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PSYC 437 > Chapter Two - Cognitive Transitions > Flashcards

Chapter Two - Cognitive Transitions Flashcards

1
Q

what are 5 cognitive transitions?

A
  1. possibilities
  2. abstract concepts
  3. metacognition
  4. multiple dimensions
  5. relativism
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2
Q

what is the central feature of “thinking about possibilities”?

A

-movement from inductive reasoning to deductive reasoning

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3
Q

what is inductive reasoning?

A
  • reasoning based on accumulated information

- dependent on specific information given

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4
Q

what is deductive reasoning?

A

-logical connections that are made between different items of information

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5
Q

what is concrete thought?

A

-focus on the observable properties of objects or situations

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6
Q

what is abstract thought?

A
  • recognition of higher-order relations between objects that may or not be directly observable
  • capacity to reason based on inferred properties
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7
Q

what is metacognition?

A

-thinking about thinking

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8
Q

how does metacognition work?

A
  • child might be able to solve a difficult problem, but not explain HOW
  • adolescent is capable of introspection
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9
Q

what is multidimensional thinking?

A
  • children -> conceptualize situations from one specific perspective
  • adolescents -> simultaneously consider multiple aspects
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10
Q

what does multidimensional thinking allow for?

A
  • better understanding of probabilities

- more accurate predictions for the future

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11
Q

what is relativism?

A
  • children -> black/white all/nothing thinking
  • adolescents -> continuum of possibilities
  • thinking becomes less absolute, recognition for variability
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12
Q

who is Jean Piaget? what does he believe about development?

A
  • cognitive development is a stage-like process

- occurs as a consequence of interactions between a child’s maturing biological capabilities + experience

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13
Q

what is the sensorimotor stage?

A

-infant’s learning/development focus on simple physical interactions with the world

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14
Q

what are schemas?

A

-mental structures that organize information

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15
Q

how are schemas altered in the sensorimotor stage?

A

-through sensorimotor interactions with the environment

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16
Q

how do schemas change?

A
  1. assimilation

2. accommodation

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17
Q

what is assimilation?

A

-incorporation of new experiences into an existing schema

EX: grasping schema includes info on how to hold hammer + teddy bear

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18
Q

what is accommodation?

A

-schema is altered to fit new information

EX: holding schema is altered to incorporate objects that need to be lifted with two hands

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19
Q

what is the main accomplishment of the pre-operational stage?

A
  • ability to represent information with symbols

- reason symbolically

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20
Q

what are 3 errors of the pre-operational stage?

A
  1. egocentrism
  2. centration
  3. appearance as reality
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21
Q

what emerges in the concrete operational stage?

A
  • operations

- logical reasoning that is guided by structured rules

22
Q

what type of reasoning happens during concrete operational stage?

A
  • inductive
  • not characterized by abstract thought
  • but less egocentric
23
Q

what happens during the formal operational stage?

A
  • operations incorporate abstract through
  • hypothesis testing
  • deductive reasoning
24
Q

what is propositional logic?

A
  • logical operation in which decisions are made according to rule-based relations between concepts
  • reasoning can be applied to hypothetical events, abstract qualities, easily observable events
25
Q

what is the information processing perspective?

A
  • computer as a metaphor for human thought

- focus on the ways that adolescents receive, process + understand information

26
Q

what are 4 areas of investigation for the information processing perspective?

A
  1. attention
  2. memory
  3. processing speed
  4. metacognition
27
Q

what does the input/output represent?

A

-attention

28
Q

what does the hard drive represent?

A

-long-term memory

29
Q

what does the RAM represent?

A

-short-term memroy

30
Q

what does the CPU represent?

A

-processing speed

31
Q

what does the software represent?

A
  • mental strategies
  • metacognition
  • automatic processing
32
Q

what are 2 types of attention?

A
  1. selective

2. divided

33
Q

what is selective attention?

A

-ability to regulate flow of attention in a situation where more than one stimulus is present

34
Q

what is divided attention?

A
  • ability to focus on more than one stimulus

- shifting attention rapidly

35
Q

what is long-term memory?

A
  • storage for extended periods of time

- can hold large amounts of information

36
Q

what is short-term memory?

A

-more limited storage but with faster access

37
Q

what is Lev Vygotsky’s theory of Cognitive Development?

A

process that is embedded in the social environment

-cognitive strategies are learned through social interaction

38
Q

according to Vygotsky, how do children develop intellectually?

A
  • interacting with adults who are more cognitively skilled

- “apprenticeship” between children and adults

39
Q

children can perform at a ______ level with assistance than without assistance

A

-children can perform at a higher level with assistance from an adult

40
Q

what is the zone of proximal development?

A
  • difference between the without-assistance performance and the with-assistance performance
  • middle portion of venn diagram
41
Q

what does the zone of proximal development delineate?

A

-what a child could achieve with the help of the social environment

42
Q

what is scaffolding?

A
  • process of instruction where adult enhances a child’s learning
  • remaining within zone of proximal development
  • beyond child’s capacities without-assistance but not beyond capacities with-assistance
43
Q

what is social cognition?

A

-cognitive processes that underlie social behavior and social interaction with peers

44
Q

what are the 5 steps to Ken Dodge’s Social-Information Processing model?

A
  1. encoding
  2. interpretation
  3. response selection
  4. response evaluation
  5. enactment
45
Q

what is encoding?

A

-transformation of outside world into internal experience

46
Q

what is interpretation of social cues?

A

-adolescent interprets event

47
Q

what is response access?

A

-adolescent chooses a response

48
Q

what is response evaluation/decision?

A

-adolescent evaluates selected responses

49
Q

what is enactment?

A
  • adolescent search for behavioral scripts

- performs behavior

50
Q

what are 4 changes to impression formation?

A
  1. greater differentiation
  2. less egocentric
  3. more abstract
  4. greater use of inference
51
Q

what is the behavioral decision theory?

A

-focuses on the logical cost-benefit analysis that guides decisions regarding behavior

52
Q

why do adolescents make bad decisions?

A

-some aspect of benefit analyses is going wrong

PSYC 437 (4 decks)

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