Psych Ex 2 Set 2

Front 1

○ The information processing model identifies four main processes by which cognitive change occurs:
_____attending to and forming internal representations of certain features of the environment; a mechanism of change in information processing theories

Back 1

encoding

Hint 1

Encoding
Automatization
strategy construction
Strategy Selection

Front 2

The information processing model identifies four main processes by which cognitive change occurs: _____ an increase in the efficiency with which cognitive operations are executed as a result of practice; a mechanism of change in information processing theories

Back 2

automatization

Hint 2

Encoding
Automatization
strategy construction
Strategy Selection

Front 3

The information processing model identifies four main processes by which cognitive change occurs: ____the creation of strategies for processing and remembering information; a mechanism of change in information processing theories.
____

Back 3

strategy construction

Hint 3

Encoding
Automatization
strategy construction
Strategy Selection

Front 4

The information processing model identifies four main processes by which cognitive change occurs: ____progressively greater use of more effective strategies in place of less effective ones; a mechanism of change in information processing theories

Back 4

strategy selection

Hint 4

Encoding
Automatization
strategy construction
Strategy Selection

Front 5

*Focused on the interaction between the child's naturally maturing abilities and his/her interaction with the environment
*Children viewed as "inquiring scientists" who try to understand their physical and social worlds

Back 5

Jean Piaget (1896-1980)

Hint 5

Piaget
Vygotsky
case
Siegler

Front 6

Piaget concept ___ ○ - mental structure that helps to process and organize information

Back 6

Shceme/Schema

Hint 6

scheme
Adaptation
Assimilation
Accomdation

Front 7

○ Schemes are modified by _____- tendency to adjust and mentally incorporate elements of our environment

Back 7

adaptation

Hint 7

scheme
Adaptation
Assimilation
Accomdation

Front 8

____ - new experiences are readily incorporated into existing schemes
____- occurs when schemes are modified based on experience

Back 8

Assimilation
Accommodation

Hint 8

Equilibration &Disequilibrium
Disequilibrium & Equilibration
Assimilation & Accomdation
Accomodation & Assimilation

Front 9

_____- a state in which assimilation and accommodation are in balance; _____ occurs when children spend more time accommodating than assimilating

Back 9

○ Equilibration
Disequilibrium

Hint 9

Equilibration &Disequilibrium
Disequilibrium & Equilibration
Assimilation & Accomdation
Accomodation & Assimilation

Front 10

Piaget period
*Coordinate sensation with physical movement
*Exercising reflexes (0-1 mths)
*Developing Schemes (1-4 mths)
*Discovering procedures (4-8 mths)
*Intentional behavior (8-12 mths)
*Object permanence
*Novelty and exploration (12-18mths)
*Experiment just because they can
*Mental Representation (18-24mths)
* Beginning of symbolic thought

Back 10

sensorimotor

Hint 10

(0-2yrs)

Front 11

Piaget Period ○ Use of mental representation grows
○ Key Characteristics:
§ Egocentrism
Lack theory of mind (ToM): the ability to be able to reflect on the contents of one's own and others' mental states.
Child answer phone and answers question by nodding head or shrugging shoulder and doesn’t realize the person on the other end can't see it.
§ Animism
§ Centration
Lack appearance vs. reality distinction
Precausal thinking

Back 11

Preoperational

Hint 11

(2-7yrs)

Front 12

Piaget Period 7-11
Beginning of logical reasoning
Egocentrism wanes
Gain appearance vs reality distinction
Decentering emerges
Can think of multiple aspects of a situation
Reversibility develops
Classification

Back 12

concrete

Front 13

Piaget Period
○ Abstract thinking
○ Idealistic thought
○ Reason logically
○ Hypothetical-deductive reasoning
○ Egocentrism
§ Personal fable
Because it matters to them they think other people feel the same way. Imaginary audience

Back 13

Formal

Hint 13

11/12 and beyond

Front 14

who?
○ Sociocultural Theory: full cognitive development requires social interaction
○ Learning begins at birth and continues throughout life
Development is seen as an apprenticeship in which children advance when they work with a more skilled person

Back 14

Lev Vygotsky (1896-1934)

Front 15

knowledge passed along to children in 3 ways according to vygotsky

Back 15

○ Imitative learning
○ Instructed learning
○ Collaborative learning

Front 16

○ Uses the computer as a model for how children handle knowledge
○ Focuses on gradual transformations in the capacity to take in, use, and store information
○ Cognitive development reflects changes in hardware (brain, nervous system, etc) and software (strategies, rules)
○ The mind has a limited capacity
○ Information moves through the system serially
§ The product of one stage of processing serving as the input for the next stage

Back 16

Information Processing Approach

Front 17

• What accounts for changes in cognitive growth?

