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Psychology 223 Child Development > Chapter 6 Cognitive Developmental Approaches > Flashcards

Chapter 6 Cognitive Developmental Approaches Flashcards

1
Q

What is Piaget’s Theory

A

a general, unifying story of how biology and experience sculpt cognitive development. Active participants in our development. We adapt to the world

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2
Q

What are schemes in relation to Piaget’s theory

A

Actions or mental representation that organize knowledge

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3
Q

What is adaptation?

A

Involves adjusting to new environmental demands.

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4
Q

What processes does Piaget state or extremely important in constructing knowledge?

A

Schemes, assimilation, accommodation, organization, and equilibration

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5
Q

What are schemes?

A

Actions or mental representations that organize knowledge

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6
Q

Compare the schemes characterized in infancy and in childhood

A

Infancy is characterized by behavioural schemes (physical activities) while mental schemes (cognitive activities) characterize childhood development

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7
Q

Define assimilation

A

Piagetion concept of the incorporation of new information into existing knowledge

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8
Q

Define accommodation

A

Piagetion concept of adjusting schemes to fit new information and experience

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9
Q

Define organization

A

Piaget’s concept of grouping isolated behaviours into a higher order
grouping or arranging items into categories

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10
Q

What is equilibration

A

Mechanism to explain how children shift from one stage of thought to the next, the shift can only occur when there is disequilibrium.
Motivation for change is an internal search for equilibrium. Results of this process are stages of cognitive development

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11
Q

What are Piaget’s four stages of development

A

Sensorimotor stage;
preoperational stage;
concrete operational stage;
formal operational stage

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12
Q

What are the age ranges in Piaget’s four stages?

A

Sensorimotor stage: birth to two;

preoperational stage: 2-7;

concrete operational stage 7 to 11;

formal operational stage is 11 years into adult hood

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13
Q

What is the sensorimotor stage?

A

Birth - 2
Infants construct an understanding of the world by coordinating sensory experiences, such as seeing and hearing with motoric actions

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14
Q

What are the six sub stages from the sensorimotor stage?

A
  1. Simple reflexes
  2. First habits and primary circular reactions
  3. Secondary circular reactions
  4. Coordination of secondary circular reactions
  5. Tertiary circular reactions, Novelty, and curiosity
  6. Internalization of schemes
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15
Q

Give the age, description, and an example of the first substage in the sensorimotor stage: simple reflexes

A

Birth to one month

Coordination of sensation and action through a reflexive behaviour’s

Routing, sucking, and grasping reflex is; newborn suck reflexively when their lips are touched

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16
Q

Give the age, description and an example of the second substage in the sensorimotor stage: first habits and primary circular reactions

A

Age: 1-4 months

  • Coordination of sensation and two types of schemes: habits (reflex) and primary circular reactions (reproduction of an event that initially occurred by chance). Main focus is still on the infants body
  • Repeating a body sensation first experienced by chance (ie sucking thumb); then infants might accommodate actions by sucking their thumb differently from how they suck on a nipple
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17
Q

Given the age, description, and an example of the third substage of the sensorimotor stage. Secondary circular reactions

A

4-8 months

Infants become more object oriented, moving beyond self preoccupation; repeat actions that bring interesting or pleasurable results

An infant coos to make a person stay near; as the person starts to leave the infant coos again

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18
Q

Give the age description, and an example of the fourth substage of the sensorimotor stage: Coordination of secondary circular reactions

A

8-12 months

Coordination of vision and touch – hand eye coordination; coordination of schemes and intentionality

Infant manipulates a stick in order to bring an attractive toy with in reach

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19
Q

Give the age, description, and an example of the fifth substage in the sensorimotor stage: tertiary circular reactions, novelty, and curiosity

A

12-18 months

Infants become intrigued by the many properties of objects and by the many things they can make happen to objects; they experiment with new behaviour

A block can be made to fall, spin, hit another object, and slide across the ground

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20
Q

Give the age, description, and an example of the sixth substage in the sensorimotor stage of development: internalization of schemes

A

18-24 months

Infants develop the ability to use primitive symbols and form enduring mental representations

An infant who has never thrown a temper tantrum before sees a playmate throw a tantrum; the infant retains a memory of the event, then throws one himself the next day

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21
Q

Define object permanence

A

The understanding that objects and events continue to exist even when they cannot be seen, heard, or touched

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22
Q

A-not B error?

A

Coordination of Secondary circular reactions: looking for hidden objects in a familiar rather than new location

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23
Q

What are tertiary circular reactions?

A

Tertiary circular rxns: schemes in which the infant purposely explores new possibilities with objects, continually doing new things to them and exploring the result.

Starting point of novelty (looking for something different) and curiosity.

24
Q

Evaluate Piaget’s sensorimotor stage.

A
  • new research suggest Piaget needs modified
  • data does not support the claim that certain processes are crucial in stage transitions
  • argument that infants perceptual abilities are highly developed early on
  • Piaget wasn’t specific enough about how infants learn about their world
25
Q

What is Piaget’s preoperational stage?

A

2-7 years

  • children can’t yet perform operations (mental actions)
  • symbolic thought: beginning to represent world with words images and drawings
  • egocentrism and magical beliefs are present
  • preoperational thought is the beginning of the ability to reconstruct in thought what has been established in behaviour
26
Q

What are the substances of preoperational stage?

A
  1. Symbolic function

2. Intuitive thought

27
Q

What is the symbolic function substage?

