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35 Cards in this Set
- Front
- Back
Piaget’s Sensorimotor Stage |
Birth - 2 yrs. infants learn about themselves and the world. Respond through reflexes and random behavior at first then to goal oriented toddlers. Growth happens through circular reactions. Learns things by chance |
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1st substage |
Reflexes. Gain a lil control over their inborn reflexes. Engage in behavior even when the reflex is not operating (suck when not hungry) |
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2nd substage What months? |
1-4 months. Coordinate. Combine grasping with sucking. Hearing with version. |
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3rd Sub stage Secondary Reactions |
4-8 months. Interested in grabbing things. Engage in secondary circular reactions (scenes regarding repeated actions that bring about a desirable consequence). Start to vocalize more. Mainly to get response from other people |
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4 substage What months? |
8-12 months. Coordinate secondary circular reactions. Employ goal directed behavior (pushing objects out of the way to get a toy) |
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5th substage What months? |
12-18. Tertiary reactions. (Little scientists). Experiments (throwing stuff). Bringing about desired reactions |
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6th substage |
18-24 months. Ability to have symbolic thought. Think of something without it being right in front. Have concept of cause and effect. Start to pretend play |
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Schemes |
Organized patterns of functioning that adapt and change w/mental development. |
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Assimilation |
Process which people understand an experience in terms of their current stage of cognitive development and way of thinking |
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Accomodation |
Changes in existing ways of thinking |
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Primary circular reactions |
Schemes reflecting an infant’s repetition of interesting or enjoyable actions, just for the enjoyment of doing them, which focus on infants own body. |
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Object permanence |
Realization that things exist even when not seen |
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Skinner’s Learning Theory |
Language acquisition follows basic laws of reinforcement and conditioning. When a baby goes Da and dad thinks baby is referring to him. This reaction reinforced baby to say it again. Children learn to speak by being rewarded |
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Chomsky Nativist Theory |
People are born with innate capacity to use language which emerges with maturation |
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Theory of Mind |
Knowledge and beliefs about how the mind works and how it effects our behavior. Understand others have goals and meanings. Children think others think like them. Changes at age 6. |
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Attachment |
Pos. Emotional bond with another. Nature of our attachment as a baby affects how we relate to others when older. |
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Harlow’s Study on Monkeys |
Gave monkey choice to cuddle a wire monkey that provide food or a terry cloth monkey that provided comfort. Food alone does not bring attachment. |
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Mary Ainsworth |
Developed Strange Situation. How a baby reacts around strangers. |
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Secure Attachment |
Use mother as a home base. At ease as long as mom is around. 2/3 of children like this |
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Avoidant attachment |
Insecure attachment. Do not seek closeness to mother. Ignores mom. Doesn’t cry when she leaves. Acts angry at her. Mom and stranger are interchangeable. 20%. Mothers are angry and shy away from babies. |
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Resistant attachment |
Both pos and neg towards mom. Doesn’t trust mom, always got an eye on her. Stressed when she leaves and relieved and angry when returned. 12%. Moms usually have good intentions but are less capable. |
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Erickson’s trust versus mistrust theory |
Birth -18 months. Develop hope along w/trust. When mistrust is developed, infants think world is harsh. Important for prim caregiver to be sensitive and responsive. |
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Erickson’s autonomy versus shame and doubt |
18minths - 3 years. Develop independence. Exploration is encouraged. If child is overly restricted: feel shame and doubt. |
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Temperament and the study by Thomas and Chess |
Patterns of arousal( level of active ness) and emotionality that are consistent and enduring characteristics of an individual. How a child believes. The study followed 133 ppl from birth to adult. |
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Easy Baby |
Pos. Disposition. Easy going. Bodies function regularly. Adaptable. Curious. Emotions are moderate to low. 40% of infants. |
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Difficult Baby |
Neg moods. Irregular body function. More extreme in emotions. 10% |
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Slow-to-warm |
Inactive. Calm reactions. Do not like change. 15% |
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Goodness of Fit |
Long term adjustment depends on the environment |
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Piaget’s 2nd stage |
3-6. Mental reasoning develops but cannot deal with abstractions. More focused on the here and now. Capable of symbolic thought and play |
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Egocentrism |
High during second stage. Inability to Imagine some1 elses POV. Not selfishness. |
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Centration |
Focus on 1 aspect of a situation at a time. “Taller person is older than shorter” |
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Animism |
Belief in animated items have life like qualities |
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Magic Thought |
3-8. |
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Conservation |
Irreversibly and centration combined leads to inability to understand this |
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What is wrong about Piaget theory |
Thought children were more animistic and egocentric than they were. Overestimated language abilities and underestimated cognitive abilities. |