Cognition and development Flashcards

Question

what are the 5 aspects of scaffolding identified by Wood, Bruner and Ross (1976)

Answer 1

1) recruitment- engaging childs interest 2) reduction of degrees of freedom- focus on task and strategies to solve it 3) direction maintenance- encouragement to maintain motivation 4) marking crucial features- highlighting important features of the task 5) demonstrating- showing child how to do the task

Answer 2

+ research support for role of ZPD- Roazzi and Bryant found children performed better with prompts when estimating number of sweets in a jar + support for scaffolding- Corner and Cross observed mothers reducing intervention support and help given to children as they got older and more able + prac aps- education and role of the teacher and peers _ when do you remove the scaffolding? many are good at providing scaffolding but fail to encourage independence _ cultural and individual differences in way/ rate children learn. vygotsky underestimated these eg start school later in some countries- more play so more intramental knowledge

Answer 3

the understanding that objects continue to exist even when they cant be seen, heard, or touched

Answer 4

she opposes Piaget and suggests that babies are born with object permanence

Answer 5

technique used by Baillargeon to study object permanence what is expected does not happen exploits the fact that babies look for longer at things they havent encountered before/ that seem impossible suggests that children have an understanding of how physical world works so have expectations of what will happen in certain scenarios- if this doesnt happen, they show a reaction

Answer 6

infant introduced to a novel situation repeatedly shown it until they look away, indicating they are bored and the scenario is no longer new to them this is the habituation stimulus they are then shown a variation of the habituation stimulus that is a possible event (could physically happen) then an impossible event (couldnt physically happen the way it appears) eye fixation data tracked

Answer 7

infants shown drawbridge opening and closing then shown a coloured box placed in path of drawbridge possible event- box blocks the drawbridge so it stops impossible event- drawbridge appears to pass through the box and lies flat infants looked longer at impossible event- indicated surprise as expectations violated infant had object permanence so knew box was still there so expected it to stop the bridge found object permanence in children 5 months old- much earlier than Piaget said

Answer 8

examined 5.5 month olds ability to represent height of hidden object saw 2 events where toy rabbit travelled along horizontal track, centre of which was covered by screen with large window in upper half possible event- rabbit shorter than lower edge of window impossible event- rabbit taller than windows lower edge both events, rabbit travelled along track and disappeared at one end of screen then reappeared at other infants looked longer at impossible than possible indicating: - believed rabbit continued to exist and perused trajectory behind screen - represented height of rabbit behind screen therefore: - expected tall rabbit to appear in window and were surprised that it failed to do so

Answer 9

pre-test display suggested that 2 separate rabbits were used to produce events (one travelled left, one right) supported this interpretation results have implications for research on development of infants ability to represent and use info about physical and spatial properties of hidden objects

Answer 10

believes babies born w physical reasoning system- innate so, babies born w basic understanding of physical world and ability to learn more details through experience babies born w object persistence (not permanence)- idea that object remains in existence and does not spontaneously change its physical structure

Answer 11

+ **seems better way of assessing object permanence than Piaget's test- his results could be due to limitations in motor skills and coordination rather than lack of object permanence ** + concept of PRS explains why childrens understanding of physical world seems to be universal regardless of experience + **internal validity/ reliability- controlled variables ** _ **difficult to objectively study understanding in infants, understanding is inferred from behaviour and this is a subjective judgement** ** just because theyre looking at impossible event longer doesnt mean they know its impossible- just new **

Answer 12

the ability to understand and interact with others by perceiving, interpreting, and responding to social cues. involves other cognitive process, including perception, decision-making and understanding emotions

Answer 13

the ability to appreciate physical situations from another persons pov eg Piaget's 3 mountains task and egocentrism

Answer 14

the ability to appreciate social situations from another person's pov. studied by Robert Selman

Answer 15

gave children scenarios along w questions that required them to take the perspective of others 30 boys, 30 girls, 20 4yrs, 20 5yrs, 20 6yrs gave them a task designed to measure role taking ability. task is the explain how each person will feel if Holly does/doesnt climb the tree (fell so dad doesnt want her to, seans kitten needs saving)

Answer 16

- based on answers from his study- explains way children develop ability to take diff perspectives undifferentiated (3-6)- know self and others have diff thoughts/ feelings but confuse the 2 social-informational (4-9)- know perspectives differ because people have access to diff info self-reflective (7-12)- can step into anothers shoes and view themself as others do, know others can do same third-person (10-15)- can step outside immediate situation and see how they and another are viewed by 3rd person societal (14+)- realise 3rd person perspective is influenced by broader personal, social, cultural contexts

Answer 17

1) interpersonal understanding- being able to take on diff roles shows understanding of social situations- understand how Holly, her father and Sean would feel 2) interpersonal negotiation strategies- development of social skills to avoid conflict- explaining situation to father 3) awareness of personal meaning of relationships- can reflect on social behaviour in context of life history and nature of a relationship- understand father would worry about child and protect them

