Structure of cognitive system and the mental activities used to deploy attention and memory to solve problems Task analysis - IDing goals and the obstacles preventing their realization; prior info in the environment relevant to them; potential strategies to overcome the obstacles and attain goals Emphasizing thinking as many sequences that occur over time |
|
|
Piaget believed children progress through qualitatively distinct, broadly applicable stages, separated by transition periods. This in contrast to information-processing theories who see children's cognitive growth as?
|
Continuous, small increments that happen at different times on different tasks
|
|
|
In the child as a limited-capacity processing system, thinking is limited by memory capacity, speed of thought processes, and availability of useful strategies and knowledge. What are 3 ways children overcome processing limitations? In the child as a problem solver, what three things is problem solving consisted of? |
1 - Expansion of the amount of info they can process at one time 2 - Increases in the speed with which they execute thought process 3 - Acquisition of new strategies and knowledge Goals, perceived obstacles, and attaining the goals |
|
|
The way information processing theories address the issues of nature vs nurture and how change occurs can be seen in their accounts of the development of memory and problem solving. What are the three types of memory/functions
|
Working memory - Memory actively attending to/gathering/maintaining/storing/processing info (pretty much short term memory) Long-term memory - Info retained forever Executive functioning - Taking info from LTM and working memory to accomplish goals |
|
|
What are the two limitations of working memory? How much and how long can LTM be stored? What are the three types of executive functions? |
Capacity and length of time information is stored Unlimited, forever Inhibiting tempting actions that are counterproductive Enhancing working memory via strategies (repeating phone number) Being cognitively flexible (taking someone else's POV) |
|
|
Information-processing theorists try to explain both the processes that make memory as good as it is at each age and the limitations that prevent it from being better.
These efforts have focused on what three types of capabilities? |
Basic processes - Simplest/most frequent used in mental activities Strategies Content knowledge - Knowing more in general, thus easier to integrate new material with existing understanding |
|
|
The simplest and most frequently used mental activities are known as basic processes. What four facets are there to this? Another basic process which is key to all the others is encoding, what is encoding? |
Associating events with one another Recognizing objects as familiar Recalling facts and procedures Generalizing from one instance to another Representation in memory of specific features of objects/events |
|
|
What is the strategy of rehearsal(~5-8 y/o)? What is another strategy (elementary ages)? |
Repeating info multiple times to remember it Selective attention - only focusing on info most relevant to current goal |
|
|
What does the information-processing perspective propose in the overlapping-waves theory? |
That children have variability in thinking. They focus on a certain problem solving strategy at a given age, but they overlap and still use other strategies |
|
|
The overlapping-waves approach specifics three ways in how problem solving improves over the course of development. What are those three ways? |
Children discover new strategies that are more effective than their previous ones They learn to execute both new and old strategies more efficiently They choose strategies that are more appropriate to the particular situation |
|
|
Despite the advantages of planning, children and even adolescents fail to plan even when it would help problem solving. Give two reasons information-processing theory believes why |
1 - It requires inhibiting the desire to solve the problem immediately instead of taking time to think 2 - Kids are overly optimistic about their abilities and think they can solve problems more effectively than their capabilities actually allow |
|
|
What do sociocultural theories emphasize as being important to children's development? What happens in guided participation? What are cultural tools? |
Surrounding culture and other people Smarter people help less smart people learn how to do things, usually in personal context Products of human ingenuity that enhance thinking (artifacts/skills/values/etc) |
|
|
Piaget depicted children as little scientists, trying to understand the world on their own. Vygotsky, in contrast, portrayed them as social learners, intertwined with other people who are eager to help them gain skills and understanding. Whereas Piaget viewed children as intent on mastering physical, mathematical, and logical concepts that are the same in all times and places, Vygotsky viewed them as intent on participating in activities that happen to be prevalent in their local setting. Whereas Piaget emphasized qualitative changes in thinking, Vygotsky emphasized continuous, quantitative changes. These Vygotskian views gave rise to the central metaphor of sociocultural theories:
