Chapter 4 - Theories of Cognitive Devlopment Flashcards

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1
Q

Assumption 1 - Stage theory

A
  • Cognition develops through series of distinct stages - not gradual - qualitatively different than each stage
  • invariant - everyone goes through same order one at a time
  • universally experienced -we all go through same thing
  • individual differences - in regards to speed

Ex) qualitative vs quantitative
- tadpole to frog - qualitative
- small - big tadpole - quantative

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2
Q

Assumption 2 - Domain-General

A
  • all abilities are linked - contrasts with IP models - cognition is broad
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3
Q

Assumption 3 - Children as active agents

A
  • children as active agents
  • constantly seek out stimulation in environments - curious and responsible for their own development
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4
Q

Assumption 4 - Constructivist Approach

A
  • children discover/construct all knowlege of the world through their actions and interactions with environment
  • individual differences
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5
Q

How do children develop (general, specific, and schemas)

A

Specific - general - devlopping ideas (assimilation)

General - specific - updating ideas (acomodation)

Shemas - cognitive structures that help to organize information

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6
Q

Sensorimotor (0-2)

A
  • learnt through motor and sensory actions - no words
  • inability to differentiate self from the world
  • Substages increase intentitonality, object knowlege and symbolic representation
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7
Q

Sensorimotor time frame

A

first month - limited to reflexes

8 months - goal directed behavior, cause and effect, object permanence - objects do not disappear when out of sight

18-2 months - new behaviours w/o trial and error, symbolic representation, deferred imitation (evidence of explicit memory)

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8
Q

Preoperational (2-7)

A
  • defined by what kids CAN’T do
  • difficulty mentally manipulating items in the world

Abstract mental observations - substance stays the same even if its properties change
Reversibility, conservation
Egocentrism - mountain task

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9
Q

Concrete Operational

A
  • ability to solve conservation and reversibility
  • less influenced by outside appearence
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10
Q

Formal Operational

A
  • reason abstractly (algebra)
  • heightened metacognition - ability to think about your own thoughts (diaries)
  • generate ideas about things they have never before experienced (idealistic)
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11
Q

Formal Operations (types of egocentrism)

A

Preoperational egocentrism - failure to distinguish between one point of view and someone elses

Adolecent egocentrism - over-thinking leads to self-absorption and self-consiousness making it difficult to understand someone else’s point of view

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