Ch. 6

Question 1

Piaget’s stage of concrete relationships

-reversible relationship:

Answer 1

a kind of logical relationship in which one change reverses the effects of another change and also implies the existence of its reverse. (ex: subtraction is reverse of addition)

Question 2

Piaget’s stage of concrete relationships

-domain of knowledge:

Answer 2

particular subject matter or content area.

Question 3

Sensory

Answer 3

brief retention of sensory experience.

Question 4

Long-term memory

Answer 4

almost unlimited store of knowledge

Question 5

Short- term working memory

Answer 5

thinking part of cognitive system; problem solving strategies

Question 6

Retrieval

Answer 6

remembering; getting info out of storage so we can use it.

Question 7

Recognition-

Answer 7

when info to be remembered is immediately available to your senses.

Question 8

Recall

Answer 8

to-be-remembered info is not present and you must somehow draw it out of long term memory and re-present it to yourself (like essay ? on exam)

Question 9

Declarative knowledge

Answer 9

knowledge about facts and events

Question 10

Nondeclarative knowledge-

Answer 10

knowledge we cannot adequately put into words and that may not even enter our awareness. (know how to do something, but have a hard time explaining it)

Question 11

Procedural knowledge-

Answer 11

often unconscious non declarative knowledge of how to do things that
underlies many physical skills.

Question 12

Script

Answer 12

schematic representation of the typical features of an event and the order in which they happen.

Question 13

What 6 things improves with development?

Answer 13

1. Processing speed- how quickly they can make a response to a stimulus.
2. Breadth and depth of knowledge- knowledge about things increases; expand knowledge base.
3. Logical thinking skills- better understanding of experiences, helps to remember more later.
4. Language skills- improvements in narrative skills and tell a story. Can store info in coherent verbal forms.
5. Memory strategies-potentially conscious activities to voluntarily carry out to remember
   something. (ex: organizing, elaborating)
6. Metacognitive skills- thinking about awareness of our own mental processes and effects. Important in self-instruction and self-monitoring.

Question 14

What 3 things does the review say about Perspective Taking and Friendship Development

Answer 14

• important to help reduce egocentrism and promote altruism.
• child sees world through eyes of a friend.
• can help function as a secure base.

Question 15

What are the 5 stages of Friendship Development?

Answer 15

Stages of Friendship Development:

1. Undifferentiated/egocentric: (prek-5) friendship defined concretely, conflicts are struggles to get one’s own way-flight or fight strategies to get own way.
2. Differentiated/subjective: (5-9) others have viewpoints, can’t maintain other and own perspective at same time. Friendships defined by behavioral rewards.
3. Reciprocal/self-reflective: (8-12) more cognizant of perspective of others and learn to put selves in place of others. Conflict-both parties must give to reach solution.
4. Mutual/third person: (10-15) view each other simultaneously and mutually. They can make themselves like a subjective third party. Mutual support.
5. Intimate/in-depth/societal: (young adults) adopt perspective of larger society. Abstract
   and complex.