Answer 18

+ clear evidence (from his study) that it improves w age (but individ diffs eg ASC) useful in understanding atypical development eg children on spectrum often struggle perspective taking _ overly cognitive- doesnt consider emotion skills eg development of empathy and emotional self regulation- was addressed in 2003 by additional 3 points cultural variations in perspective taking- Wu and Keyser found Chinese children out performed American children in perspective taking tasks

Answer 19

the ability to attribute mental states- beliefs, intents, desires, pretending, knowledge etc- to oneself and others to understand that others have beliefs, desires, intentions, and perspectives that are diff from ones own

Answer 20

the inability to employ theory of mind (reductionist as autism is a spectrum)

Answer 21

occurs around 4-6y having a ToM is the ability to understand that other people have independant minds of their own allows child to understand other people and predict what others are likely to do and believe. ability to think about other people's/ own thoughts

Answer 22

used to test theory of mind in young children. tested typically developing children (4y), children with down's syndrome (11y) and children with autism (12y) shown scenario where Sally puts marble in basket then goes outside . whilst she's away, Anne takes the marble and puts it in her box. Sally comes back and children asked: 'where will sally look for her marble?' (belief q) 'where is the marble really?' (reality q) 'where was the marble at the beginning?' (memory q) belief q is the important one. answer basket- appreciate that Sallys understanding of world doesnt reflect actual state of affairs box- failed task- havent taken into account that they possess info Sally doesnt other 2 qs are control- if got wrong, suggests child didnt understand what was going on

Answer 23

findings comparable for typically developing children and those with Down's syndrome- 85% ppt correctly answered children w autism, pass rate was 20% for 80% that failed, they consistently pointed to actual location of marble children who say Sally will look in box havent developed theory of mind other studies show 4 yr say basket and 3yr say box

Answer 24

as children get older, they learn what correct answer should be even if they dont fully understand why

Answer 25

way of testing theory of mind in adults involves inferring mental state of person just from photos of eyes- assesses mind reading which Bron Cohen argues is same as ToM

Answer 26

adults w Asperger's couldn't interpret states of mind from reading eyes

Answer 27

natural experiment (already diagnosed with autism) with a matched pairs design- matched on age and normal intelligence. (also quasi experiment as iv was ages- cant manipulate) 3 groups of ppts- 16 autistic, (13 male, 3 female), 50 neurotypical, (25 male, 25 female), 10 tourettes, (8 male, 2 female) the 2 clinical groups (autism and tourettes) had passed 1st order ToM test at 6 year old level shown 25 b&w 15x10 photos of eyes for 3s. ppts tested individually and asked a forced-choice question

Answer 28

target is correct answer and as a control was presented randomly to bottom left/right photos picked from magazines and chosen by judges who had to be unanimous on which word describes the face

Answer 29

autistic adults (65%) were less likely to identify target than the normal (81%) or tourettes group (82%) even at significance level of p<0.0001 normal and tourettes scored higher than typical group concluded that there is evidence for subtle mind reading deficits in intelligent adults on autistic spectrum and that the eye task is a pure theory of mind test for adults as theres no context

Answer 30

+ practical applications for diagnosing autistic spectrum disorders _ sally-anne lacks validity as even some children w a ToM find false belief tasks confusing eyes test lacks validity as irl, reading faces is only one among many non-verbal communication signs that are used to interpret states of mind. pictures lacked context and where b&w. context usually helps w interpretation. also only see for 3s hard to distinguish ToM from perspective taking in general. is it part of perspective taking or is it just the same thing? contradictory theories about how ToM develops. perner- innate ability that develops over time. Wilde Astington- develops as a result of social interaction only explains cognitive deficits not savants- autism is a spectrum

Answer 31

a special class of brain cells that fire not only when an individual performs an action, but also when the individual observes someone else make the same movement

Answer 32

implanted electrodes in brains of macaque monkeys to study animals brain activity during diff motor actions including clutching food one day, he reached for his own food and noticed neurones began to fire in monkeys premotor cortex-same as when they picked up their own food

Answer 33

known for work on mirror neurones (small circuit of cells in premotor cortex and inferior parietal cortex). they collapse distinction between seeing and doing he has shown that mirror neurones are important part of social cognition and deficits in mirror neurone system may underlie variety of mental disorders eg autism (broken mirror neurones) mirror neurones are important in explaining development of perspective taking and ToM. from evolutionary perspective, mirror neurones facilitated complex social interactions which humans need to perform to live in societies

Answer 34

+ link to Adrian Raine- APD as an explanation for reduced prefrontal cortex matter (is this where mirror neurones reside?) evidence from brain scans shows areas of the brain believed to be rich in mirror neurones very active during social cognition tasks (haker et al- fMRI with yawning, mouras et al- pornography linked to sexual arousal) _ difficult to study mirror neurones- scans only show brain activity in general, cant identify role of individual neurones in the brain some evidence for brain abnormalities in ASC but evidence is inconsistent do mirror neurones actually exist or are they just ordinary neurones if mirror neurones do exists, not yet conclusive evidence that they play a role in social cognition

Answer 35

neurological and developmental conditions that affect how people interact with others, communication skills, and ways in which people learn and behave

Cognition and development Flashcards

(60 cards)