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dev psych exam 1 > chapter 4 > Flashcards

chapter 4 Flashcards

theories (69 cards)

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1
Q

jean piaget

A
  • 1896 to 1980
  • swiss psychologist
  • attempted to identify the stages that a child passes through as they move towards adult like cognitive abilities
  • used case studies of his own kid
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2
Q

piaget’s view of children

A

constructivist
- depicts children as constructing knowledge for themselves in response to their experiences

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3
Q

piaget assumptions

A
  • mentally active since birth
  • children learn lessons on their own
  • children are intrinsically motivated to learn
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4
Q

piaget version of nature/nurture

A

nature
- brain / body
- ability to perceive, act, and learn from experience

nurture
- every experience children encounter

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5
Q

sources of continuity

A

assimilation
accommodation
equilibrium (x2)
disequilibrium
advanced equilibrium

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6
Q

assimilation

A

the process by which people translate incoming information into a form that fits concepts they already understand

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7
Q

accommodation

A

the process by which people improve their current understanding in response to new experiences

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8
Q

equilibrium (1)

A

balance assimilation and accommodation to create stable understanding

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9
Q

equilibrium (2)

A

satisfaction with understanding of a particular phenomenon

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10
Q

disequilibrium

A

realization of shortcomings of understanding, but do not have better explanations

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11
Q

advanced equilibrium

A

more sophisticated understanding and broader range of observations can be understood

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12
Q

sources of discontinuity

A

qualitative change
broad capability
brief transitions
invariant sequence

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13
Q

qualitative change

A

children of different ages think differently

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14
Q

broad capability

A

type of thinking at each stage is influential

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15
Q

brief transitions

A

fluctuations between each type of thinking

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16
Q

invariant sequence

A

some stage progression, no skipping

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17
Q

piaget’s stages of development

A
  1. sensorimotor stage
  2. preoperational stage
  3. concrete operations stage
  4. formal operations stage
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18
Q
  1. sensorimotor stage
A

birth to age 2
physical interactions are mania source of knowledge, thinking, and experience
- mental representation
- object permanence
- a-not-b error
- deferred imitation

also:
- infants’ activities center on their own bodies first
- early foals are concrete but later goals are abstract
- increasingly able to form mental representations

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19
Q

mental representation

A

physical and concrete to having an idea of something that’s not there

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20
Q

object permanence

A

understanding that objects continue to exist when out of view

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21
Q

A-not-B error

A

tendency to reach for hidden object where it was last found rather than its new location

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22
Q

deferred imitation

A

repletion of other people’s behaviors a substantial time after it originally occurred

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23
Q
  1. preoperational stage
A

ages 2 - 7
ability to construct mental representations of experience but not yet perform operations on them
- symbolic representation
- egocentrism
- centration
- conservation

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24
Q

symbolic representation

A

the use of one object, word, or thought to stand for another

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25
egocentrism
inability to see the world from others' perspectives
26
centration
focus on a single perceptually striking feature of an object
27
conservation
understand that despite a translation in the physical amount, the amount remains the same
28
3. concrete operations stage
ages 7 - 12 can reason logically about concrete objects and events
29
4. formal operations stage
ages 12+ ability to perform hypothetical reasoning beyond the here and now
30
limitations to piaget's theory
- children are cognitively competent - development is more continuous - may be culturally biased
31
information processing theories
theories that focus on the structure of cognitive systems and mental activities used to deploy attention and memory to solve problems - thinking as a process that occurs over time - task analysis - computer simulation
32
task analysis
identify goals, relevant information in the environment, and potential processing strategies for a problem
33
computer simulation
mathematical model that expresses ideas about mental processes in precise ways
34
memory development
working memory long term memory executive functioning
35
working memory
actively attending to, maintaining, and processing information - limited in both capacity and length of time in can be maintained - capacity and speed of working memory over time due to brain maturation
36
long term memory
knowledge that people accumulate over their lifetime - factual knowledge (song lyrics) - conceptual knowledge (fairness) - procedural knowledge (riding a bike)
37
executive functioning
control behavior and thought processes - inhibition - enhancement of working memory - cognitive functioning
38
basic processes memory)
Associating events with one another Recognizing objects as familiar Recalling facts and procedures Generalizing from one stance to another Encoding specific features of objects and events Improving processing speed - Myelination - Increased connectivity
39
strategies for memory
rehearsal selective formation
40
rehearsal
repeating info multiple times
41
selective formation
intentionally focusing on the info that is most relevant to the goal
42
content knowledge
prior content knowledge improves encoding, provides useful associations, and guides memory in useful directions
43
problem solving (information processing theories)
children depicted as active problem solvers - overlapping waves theory - planning
44
overlapping waves theory
emphasize the variability of children's thinking
45
planning
problem solving is more successful if people plan ahead before acting
46
core knowledge theories
views children as having some INNATE knowledge in domains of special evolutionary importance - domain specific learning - language acquisition device infants begin life with 4 core knowledge systems
47
infants begin life with 4 core knowledge systems
1. inanimate objects and mechanical interactions 2. minds and goal-directed actions 3. numbers 4. spatial layouts and geometric relations
48
language acquisition device
specialized learning mechanism for language allows children to rapidly master the complicated systems of grammatical rules
49
view of children's nature (core knowledge theories)
similar to piaget - children are active learners different from piaget - children have innate capabilities specialized mechanisms nativist vs constructivist
50
specialized mechanisms
faces language living things numbers
51
nativist
emphasize innate knowledge
52
constructivist
emphasize generation of increasingly sophisticated domain-specific theories on top of the innate foundation
53
constructivism
- blends elements of nativism, piagetian theory, and information-processing theories - young children actively organize their understanding of the most important domains into informal theories
54
sociocultural theories
theories that emphasize that there people and the surrounding culture contribute greatly to children's development - social scaffolding - cultural tools - guided participation
55
social scaffolding
"experts" organize the physical and social environment to help children learn
56
cultural tools
ways in which cultures influences our thinking
57
guided participation
more knowledgable people organize activities in ways that allow less knowledgable people to perform activity at higher levels than they could manage on their own
58
lev vygotsky
russian psychologist viewed children as social learners continuous - three phases of internalized speech
59
three phases of internalized speech
1. children's behavior is controlled by other people's statements 2. children's behavior is controlled by their own private speech 3. behavior is controlled by internalized private speech (thoughts) in which they silently tell themselves what to do
60
view of children's nature (sociocultural theories)
children seen as teachers and learners children seen as products of their culture
61
central development issues (SC.T)
intersubjectivity joint attention
62
intersubjectivity
mutual understanding that people share during communication - requires focus on same topic and each other's reactions
63
joint attention
children and their social partners intentionally focus on a common referent in the external environment
64
dynamic systems theories
dynamic - continuously changing systems - each child is a well integrated system
65
view of children's nature (dynamic systems theories)
- children are internally motivated to learn about the world around them - children's actions shape their development
66
central developmental issues (DS.T)
development as a process of self-organization that involves integrating attention, memory, emotions, and actions to adapt to a continuously changing environment - soft assembly changes occur throughout mechanisms of variation and selection
67
soft assembly
components and their organization change from moment to moment and situation to situation - habit - memory - attention
68
variation
use of different behaviors to pursue the same goal
69
selection
increasingly frequent choice of behaviors that are effective in meeting goals

dev psych exam 1 (6 decks)

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