A

Preoperational: 2-4 months

-gain ability to represent mentally an object that isn’t present

28
Q

What are the limitations of the symbolic function substage?

A

Preoperational stage:

  1. Egocentrism
  2. Animism
29
Q

What is egocentrism?

A

Failure to see any other perspective but own. 3 mountain task

30
Q

What is animism?

A

The belief that inanimate objects have lifelike qualities

31
Q

What is the intuitive thought substage?

A

Preoperational stage 4-7 yrs

  • begin to use primitive reasoning and want to know the answers to everything
  • intuitive because young children are so sure of their knowledge but don’t know how they know what they know
32
Q

Limitations of the intuitive thought substage?

A

Preoperational stage

  1. Centration
  2. Conservation
33
Q

What is centration?

A

The focusing of attention on one characteristic and excluding all other factors

34
Q

What is conservation?

A

The awareness that altering an objects or substances appearance does not change its basic properties

35
Q

What is Piaget’s concrete operational stage?

A

From 7-11years

  • logical reasoning replaces intuitive
  • can perform concrete operations
36
Q

How can we tell if a child is using concrete operations?

A

Conservation task and solving word problems

37
Q

What is classification in regards to Piaget’s concrete operational stage?

A

Concrete operations children can understand:

  • interrelationships between sets and subsets (family tree/animals)
  • seriation: ordering stimuli along a quantitative dimensions (length)
  • transitivity: ability to reason about and logically combine relationships
38
Q

What is Piaget’s formal operational stage?

A

Years 11-15

  • individuals move beyond concrete experiences and think in abstract and more logical ways
  • show egocentrism (think about self first) heightened self-consciousness
39
Q

What does it mean to assimilate and accommodate information?

A

Assimilation: incorporating new info into existing knowledge
Accommodate: changes to thinking based on new information

40
Q

What are two types of social thinking prevalent in the formal operational stage?

A
  1. Imaginary audience

2. Personal fable

41
Q

What is imaginary audience in the formal operational stage of Piaget’s theory?

A

The attention-getting behaviour. Attempt to be noticed, visible and on stage.

42
Q

What does personal fable refer to in the formal operational stage?

A

An adolescents sense of personal uniqueness and invincibility
-makes them more likely to take risks that don’t follow logical thinking patterns

43
Q

What are some ideas from Piaget’s theory that can be applied to teaching children?

A
  1. Take a constructivist approach: little scientists - turn classroom into setting of exploration and discovery
  2. Facilitate rather than direct learning: guide them and then let them figure it out
  3. Consider the child’s knowledge and level of thinking
  4. Use ongoing assessment
  5. Promote students intellectual health
44
Q

What are some contributions of Piaget’s theory?

A
  1. Children are active constructive thinkers
  2. Observed the inventive ways that children discover and learn
  3. Experiences must fit schema in order to adapt schema to experience
  4. Children put into disequilibrium in order to grow
45
Q

What are some criticisms of Piaget’s theory?

A
  1. Overestimated importance of stages
  2. Children advance cognitively earlier than Piaget thought
    Culture and education exert stronger influences on children’s development than Piaget said
46
Q

What are neopiagetions?

A

Group that took Piaget’s work and expanded on it

47
Q

What do the neopiagetians do?

A

Emphasize how children use attention, memory, and strategies to process information

  • pay particular attention to processing speed
  • division of problems
  • particular task involved
48
Q

Who is Pacual-Leone? What two components did he add on to Piaget’s theory?

A

Neo-piagetian
States that:
-increases in information processing capacity leads to cognitive development

  1. Mental power
  2. Mental concepts
49
Q

What is pascual-Leone’s concept of mental power?

A

Working memory (the way we measure mental power is by measuring working memory)

50
Q

What are pascual-Leone’s mental concepts?

A

Concepts and schemas about the physical, biological, and social world, and the operations that can be performed on these concepts and schemas

51
Q

Who is Robbie case?

A

Neopiagetian
Added more neurological basis to Piaget’s theory.
-different to pascual-Leone as he states transition between stages is more complex than Leone thought

52
Q

What concepts did Robbie case incorporate into Piaget’s theory?

A
  • processing capacity and mental structures

- idea that advancing to the next stage is the result of an increase in processing capacity

53
Q

What is Vygotsky’s Theory of Development?

A

We use the inventions of society (language, culture) and interactions with more skilled peers in order to develop

54
Q

What is Vygotsky’s Zone of Proximal development?

A

Term for the range of tasks that are too difficult for children to master alone but that can be mastered with the guidance and assistance of adults or more-skilled children.
Lower end: what can be done alone
Upper end: Can be done with the help from someone else

55
Q

What are two keys in Vygotsky’s idea?

A

Language and thought.

Young children use language to plan, guid and monitor their own behaviour - talk to themselves (private speech)

56
Q

What are Vygotsky’s 6 teaching Strategies?

A
  1. Assess the child’s ZPD
  2. Use the child’s ZPD in teaching
  3. Peers: Use more skilled peers as teachers
  4. Private Speech: Monitor and encourage children’s use of private speech
  5. Context: place instruction in a meaningful context
  6. Transform: Transform the classroom with vygotskian ideas
57
Q

What kind of approach is Vygotsky’s theory?

A

Social Constructivist: emphasizes the social contexts of learning and the construction of knowledge through social interaction

ie learning is interacting through the environment

Psychology 223 Child Development (13 decks)

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