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GPSYC 160 > Chapter 5: Cognitive Growth: Information Proessing Approaches > Flashcards

Chapter 5: Cognitive Growth: Information Proessing Approaches Flashcards

1
Q

cognition

A

mental process of knowing, including aspects such as awareness, perception, reasoning, and judgement

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2
Q

Piagets Theory

A
  • primarily studied children

- Action = Knowledge

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3
Q

schemes

A

mental representations that organize knowledge (a framework), organized patterns of sensimotor functioning
-framework that organize and interpret information

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4
Q

analogy to schemes

A

folder on your computer=-has a label
contains “like”info
example :Michaela at zoo

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5
Q

assimilation

A

incorporating new information into existing knowledge schemes, understand an experience in terms of current stage of cognitive development and way of thinking

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6
Q

accommodation

A

adjusting schemes to fit new information and experiences, changes in existing ways of thinking that occur in response encounters with new stimuli or events

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7
Q

Piagetian Processes

Assimilation and Accomodation

A

first try to assimilate, then learns to accommodate
ex/ baby-sandbox
exploring with touch
sally puts everything in mouth

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8
Q

Piagetian Processes

Organization

A

Grouping isolated behaviors into a higher-order, more smoothly functioning cognitive system; the grouping arranging of items into CATEGORIES
(to make sense of world, children organize their experiences)ex/ grocery store

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9
Q

Piagetian Proccesses

Disequilibrium and Equilibration

A

Explain how children shift from one stage of thought to the next

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10
Q

Disequilibrium

A

shift occurs as children experience cognitive conflict

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11
Q

Equilibration

A

confliict is resolved through assimilation and accommodation, to reach a new balance or equilibrium of thought

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12
Q

Stages if Development

A

cognition is qualitatively different from one stage to the next

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13
Q

motivation for change in each stage

A

internal search for equilibrium to become more _______ competent

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14
Q

What makes the stages differ from one another?

A

each stage consists of a different way of understanding and interpreting the world

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15
Q

Piagets four stages

A
  • sensorimotor
  • preoperational
  • concrete operational
  • formal operational
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16
Q

Sensorimotor Stage

A

birth to 2 years

infants contruct understanding of world by coordinating sensory experiences with motoric actions

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17
Q

Substage 1 (first month of life)

A

Simple Reflexes

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18
Q

Substage 2 (1-4 months)

A

First Habits and Primary Circular Reactions-

coordinate what were seperate actions into single, integrated activities

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19
Q

Substage 3 (4-8 months)

A

Secondary Circular Reactions-

infants take major strides in shifting cognitive horizons beyond themselves and begin to act on the outside world

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20
Q

Stage 4 (8-12 months)

A

Coordination of secondary circular reactions-
begin to use more calculated approaches to producing events, coordinating several schemes to generate a single act. Achieve object performance during this stage

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21
Q

Substage 5 (12-18 months)

A

Tertiary circular Reactions-
deliberate variation of actions that bring desirable consequences. Rather than just repeating enjoyable activities, infants appear to carry out miniature experiments to observe the consequence

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22
Q

Substage 6 (18 months to 2 years)

A

Beginnings of thought-

mental representation or symbolic thought. Infants imagine where objects that tehy cannot see might be

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23
Q

object permanence

A

understanding that objects and events continue to exist even when they cannot directly be seen, heard or touched
- fully developed by end of sensorimotor stage

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24
Q

Preoperation Stage (2 to 7)

A

children represent world with words, images, and drawings

-think of things that are not there presently

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25
Q

operations

A

organized, formal, logical, mental processes (not in preoperation stage)

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26
Q 
symbolic function (2-4)
*1st substage of preoperational thought
A

ability to use a mental symbol, word, or object to stand for or represent something that is not physically present
ex/ imaginative, drawings, scribbles, pretend play

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27
Q

egocentrism

A

inability to distinguish between one’s own and someone elses perspective

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28
Q

symbolic functions example

A

phone conversation with a 2-4 year old

“three mountain task”

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29
Q

Intuitive Thought Substage

(4-7 years)

A

Children begin to use primitive reasoning and want to know the answers to all sorts of questions
WANT TO LEARN

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30
Q

animism

A

belief that inaminate objects have lifelike qualities and are capable of action
ex/ that floor hurt me

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31
Q

centration (flaw in thinking)

A

focusing attention on one charactistic to exclusion of others
demo/ pennies, playdough

32
Q

Conservation(ability)

Intutitive Thought substage

A

idea that an amount stays the same regardless of changes in its appearance
*lacking in preoperational stage

33
Q

Concrete Operational Stage (7-11 years)

A

Children can perform operations, understand transformational thought (conservation tasks), logical reasoning replaces intuitive reasoning as long as the reasoning can be applied to specific, concrete examples

