Chapter 5 - Lecture

Question 1

in the chapter on constructing knowledge, we aim to

Answer 1

transition our understanding of learning from a behaviourist to cognitive perspective
- to understand the relationship between cognitive and educational psychology from the viewpoint of Jean Piaget

Question 2

What is cognitive psychology?

Answer 2

higher mental functions

Question 3

name 8 elements of cognitive psychology

Answer 3

• concept formation
• categories and concepts
• systems
• memory
• language
• problem solving
• decision making
• logic

Question 4

If the simpler behaviours of animals can’t be
adequately explained using behaviouristic
positions, then _
(cognitive psychology)

Answer 4

the presumably more
complex behaviours of humans might be
even less well explained

Question 5

for a long time, _ and _ were in opposition (now not trying to outcompete eachother)

Answer 5

cognitivism nd behaviourism

Question 6

Cognitive theories
are concerned
mainly with
explaining _

Answer 6

higher mental processes:
memory, perception,
information processing,
decision making, and knowing

Question 7

cognitive theories are often based on an

Answer 7

information processing model

Question 8

Jean Piaget had a _ position

Answer 8

developmental cognitive position

Question 9

describe piaget’s developmental cognitive position

Answer 9

• Piaget’s research and theories influenced psychology and education
  Cognitive: mental representation
  Developmental: processes by which children achieve a progressively more advanced understanding of their environment and of themselves

Question 10

describe piaget’s background

Answer 10

His first interests were primarily in biology, a field
in which he obtained his Ph.D. at the age of 22
After receiving his doctorate, Piaget spent a year wandering through Europe, uncertain about
what to do next
- During this year, he worked in a psychoanalytic
clinic, in a psychological laboratory, and eventually in Alfred Binet’s laboratory
- While in the Binet laboratory he was to administer an early intelligence test to young
children to standardize the items
- He held a lifelong interest in the thought
processes of children

Question 11

piaget’s interest was _

Answer 11

epistemology

Question 12

describe epistemology

Answer 12

the branch of philosophy concerned with the acquisition of knowledge
- Cognitive development for Piaget involved the
modification of intellectual schemas as the child
seeks to understand its world

Question 13

define the Methode Clinique

Answer 13

a semi-structured interview technique in which participants’ answers to questions often determine what the next question will be

Question 14

describe the Methode Clinique

Answer 14

• Borrowed from clinical psychology and especially
  from psychoanalysis
• Requires that the interviewer listen while letting the child talk
• Requires the interviewer go where the child’s
  explanations and questions lead.
• One of the advantages of the méthode clinique lies in the considerble flexibility it permits

Question 15

Human development is a process of _ (theoretical orientation)

Answer 15

adaptation,

Question 16

The highest form of human adaptation is _ (theoretical orientation)

Answer 16

cognition

Question 17

Describe theoretical orientation

Answer 17

Two big questions:
What characteristics of children enable them to adapt to their environment?
- What is the simplest, most accurate, and most useful way of classifying child development?
- Piaget’s theoretical orientation is clearly biological and evolutionary, as well as cognitive

Question 18

What did Piaged recognize about the element of time travel

Answer 18

it is unique to us
(thinking back to what happened before)

Question 19

to assimilate is to

Answer 19

respond using previous learning

Question 20

to accomodate is to

Answer 20

change behaviour in response to environmental demands

Question 21

the interplay of assimilation and accomodation leads to _

Answer 21

adaptation

Question 22

according to Piaget, there should be a balance between assimilation and accomodation - called _

Answer 22

an equilibrium

Question 23

The cognitive schemas developed by children
must be able to _

Answer 23

handle new information and situations

Question 24

Piaget proposed 2 intellectual processes:

Answer 24

assimilation and accomodation

Question 25

describe assimilation

Answer 25

1. Assimilation: Involves interpreting new information in light of an old schema All 4-legged animals are viewed as a “dog” *brain tries to organize info in a way that provides structure

Question 26

describe accommodation

Answer 26

2. Accommodation: Process by which old schemas are modified to fit new situations A horse is not a “dog” **adding specific examples in connection with a specific category

Question 27

imitation is primarily _

Answer 27

accomodation

Question 28

When imitating, children constantly modify their behaviour in accordance with _

Answer 28

the demands imposed on them by their desire to be something they aren’t or to be like someone else. - Through the imitation of activity, children’s repertoires of behaviours expand and gradually begin to be internalized (forming mental concepts)

Question 29

do infants immitate people when they are not in their presence?

Answer 29

no, many of the infant's imitative behaviours occur only in the presence of the model being imitated

Question 30

how does piaget describe intelligence?

Answer 30

Instead of describing intelligence as a relatively fixed quality or quantity, Piaget describes it as mobile—something that changes

Question 31

define intelligence

Answer 31

the property of activity that is reflected in maximally adaptive behaviour, and it can therefore be understood as the entire process of adapting

Question 32

intelligence is defined by _

Answer 32

the interactions of an individual with the environment

Question 33

(intelligence) interaction involves a balance of _ and _ which results in _

Answer 33

assimilation (incorporating aspects of the environment to previous learning) and accommodation (changing behaviour in the face of environmental demands) - The result of this interaction (of this functioning) is the development of cognitive structures (schemas and operations), which in turn are reflected in behaviour

Question 34

describe what interactions happen between an environment and behaviour

Answer 34

environment > assimilation + accomodation = functioning > cognitive structure>behaviour

Question 35

name the 4 stages in the stage theory

Answer 35

- sensorimotor -properational (preconceptual and intuitive) - concrete operations - formal operations

Question 36

what age aligns with the sensorimotor stage?

