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87 Cards in this Set

  • Front
  • Back
Piaget Stages
at birth we are just perceptions/reflexes
Sensorimotor
B-2 schemas-->mental representations, mr occur after sm stage
Preoperational
2-7
operating on mental representations, but manipulation is not intentional
concrete Operational
7-11
Formal Operational
11+
abstract reasoning
schema
specific psychological structure, organized to make sense of experiences, tool for categoizing and understanding EXPERIENCES
(actions-dog)
mental representation
images/concepts
internal, mental models
depiction of info that can be mentally manipulated
adaptation
tendency to create/modify schemas with interactions with the world
assimilation
use of current schemas
accomadation
use of new schema
creation/adjustemnt of old schemas when you realize that the old schema does not work
equilibriumt
tendency to feel everything is understood in the world (assimilation) there is comfort more assimilation then accomadation-feel everything is alright
disequilibrium
conflict/shifting taking place- accomodation, when many schemas are different-dissatsifaction
need to have conflict to develop. when @ assimilation yoyu use the same schemas over and over again, nothing changes
conflict raises anxiety-use of defense mechanisms
connection bw freudian and cognition-instead of shifts defense mechanisms can take place
Network of schemas
development occurs from integration of schemas, matching fitting of schemas-able to manipulate schemas so that you can voluntarily change way of thinking
Sensioromotor
Circular REactions
w/ reflex or motor behaviors result in chance interactions/associated experiences-baby enjoys will be repeated, behaviors that are reinforced will occur again
1)bodily reactions (inner) connect with bodily feeling-what feels good
2)manipulation of objects (outer) social reinforcement
3) creative attempts to bring it-schemas start to form from object
Reflexive Schema (b-1m) schemas develop out of reflex----->
Primary Circulatorty Reactions (1-4m)
motor development provides opportunity for cognitive development
Cause and Effect-infant gets picked up and searches for nipple bc she knows it is time to be fed, infants anticipate consequences, if you demonstarte cause and effect then you will learn
Primary circulatory reactions-secondary circulatory reactions (4-8 m)
inner-outer manipulation,
motor development-->cognitive opportunity interactions
Secondary to coordination of secondary circulatory reactions (8-12m)
Intent Goal Directed Behaviors- cognitive skills push motor ones-crawling
-object permenance (8-9m)
-gain awareness mom is gone (6m) befor ethis if the babysitter takes on same movements as mom the baby will not know the difference
coor-tertiary (12-18m)`
activity on world-play/exploration leads to improved memory of objects
`tertiary-mental rep (18-24 m)
problem solving/pretend play-
-language is the most important form of mental representations-ability to talk about something means the child is making references to things in head (2-7)
operation
sophisticated mental representation, logic based, systenmatic fashion
pre-operational
rigid use of mental representations-has but does not use well
pretend play
act out thems of aggression/abuse/social case
symbolic representation-object bound, use of objects for other purposes-intention shifts teapot may become spaceship
early play is more realistic (age 2)
eventually dont need objects-use of imagination
self centered play
use of objects focused on self, feed other animals, DETACHED SENSE-full on imagination-appropiate thing for children to do is have imagiary friend-tend to do better socially, constant social script, acting things out-social will push cognitive development
make believe play
rehearsal of representations-leads to social skills and better development of cognitive skills
photos of objects
can lend itself to what real object would, dual representation-maps of a classroom, kids who have this can use map to find treasuire
Egocentric Thinking
child takes own viewpoint and ignores the persepctives of others-self-centered in thinking, chld does not realize that other pl have their own perceptions
Theory of Mind
crayons/penicils in box-egocentric thought "what i know everyone else wiill know-mom will think there are pencils in the box too" everyone else is caught up in what im thinking
conservation
certain physical characteristics will remain even though physical outside has changed. thin object is same even though it has changed appearance
clay, liquid containers-amount of water seems like nire when put in a hgher glass, when child understands the consept of conversation they realize amount f water has stayed teh same
centration
focus on one topic, children fail to consider other aspects-->able to gradually focus on other tasks
confirmation bias
ppl with depression seeks evidence that will confirm their bias
Concrete Operational (7-11)
school-teaches child ideas of how to think
-have an idea, but do not think of many perspectives or alternatives
-very rigid in thinking, not abstract, get info, learn info, but cannot manipulate or apply it-or come up with own creative thinking
Formal Operational (11+)
hypothetical deductive reasoning
-manipulation of mental reps
-awareness/cognitive representation can be used/played on
Vygotsky
timing of relationships in cognitive devlopment
LANGUAGE-key role to development of cognition, pushes cognitive development foward
SOCIAL INTERACTIONS child<-> environment (cultural, social, language) cannot separate these things from cognition
Self Directed Speech
language helps mediate our thinking, we control our thoughts, walk yourself through something w/ spech-benift from talking yourself through a task-language guides thought!
