Chapter 9 Flashcards
1
Q
Preoperational Stage
A
- second stage of Piaget’s model of cognitive development
- 2-7
- egocentrism
- immature notions about what causes what
- confusion between mental and physical events
- ability to focus on only one dimension at a time
2
Q
Symbolic Thought
A
- Preoperational thought
- The use of symbols to represent objects and relationships among them
- drawings are symbols of objects, people, and events in their own lives
3
Q
Symbolic/Pretend Play
A
- children make believe that objects and toys are other than what they are
- requires cognitive sophistication
-12 or 13 months
- make believe they are
performing familiar activities such
as sleeping/feeding themselves - 15 to 20 months
- shift from themselves to others
- pretend to feed his/her doll - 30 months
- she/he make believe that the
other object takes an active role
- may pretend doll is feeding itself
4
Q
Violent Pretend Play
A
- less empathetic
- less likely to help other children
- more likely to engage in antisocial behavior later on
5
Q
Imaginary Friends
A
- 65% of preschoolers have them
- more common among firstborn or only children
- children with imaginary friends are/have…
- less aggressive
- more cooperative
- more creative
- more real friends
- greater ability to concentrate
- more advanced in language
development
6
Q
Egocentrism
A
- putting oneself at the center of things such that one is unable to perceive the world from another person’s point of view
- prevents young children from taking the viewpoints of others
- three mountain test (Piaget)
7
Q
Causality
A
- precasual: a type of thought in which natural causes-and-effect relationships are attributed to will and other preoperational concepts
- “why does it get dark outside?”
“so I can go to sleep”
- answers are centered around
themselves and how it affects
them - transductive reasoning: reasoning for one specific isolated event to another specific isolated event
- he/she can play outside
because it is light outside
- cause-and-effect relationships - animism: The attribution of life and intentionality to inanimate objects
- “why is the moon gone during
the day”
“is it scared of the sun?” - artificialism: The belief that environmental features were made by people
- “why is the sky blue?”
“did someone paint it?”
8
Q
One Dimension at a Time
A
- conservation: in cognitive psychology, the principle that properties of substances such as weight and mass remain the same when superficial characteristics such as their shapes or arrangement are changed
- preoperational children focus
on one problem at a time
- Piaget called this
centration
- conservation requires the ability
to focus on two aspects of a
situation at one time
- the inability to understand
conservation is because of
irreversibility
9
Q
Class Inclusion
A
- including new objects are categories and brought her mental classes or categories
- requires children who can focus on two aspects of the situation at a time
10
Q
Factors in Cognitive Development
A
- two factors
- scaffolding: Vygotsky’s term for temporary cognitive structures or methods of solving problems that help the child as he/she learns to function independently
- count on fingers
- temporary support - zone of proximal development (ZPD): Vygotsky’s term for the range of tasks a child can carry out with the help of someone who is more skilled
- watching parent cook
- the key forms of children’s
cognitive activities develop
through interaction with older,
more experienced individuals
who teach and guide them
11
Q
Home Environment
A
- Bettye Caldwell and her colleagues developed a measure for evaluating children’s home environments
- HOME – Home Observation
for the Measurement of the
Environment
- directly observe parent-child
interaction at home - early learning experiences affect children’s levels of intellectual functioning
- higher IQ scores and greater
school achievement later on - Victoria Molfese and her colleagues found that the home environment is the single most important predictor of scores on IQ tests
12
Q
Effects of Early Childhood Education
A
- preschool education enables children to get an early start on achievement in school
- early 1960s – preschool programs were created for children who were living in poverty
- Head Start program
- studies of Head Start
show that environmental
enrichment can enhance
the cognitive development
of economically disadvantaged
children
- gains in school readiness
tests and achievement tests
- programs that involve/
education parents are
particularly beneficial
- Head Start program
13
Q
Television
A
- The Children’s Television Act requires networks devote and number of hours to per week to educational tv
- mild to moderate positive
effects on preschooler’s
cognitive development - promote intellectual growth of preschoolers
- especially children of lower
socioeconomic status - regular viewing increases children’s learning of numbers, letters, and cognitive skills
14
Q
Theory of Mind
A
- a commonsense understanding of how the mind works
- Piaget predicted that preoperational children are too egocentric to have a theory of mind
- research shows that preschoolers can accurately predict and explain human action and emotion in terms of mental states
15
Q
Origins of Knowledge
A
- age 3 – begin to realize that people gain knowledge about something by looking at it
- age 4 – begin to understand that particular senses provide information about only certain qualities of an object