|
Children as social learners, shaped by, and shaping their cultural contexts |
|
|
Piaget saw language and thought as largely unrelated, whereas Vygotsky saw them as being integrally related. What was Vygotsky's concept on language and thought? What were Vygotsky's three phases of its role in the development of kid's ability to regulate their own behaviour and problem solving? |
Vygotsky said thought is internalized speech, and that thought originates in large part in statements that parents and other adults make to kids 1 - Kid's behaviour is controlled by other people's statements 2 - Kid's behaviour is controlled by their own private speech 3 - Kid's behaviour is controlled by internalized private speech, thoughts. |
|
|
What two unique characteristics do humans have that are crucial to making complex cultures (proposed by sociocultural theorist Tomasello) |
Want to teach others of the species
Wanting to learn from that teaching |
|
|
Sociocultural theorists believe that the foundation of human cognitive development is our ability to establish intersubjectivity. What is intersubjectivity? What are the two parts to intersubjectivity? What process is at the heart of intersubjectivity? |
Mutual understanding people share during communication Focusing on the same topic Focusing on one another's reaction to what's being communicated Joint attention (dadic/triadic) - social partners focusing on a common thing in the external environment via gaze following/pointing |
|
|
What is social scaffolding? What's the difference between social scaffolding and guided participation? What is an important way parents use scaffolding? How is social scaffolding related to zone of proximal development (ZPD)? |
Process where more competent people give temporary framework to support child's thinking at a higher level than they could manage on their own Scaffolding = more explicit instruction & explanation Guided = adult's organizing tasks so kids can take increasingly active/responsible roles in them In helping the kid make autobiographical memories - "bird flying away" "yes, the bird flew away because x...y..z.." helps kids remember their experiences by improving their encoding of key info Categories of what I can do, and can't do (both no learning occurs). And what I can do with help. Kid moves from one stage to next via social scaffolding |
|
|
What is the thing that dynamic-systems theories recognizes that other theories of cognitive development have ignored? Dynamic systems theories are a class of theories that focus on what? |
That the development of the skilled actions allow kids to realize the fruits of their mental labour -- ie. thinking is only useful if it helps in obtaining the goal Focus on how change occurs over time in complex systems |
|
|
What is meant by the word 'dynamic'? What does this mean in regards to reaching? |
All points in development, thought and action change from moment to moment in response to the current situation/child's immediate past history/child's long term history of actions in related situations Reaching regresses and improves |
|
|
What is meant by the word 'systems'? |
Each child is a system with subsystems like perception/attention/action/memory/language/etc. that work together to determine behaviour |
|
|
How are dynamic systems theories similar to Piaget in terms of children's motivation in development? How are they similar to sociocultural approaches, unlike Piagetian theory? |
Children are motivated to learn their world and expand their capabilities Kids' interest in the social world is a motivator in development |
|
|
Piaget’s theory asserts the role of actions during infancy, but dynamic-systems theories emphasize? |
Emphasize that actions contribute to development throughout life |
|
|
Dynamic-systems theory views development as a process of self-organization involving bringing together and integrating attention/memory/emotions/actions to adapt to continuously changing environment. This is also called? |
Soft assembly - components and their organization changes from moment-moment and situation-situation instead of being governed by rigid stages that are consistently applied across time/situations |
|
|
Problem: Piaget described many of children’s behaviours, but didnot explain how cognitive systems work
Problem: Piaget understated the role of socialization on children’sdevelopment. Problem: Piaget underestimated the complex relationshipbetween thought and action in young children. |
Answer: Information-processing theories
Developing brain can only: hold certain amount of info, process info at certain speed, limited strategies for problem-solving Answer: Sociocultural theories Yes, children are responsible for their own development(the active child). But caregivers and peers also play acrucial role Answer: Dynamic-systems theories Circular relationship between kids thoughts and their actions. New actions = more complex thoughts More complex thoughts = new actions Development is a complex network of thought and action, not a linear trajectory |