Private SPeech
when child talks to themselves-child says everything they are thinking
at ages 3-5 language becomes
internalized, internalize words-use words so automatically that you dont know you are sing the words- thinking to yourself in words
zone of proximal development
sensitivity to social guidance, social support at level of difficulty
Scaffolding
building support off of what has already been built for support (helping a child write her name if she already knows the letters
3 levels of scaffolding
1)guided particpation-adult particpates with child
2)offering support as needed-critical balance-as you need support it will be given
3) pull back support as possible--> development pushed by language
zone of proximal
has not yet developed skill but with support child can reach independence and mastery of task
Information Processing
adult takes hold of chlids attention, guides, over time abl eto have selective attention because of what parents have picked out for you to focus on , helps attention develop
selective attention
having a name for an object is critical for selective attention, selective attention may not be good for young children, kids better at remebering things they are not told to focus on, do not have singl eminded focus-pick up on patterns in the world
on the other hand it is hard for adults ri learn new things when exposed to new cultures, child has borader scoap of attention, will see more, may be less efficent at moving foward but beneficial bc child will see more
selective attention and psych class
student who has already taken general psych class in hs will have a harder time in college bc they will have selective attention to what they have learned before and seen as important
--> those who know are more selective, kids have wide open attention spans.develop more in new situations
neo-piagetian perspective
-accepts piagets stages
-also suggests changes within each stage: due to increases in working memory cpacity,
-brain development
-practice with schemas
-formation of central conceptual structures(networks of concepts and relations that permit them to think about a wide variety f situations in more advanced situations --once schemas become more automatic-general representation of the concept of conservation)
horizontal decalage-many understandings appear in specific situations at different times rather then all at once
development of sustained attention
increases sharply bw 2-3 1/2 yrs bc of growth of frontal lobe, more complex play goals, adult scaffolding
devlopment of selective attention
vygotsky-cultutal influence (social/language) of caregiver, gradual improvement, influence of education -teachers demand attention
cognitive inhibition
the ability to control distracting stimulis- both internal (thoughts) and external (distractions)
-improves from infancy on
-gains on complex tasks from middle childhood to adolesence
-strupp word test-takes attention to inhibit reading bc reading is the automatic response
-helps them control behavior in social settings
-improved inhibition is related to the development of the cerebral cortex
A not B error
puuting objects under paper a consistently then put object under paper b, baby will still reach for a, they search for a is a PREPOTENT REPONSE (overlearned automatic, rehearsed) cognitive inhibition has not yet developed-you have not inhibited the automatic response
if you can't inhibit you can't
plan
planning
thinking out a sequence of events ahead of time and allocating attention accordignly t oreach a goal
-begins in infancy, improves with age
-teaching improves planning
-strategies for storing info-aided by central executive functions
rehearsal (flashcards) organization (lists) elaboration
development of planning illustartes how attention becomes coordinated iwt hother cognitive processes
constructive processing
we select and interpret information as it is encoded, stored or retrieved
-can happen deliberately or due to a fuzzy trace, jist but not the precise details
reconstruction of memory shift takes place, rely more on details not jist
(g)
genral inteligence
cen be either fluid or crystal
aspects: verbal, work/memory, processing speed, perception-if you have all of these well you have a hig iq
standard iq-overall general intelligence
fluid intelligence
basic information processing skills, detecting relationships among stimuli, analytical speed, working memory, increases and then decreases with age
crystallized intelligence
vocabulary, skllls that depend on accumulated knowledge, experience, good judgement, gets stronger and incraeses with age
information processing
the mind is a complex symbol-manipulating system through which information flows. info from the environment is encoded and retained in symbolic form. internal processes recode or revise the symbolic structure into a more meaningful representation, by decoding it or interpereting its meaning
connectionism/neural network models
what happens in the brain as chlidren master new skills, models that stimulate neurons and their connections
input layer-encodes task
hidden layers-represent information
output-generates a response, information is distributed throughout the systemacting in parallel or simultaneously
networks are a good model of human learning when
networks from two people are alike
a great deal of inner change in the strength of connections occurs before a network consistently displays a correct reponse , gradual interanl learning precedes changes in behavior
human cognitive system is a general processing device that gradually attains domain specific competencies as a result of
relevant learning opportunities
sustained attention
when toddlers enagage in goal -directed behavior
as suatined attention increases toddlers become beter at focusing on aspects of a situation that are relevant to their goals
rehearsal
repitition of information
organization
grouping of related items
older children are able to place objects into more abstract taxonmic categrories
younger children have control deficiency (inconsistent organization) and utilization deficiency (no improvment in performance)