Back 17

○ Improvements in metacognition- knowledge that people have about their own thinking processes and the ability to monitor their own cognition. (knowing you’re an auditory learnear)
○ More efficient use of information processing components
○ Use of more complex methods (and flexibility) for problem solving
○ Increasing abilities of higher order executive functions -- ex. Planning and decision-making
○ Speed of thinking increases
○ Automatization

Hint 17

*know your an auditory listener
* efficient
*better problem solving
*planning, decision-making
*quicker at thinking
*automatization

Front 18

○ A disability in which children consistently show one or more of the following characteristics over a period of time:
§ Inattention: difficulty focusin on any one thing
§ Hyperactivity: high levels of physical activity
§ Impulsivity: difficulty curbing their reactions
○ Can be primarily inattention and/or impulsivity and hyperactivity
○ Occurs more often in boys than in girls

Back 18

ADHD

Front 19

○ Decreased activity of certain neurotransmitters
○ Abnormalities in the frontal lobe
○ Prenatal and postnatal abnormalities
○ Exposure to environmental toxins
○ Heredity

Back 19

possible causes of adhd

Front 20

Possible causes of ADHD

Back 20

○ Decreased activity of certain neurotransmitters
○ Abnormalities in the frontal lobe
○ Prenatal and postnatal abnormalities
○ Exposure to environmental toxins
○ Heredity

Front 21

• How is ADHD treated?

Back 21

○ Use of multimodal methods
§ Academic
§ Behavioral
§ Medical

Front 22

Piaget Substage of Sensorimotor:
• Newborns limited to reflexes which are innate, automatic motor responses triggered by specific environmental stimuli. Like sucking
• By the end of the first stage, reflexes have become the newborns first sensorimotor schemes- which are skilled and generalizable action patterns with which the infant acts on and makes sense of the world.

Back 22

1

Hint 22

Substage 1: Exercising Reflexes
Substage 2: Developing Schemes
Substage 3: Discovering Procedures
Substage 4: Intentional Behavior
Substage 5: Novelty and Exploration
Substage 6: Mental Representation

Front 23

Piaget Substage of Sensorimotor:
Schemes become more adaptive and more flexible (1 month old sucks on everything, 4 month old has learned that this works best with certain objects)
*Second change involves coordination of schemes into larger units.
*schemes are oriented primarily toward the infants own body

Back 23

2

Hint 23

Substage 1: Exercising Reflexes
Substage 2: Developing Schemes
Substage 3: Discovering Procedures
Substage 4: Intentional Behavior
Substage 6: Mental Representation

Front 24

Piaget Substage of Sensorimotor:
*More interest in outer world by exploring environment
*Infant discovers procedures for reproducing interesting events. Baby accidentally knocks a stuffed animal on her gym and continues to try to do it again to amuse themselves.

Back 24

3

Hint 24

Substage 1: Exercising Reflexes
Substage 2: Developing Schemes
Substage 3: Discovering Procedures
Substage 4: Intentional Behavior
Substage 5: Novelty and Exploration
Substage 6: Mental Representation

Front 25

Piaget Substage of Sensorimotor:
*Infant begins to be able to predict outcomes
* involves an ability to separate means from ends. Infant uses scheme as a means to lead to some other scheme, which becomes the goal, or end of the action.

Back 25

4

Hint 25

Substage 1: Exercising Reflexes
Substage 2: Developing Schemes
Substage 3: Discovering Procedures
Substage 4: Intentional Behavior
Substage 5: Novelty and Exploration
Substage 6: Mental Representation

Front 26

Piaget Substage of Sensorimotor:
*The discovery of new means through active exploration.
*infants create both new schemes and new effects.
*Also experiements for the pure pleasure of experimentation.

Back 26

5

Hint 26

Substage 1: Exercising Reflexes
Substage 2: Developing Schemes
Substage 3: Discovering Procedures
Substage 4: Intentional Behavior
Substage 5: Novelty and Exploration
Substage 6: Mental Representation