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29 Cards in this Set
- Front
- Back
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Piaget: Stage Theory -
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constructivists view: focus on experiences
children ASSIMILATE and ACCOMMATED: fit knowledge into existing schema and change knowledge structure as needed. |
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1. Sensorimotor (of stage theory)
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age 0-2
infants learn though senses and response to sensations infants dont have mental images or representations so they don't plan, remember or act with intention |
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Object permanence:
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piaget's sensorimotor stage.. develops at 1 year.
but someone found that it starts at 4months |
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2. Preoperational (of stage theory)
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age 2-6
lack logical thinking egocentric develop symbolic representations: words to represent objects can't understand conservation |
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Why can't children understand conservation tasks at the preoperational stage:
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Reversibility
Ends over means focus Centration (on one physical feature) |
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3. Concrete Operational (of stage theory)
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age 7-11/12
logical thinking, but concrete - not abstract aren't egocentric anymore |
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4. Formal Operational (of stage theory)
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age 12-adult
can think abstract i.e. hypothetical hypothesis generation |
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Information Processing Theory:
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mind is like a computer when presented with a task
Cognition advances when the children can learn to do something AUTOMATICALLY b/c cognitive resources are freed |
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Neopiagetian:
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combines Piaget's stage theory and information processing theory.
kids advance through tasks as other aspects of cognition improve such as lang, mem, and planning. |
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Vgotsky's sociocultural theory:
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Adults scaffolding enhances cognitive development
zone of proximal development = kids are able to engage in tasks they wouldn't be able to do alone. |
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Phonology=
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sounds of language
infants babble at 6mths patterned speech (made up words) at 12mths continues to age 4 till adults can tell what child is saying |
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Semantics=
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words and their meanings
first word = 10-12 mths two word sentences =18 mths full sentences =2-3 yrs 18-24 mths vocab spurt from 50-500 words! |
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fast mapping -
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hearing word 1 time then using it
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overextension -
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common error; word used incorrectly to describe something else
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underextension -
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error in generalizing a word to other similar things
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syntax=
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grammar, ordering sentences the correct way
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overregularization=
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error ex. goed.
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Object scope: constraint on kids learning language:
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words label whole objects not object parts
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Taxonomic Assumption: constraint on kids learning language:
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words label objects of the same type
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Mutual Exclusivity: constraint on kids learning language:
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each object has only one label
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What things help kids learn language?
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1Child directed speech
2Adult Response to Child Speech 3Parent Speech (elaborative vs. repetitive) 4Children use nouns before and more frequently than verbs 5Metacommunication = the ability to think about how one's communicating (can't correct speech until 6 yrs) |
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Vygotsky's belief on inner or private speech?
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young children can use inner speech to regulate behavior
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Piaget's belief on inner or private speech?
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believed inner speech has no function but indicates continuous mental activity.
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Object labels
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superordinate = animal
basic = dog subordinate = beagle |
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Idiosyncratic:
level of kids grouping objects together. |
age 2-3 Doesn't really make sense
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Perceptual: level of how kids group objects together.
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age 3-4
classify things by look milk and rabbit go together because they are white. |
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Complementary: level of how kids group objects together.
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age: first grade
classify things by function weed eater and mower go together because they cut grass |
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Taxonomic: level of how kids group objects together
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age: 5th grade
truly classified |
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Class Inclusion
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occurs around age 7-8
a child knows that from the 2 chairs and 3 tables, there is more furniture than chairs. |
