Chapter 4 - Theories of Cognitive Devlopment Flashcards
Assumption 1 - Stage theory
- 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
Assumption 2 - Domain-General
- all abilities are linked - contrasts with IP models - cognition is broad
Assumption 3 - Children as active agents
- children as active agents
- constantly seek out stimulation in environments - curious and responsible for their own development
Assumption 4 - Constructivist Approach
- children discover/construct all knowlege of the world through their actions and interactions with environment
- individual differences
How do children develop (general, specific, and schemas)
Specific - general - devlopping ideas (assimilation)
General - specific - updating ideas (acomodation)
Shemas - cognitive structures that help to organize information
Sensorimotor (0-2)
- learnt through motor and sensory actions - no words
- inability to differentiate self from the world
- Substages increase intentitonality, object knowlege and symbolic representation
Sensorimotor time frame
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)
Preoperational (2-7)
- 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
Concrete Operational
- ability to solve conservation and reversibility
- less influenced by outside appearence
Formal Operational
- reason abstractly (algebra)
- heightened metacognition - ability to think about your own thoughts (diaries)
- generate ideas about things they have never before experienced (idealistic)
Formal Operations (types of egocentrism)
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