34
Q

transformation

A

process in which one state is changed into another

35
Q

Concrete Operational Stage

A

begin questioning illogical ideas

“How is this possible” santa

36
Q

classification

A

an important ability in concrete operational thought

37
Q

classification skills- seriation

A

ordering stimuli along qualitative dimension

38
Q

classification skills- transitivity

A

A=B and B=C then A=C

39
Q

Formal Operational Stage (11-15 years)

A

individuals move beyond concrete experiences and think in more abstact and logical ways
abstract, idealistic, and logical thinking

40
Q

hypothetical deductive reasoning

A

ability to

  • develop hypothesis about ways to solve problems and can
  • systematically deduce best path to follow in solving them (deductive reasoning)
41
Q

Adolescent Egocentrism

A

heightened self consciousness of adolescents

42
Q

adol ego- imaginery audience

A

belief that others are as interested in them as they are

43
Q

adol ego- personal fable

A

adolescent’s sense of uniqueness and invincibility

44
Q

Piaget in education

A
  • constructive learning
  • faciliate rather than direct, learning
  • consider knowledge and level of thinking
  • ongoing assessment
  • promote students intellectual health
45
Q

…….classroom into setting of exploration and discovery

A

“tell me and ill forget, show me and ill remember, let me help you and ill understand”

46
Q

Piagets contributions

A

new way of looking at children

47
Q

piagets critisms

A
  • some estimates of timing of childrens abilities are inaccurate
  • development not always uniformly stage like
  • effects of training not taken into account
  • culture and education influence development
48
Q

Labouve Vief

A

logical conclusion interpreted differently if real-world demands and pressures were taken into account

49
Q

Postformal Thought-labouve vief

A

thinking that acknowledges that adult predicaments must sometimes be solved in relativistic terms

50
Q

Perrys approach to Postformal thinking

A

dualistic thinking(right or wrong good or bad) declines when encountered with new ideas and points of view

51
Q

Schaie perspective on postformal thought

A

stages

52
Q

Acquisitive stage (childhood to adolescence)

A

main task is to acquire information

53
Q

Acheiving stage (young adulthood)

A

point reached by young adult in which intelligence is applied to specific situations involving the attainment of long-term goals regarding careers, family, and societal contributions

54
Q

Responsible Stage(late stages of early adulthood and middle adulthood)

A

concerns relate to their personal situations, including protecting and nourishing spouses, families and careers

55
Q

executive stage (late adulthood and middle adulthood)

A

people take a broader perspective than ealier, including concerns about the world
(many ppl not all)

56
Q

Reintegrative stage (late adulthood)

A

focus is on tasks that have personal meaning

57
Q

Vygotsky Theory of Cognitive Development

A

…

58
Q

Social Constructivist approach

A

emphasis on social contexts of learning and construction of knowledge through SOCIAL INTERACTION

59
Q

ZPD (Zone of Proximal Development)

A
  • measure of learning potential

- captures the child’s skills that are in the process of maturing

60
Q

scaffolding

A

changing support over course of a teaching session to fit child’s current performance level (supports independence and growth)

61
Q

IQ vs ZPD

A

iq -emphasizes that intelligence is the property of the child
zpd- emphasizes that learning is INTERPERSONAL. Child shared ZPD with a more skilled individual

62
Q

Language and Thought

A
  • children use language to plan, guide and monitor behavior

- language and thought develop independenty, then merge

63
Q

private speech

A
  • self talk

- inner talk

64
Q

teaching strategies Vygotsky

A
  • assess and use childs ZPD
  • more skilled peers as teachers
  • monitor and encourage private speech
  • instruction in meaningful context
  • transform classroom
65
Q

Piaget and Vygotsky learning

A

Piaget- independent
vygotsky- dependent
(oversimplification)

66
Q

Test Piaget and Vygotsky

A

neither believed formal standarized tests were best way to assess a child’s learning

67
Q

Role of Teachers

Piaget and Vygotsky

A

serve as facilitators or guides rather than as directors and molders of learning

68
Q

Both theories are…

A

constructivist theory

69
Q

constructivist

A

children actively construct knowledge and understanding rather than being passive receptacles

70
Q

Social INteraction- piaget vs. vygotsky

A

piaget- does not have social emphasis

vygtosky- focused on social interaction; social contexts of learning

71
Q

PIagets view of adult cognition

A
  • thinking qualitatively same as adolescent’s-formal operational
  • adults merely have more knowledge
72
Q

research in adult cognition

A
  • many dont reach formal operations until adulthood

- many adults dont use formal operatonal thinking

73
Q

Cognitive changes in adulthood

A

realistic, pragmatic, reflective and relativistic

74
Q

realistic

A

idealism decreases in face of real world constraints

75
Q

pragmatic

A

switch from aquireing knowledge to applying it

76
Q

reflective and relativistic

A

move away from absolutist thinking of adolescence

GPSYC 160 (10 decks)

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