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Psych 2GG3 Test 2 > Chapter 7 > Flashcards

Chapter 7 Flashcards

(52 cards)

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1
Q

What does cognitive psychology look at?

A

Higher mental functions (memory, language, problem solving etc)

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2
Q

Why was cognitive psychology created

A

To explain complex behaviours that can’t be explained by a behaviourist approach

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3
Q

Are cognitive theories based more on animal or human behaviour?

A

Human

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4
Q

What model are cognitive theories often based on?

A

An information processing model

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5
Q

Are cognitive theories more or less ambitious than behaviouristic theories

A

Less

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6
Q

What is the main metaphor of cognitive psychology?

A

A computer-based information processing metaphor

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7
Q

Main beliefs of cognitive theories

A
  1. Current learning builds on previous Learning
  2. Learning involves information processing
  3. Meaning depends on relationships among concepts
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8
Q

What is bruner’s learning theory?

A

Going beyond the information given: we make connections and go above and beyond

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9
Q

According to Bruner what are language and mind the products of?

A

Cultural evolution

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10
Q

Mind refers to…

A

Primarily human consciousness, the awareness we have of being, thinking, feeling

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11
Q

What 3 waves are the minds evolution evident through?

A
  1. Enactive representation: Machines amplifying human motor capacities (cars and busses)
  2. Iconic interaction: Machines amplifying human sensory capacities (eye glasses)
  3. Symbolic interaction: Machines amplifying human intellectual capacities (smart phones)
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12
Q

Enactive representation in children

A

A baby represents their world through actions
Children represent objects through their own actions
Ex. A baby continues to shake their arm even when you take the rattle away : they think their arm was making the noise

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13
Q

Iconic representation in children

A

Knowledge represented through visual or auditory icons
Ex. A Childs thinking is dominated by images

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14
Q

Symbolic representation in children

A

Language starts to influence thoughts
Ex.info can be categorized and summarized to be more readily manipulated

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15
Q

Representation and cognitive theory

A

A symbolic representational system (mostly language)

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16
Q

Who accounts for the theory of categorization?

A

Bruner

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17
Q

What is a category

A

A rule for classifying things as being equal

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18
Q

What does categorizing imply?

A

the possibility of going beyond the information given (make predictions of things based on their category membership)

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19
Q

Coding systems:

A

Hierarchical arrangements of related categories
Categorization = generalization

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20
Q

Two models of abstraction

A

Prototype (general model)
Exemplar (specific model)

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21
Q

Meaning and the narrative construction Of reality

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A

How humans make meaning
How humans use personal narratives to make sense of their lives

22
Q

Educational implications of bruner’s theory

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A

Theory strongly advocates for discovery-oriented, constructivist teaching methods
Spiral curriculum: increases in difficulty

23
Q

Who had a developmental-cognitive position

24
Q

Development:

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A

Processes by which children achieve a progressively advanced understanding of the environment and themselves

25
Epistemology (Piagets intrest)
Concerned with the acquisition of knowledge
26
What did cognitive development for Piaget involve?
Intellectual schemas
27
Method-cinique
A semi-structured interview technique where the Childs answers to question determine what the next question will be
28
What is human development a process of?
Adaptation
29
What is the highest form of human adaptation?
Cognition
30
The interplay of what leads to adaptation?
Assimilation and accommodation There should be an equilibrium between the two
31
Piagets proposed 2 intellectual processes
Assimilation: interpreting new information in light of an old schema ex. All 4-legged animals are viewed as a dog Accommodation: where Old schemas are modified to fit new schemas ex. A horse is not a dog
32
Piagets stages of play
Stage 1: No understanding of rules, do not play according to rules Stage 2: believe rules come from a higher authority like God and cannot be changed, break and change rules constantly Stage 3: understand that rules are social and can be changed, do not change rules;adhere to them rigidly Stage 4: complete understanding of rules, change rules by mutual consent
33
What is imitation in children primarily?
Accommodation
34
What does Piaget describe intelligence as?
Mobile - something that changes
35
What interaction leads to the development of cognitive structures?
Between assimilation and accommodation
36
What are Piagets stages of development?
Sensorimotor (birth to 2) Pre-operational (2-7): preconceptual (2 to 4) and intuitive (4 to 7) Concrete operations (7-12) Formal operations l(12-15)
37
Sensorimotor development
Beginning of stage infant has a lack of object concept and an absence of language Through interaction with the world infants develop language and the ability to coordinate activities
38
Preoperantional development
Preconceptual: Errol of logic, transductive reasoning Intuitive: egocentrism (focused on self), absence of conservation
39
Absence of conservation
Children cannot recognize that although shapes of cups might change liquid density will stay the same
40
Operation can be defined AS...
A thought that is subject to certain rules of logic
41
The ability to conserve:
Reversibility Identity Compensation
42
Reversibility
When a child realizes that an action can be reversed and conseques will follow from doing so Ex. (3+5=8 and 8-3=5)
43
Identity
Idea that for every operation there is another operation that leaves It unchanged Ex. (5)+ (-5) =0
44
Compensation
Combining more than one operation
45
Concrete operations
Idea of Conservation is achieved Children can deal with classes, series and numbers Thinking is tied to what is concrete
46
Formal operations
Appearance of hypothetical thinking Abstract relations
47
What forces shape learning?
Maturation Active experience Equilibration Social interaction
48
What did piaget's theory significantly impact?
School curriculum
49
Vygotsky zone of proximal development
The range of tasks A child can preform with the help of others
50
What is vygotskys theory an example of?
Constructivism ( construction/help)
51
Piaget's vs vygotsky theory
Piagets theory focuses on forces within the child Vegotsy focuses on forces outside of the child ( cultural and social)
52
The tools of mind curriculum
Zone Of proximal growth (what challenges the students) Scaffolding ( techniques used to help learners ) ex. Graphic organizers and visuals

Psych 2GG3 Test 2 (6 decks)

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