Answer 36

birth to 2 years

Question 37

what age aligns with the preoperational stage, and within it the preconceptual and intuitive

Answer 37

preoperational:2-7 yrs preconceptual:2-4 intuitive:4-7

Question 38

what age aligns with the concrete operations stage?

Answer 38

7-11/12 yrs

Question 39

what age aligns with formal operations?

Answer 39

11/12/13/14

Question 40

describe the stage theory

Answer 40

Piaget believed that development progresses through a series of stages, each characterized by the development of new abilities or, more precisely, each consisting of a more advanced level of adaptation

Question 41

piaget's position is primarily a theory of _ but also a theory of _

Answer 41

theory of human development but also a theory of learning

Question 42

The acquisition of knowledge is a _ process made possible through the _

Answer 42

gradual developmental process made possible through the interaction of the child with the environment.

Question 43

The sophistication of children’s representation of the world is a function of their _

Answer 43

- stage of development. - that stage is defined by the thought structures they then possess

Question 44

what are the forces that shape learning?

Answer 44

* Maturation, active experience, equilibration, and social interaction

Question 45

what else was really important to piaget?

Answer 45

the errors children make

Question 46

describe the educational implications of Piaget's theory

Answer 46

Piaget’s theory: - profoundly and significantly impacts school curricula, instructional procedures, and measurement practices - suggests a number of very specific instructional approaches and principles Implies providing opportunities for both mental and physical activity - Suggests that schools should take pains to provide students with tasks and challenges of optimal difficulty - Gives a very important role to social interaction

Question 47

how accurate / clear / predicting/ useful or influential is piaget's position?

Answer 47

- On occasion, the theory underestimates children’s abilities, but at other times, it may be guilty of overestimating abilities - Is the theory clear and understandable? Yes and no - Does the theory explain and predict well? Again, yes and no - How useful and influential is the theory?Very

Question 48

At the beginning of sensorimotor development stage, the infant has:

Answer 48

- a here-and-now understanding of the world - lack of the object concept - absence of language

Question 49

Through interaction with the world, the infant builds a representation of reality that includes:

Answer 49

- the development of language - the ability to coordinate activities - the appearance of intentionality, and - the recognition of cause-and-effect relationships

Question 50

define object concept (sensorimotor development)

Answer 50

If you hide a toy behind a blanket or your hand, the infant may act as if the toy no longer exists, showing surprise or confusion when the object disappears from their view

Question 51

The appearance of intentionality in a child’s behaviour refers to _

Answer 51

the perception that the child's actions are purposeful and goal-directed, indicating an understanding of intention or a desired outcome - It's an important developmental milestone, as it demonstrates that the child is capable of recognizing and inferring intentions in others and, in turn, exhibiting intentional actions themselves

Question 52

give an example of a child showing the appearance of intentionality

Answer 52

cooking with a fake kitchen, mimicking the actions, flipping imaginary pancake, making sizzling sounds

Question 53

describe cause and effect relationships (sensorimotor development)

Answer 53

How specific actions lead to predictable outcomes - Imagine a young child learning about cause and effect by using a light switch - In this example, the cause is flipping the light switch either up or down, and the effect is the corresponding change in the room's light - the child quickly learns that flipping the switch up causes the light to turn on, - while flipping it down causes the light to turn off

Question 54

within preoperational thinking, which concept is present in the preconceptual sub-stage

Answer 54

Errors of logic - Transductive (from particular to particular) reasoning - My dog has hair; that thing has hair therefore it is a dog

Question 55

within preoperational thinking, which concepts are present in the intuitive sub-stage

Answer 55

- Intuitive problem solving - Egocentrism - Absence of conservation

Question 56

define intuitive problem solving

Answer 56

thinking becomes more logical, although still dominated by perception (hence the label intuitive)

Question 57

define egocentrism

Answer 57

inability to consider the perspective or viewpoint of others

Question 58

define absence of conservation

Answer 58

the understanding that certain properties of objects remain constant, even when their outward appearance changes (ex. pouring liquid into taller thinner peaker = same volume, non-conserving child doesn't understand)

Question 59

define operation

Answer 59

- An operation can be defined as an internalized activity (in other words, a thought) that is subject to certain rules of logic. - The ability to conserve (reflecting logical rules of reversibility, identity, and compensation)

Question 60

operations involves the logico-mathematical scheme which involves:

Answer 60

1. reversibility: 2 units combined can be separated (3+5=8 and 8-3=5) 2. identity: combining an elements with its inverse nulls it (+5) + (-5) = 0 3. compensation: combining more than one operation

Question 61

describe reversibility in the logico-mathematical scheme

Answer 61

Reversibility, emerges when the child realizes that an action could be reversed and certain consequences will follow from doing so

Question 62

describe identity in the logico-mathematical scheme

Answer 62

Identity is the idea that for every action or operation there is another operation that leaves it unchanged. - For example, adding or taking away nothing produces no change

Question 63

describe concrete operations

Answer 63

- Conservations - Children can now deal more adequately with classes, series, and number - Thinking is tied to what is concrete – more rule regulated thinking, but where the rules of logic are applied to real (concrete) objects and situations and not hypothetical situations

Question 64

what test shown in class helps us realize logically where the child is at

Answer 64

A test of a child’s understanding of seriation - The elements of the series are presented in random order and the child is asked to arrange them in sequence by height - the top row was arranged by a 3½-year-old, and the bottom, by an 8-year-old

Question 65

describe formal operations

Answer 65

- Defined by the appearance of propositional thinking (hypothetical thinking) - Abstract relations - Hypothetical nature of thought - The child’s thought processes are freed from the immediate and real and are potentially as logical as they will ever be