skillful organization reduces retroactive interference
elaboration
end of middle childhood, creating a relationshipor shared meaning bw 2 or more pieces of information that are not members of the same category
info is retrieved throgh
recognition, recall and reconstrction
recognition
noticing that a stimulis is identical or similar to the one previously experienced
fairly automatic process
simplest form of retrieval since material to be remembered is fully present
recall
generating a mental representation of an absent stimulis, begins before age 1 quite deficient in children
recall shows far greater improvement over recognition bc children make use of retrieval cues
reconstruction
selection and interpetation of events and details, recoding of information while it is in the system or being retrieved
whn we transform the info we often have idfficulty distinguishing it from th eoriginal (constructionist approach) telling stories--> condense integrate and add info , revising info in meangingful ways helps retrieval and te memorablness and making sens eof story but it can be inaccurate
fuzzy trace theory
when we first encode info we reconstruct it automatically, creating a vague, fuzzy version (gist) which provides essential content without details and is especially useful for reasoning , requires less working memory capacity and allows for better thinking
verbatim and gist memories are both present and stored separately to be used for different purposes
with age children rely less on verbatim memory and more
on gist , less likley then verbaitim to be forgotten , serve as enduring retrieval cues
infantile amnesia
most of us cannot rettreive events that happened to us before age 3
biological explanation
changes in the frontal lobe may pave the way for an explicit memory system (on ein which children deliberatly remember) rather then an implicity (unconscious)
cognitive explanation
older children and adults use verbal means for storing info wheras infants and toddlers memory processing is nonverbal relying heavily on images and motor activity, verbal recall increaeses sharply at age 3-4
findings also suggest that a clear self image contributes to the end of infantile amnesia
metacognition
awareness and understanding of various aspects of thoughts, metacognition expands as children construct a theory of mind- a coherent understanding of people as mental beings which they revise as tey encounter new evidence, knowledge of mental activity -what it means to think
3-4 yrs old are unaware that ppl still think even when they do not show sign sof it , focus on outcome of thought
6-7yr old- doing well involves concentrating and exerting effort
10- mental activites on the basis of certainty of knowledge
school age children capacity for more complex thinking due to
more reflective, process oriented way of thinking , private speech allow sthem to detect many aspects of mental life
factor analysis
to find out whether intelligence is a single trait or an assortment of abilities, researchers identify sets of test items that cluster together , meaning that test takers who do well on one item ina cluster tend to do well on others
distinct clusters
factors
garners theory of multiple intelligences
intelligenc ein terms of distinct stes of processing operations that permit individuals to solve problems, create products and discover new knowledge
8 independent intelligences-linguistic, logico-mathametical, musical, spatial, bodily-kinesthetic, naturalistic, interpersnal, intrapersonal
each intelligenc ehas a unique biological basis, distinct course of development, different expert or end state performance, lengthy process of education is required to transfrom any raw potential into a mature social role, all independent of one another
stanford-binet intelligence scales
measures general intelligence and 5 intellectual factors-fluid reasoning, quantitative reasoning, knowledge, visual spatial processing, owkring memory, verbal and nonverbal mode of testing
wechsler intelligence scale for children
6-16 yr olds, general intelligence and factor scores, 10 separate scres , focus on fluid information processing skills ,culture fair
aptitude tests
assess an individuals potential to learn a specialized activity (sat or act)
achievment tests
aim to assess not potential to learn, but actual knowledge and skill attainment
difficulty for testing infants
cannot answer qs, follow directions, not cooperative
bayley scale o infant development
-measures mental scale and motor scale , bad predictors but are used for screening helping to identify infants who may have developmental roblems
IQ(intelligence quotient)
the extent to which the raw score (number of items passed) deviates from the typical performance of same age individuals, standardization sample of test- normal distribution in which most of the scores cluster around th emean , mean iq is test at 100 965 of iqs fall bw 70-130.
scores differ genetics
-genetics greater the genetic similarity, the moe similar their iq scores will be correlation for identical twins reared together-.76 then reared apart-.55, identical twins reared together have the highest correlation of iq qhlie adopted child and parent have lowest
over time become more similar to biological paremts then adoptive ones stronger correlations between iqs of biological parents then adoptive ones
cultutal
no evidence supports the assumption that hereditry underlies the ethnic differences in iq
flynn effect
consistent gains in iq from one generation to the next, the result of environmental factors
minority childrens iq may be underestimated due to
stereotype threat, lack of familiarity wit htest content, cultutally specific communication styles, iq is good predictor for all minority groups
HOME
overall quality of the house-shared environment influence consistently predicts language progress and IQ, warm stimulating family environment does improve IQ, family beliefs about academic success have a positive effect on IQ
non shared environmental factors are more powerful then shared influences
birth order, spacing=unrelated to iq