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A Level Psychology REVISE THIS > Cognition and Development Theories > Flashcards

Cognition and Development Theories Flashcards

1
Q

Piaget theory of cognitive development-Schemas

A

A schema is a mental structure containing all the information we have about one aspect of the world. Children are born with a small number of schemas,including the “me schema” about themselves

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2
Q

Piaget theory of cognitive development-Motivation-Disequilibrium

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We are motivated to learn when our existing schemas do not allow us to make sense of something. This causes disequilibrium

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3
Q

Piaget theory of cognitive development-Motivation-Equilibrium

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We adapt our schema to the new situation by exploring and learning what we need to know. This creates the preferred metal state of equilibrium

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4
Q

Piaget theory of cognitive development-Learning-Assimilation

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We understand a new situation and equilbriate by adding new information to our pre existing schema

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5
Q

Piaget theory of cognitive development-Learning-Accommodation

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Occurs in response to dramatically new experiences. The child was to adjust to these by either radically changing their schemas or by forming New ones

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6
Q

Piaget theory of cognitive development-Evaluation

A

+Research to support the idea of children learning by discovery-Howe Study
+Applications in Education-Learning by discovery in reception classes
-Underplayed role of others in learning-Piaget saw adults as those who set up the situation in which discovery occurs

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7
Q

Piaget Stages of Intellectual Development-Sensorimotor Stage

A

From 0-2 years of age, babies acquire basic physical co-ordination, object permanence (at around 8 months) and basic language

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8
Q

Piaget Stages of Intellectual Development-Pre-Operational Stage

A

From 2-7 years of age, the child is mobile and can use language, but they lack reasoning ability

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9
Q

Piaget Stages of Intellectual Development-Pre-Operational Stage-Conservation

A

Children fail to understand that quantities cannot change, even when the appearance of objects change

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10
Q

Piaget Stages of Intellectual Development-Pre-Operational Stage-Egocentrism

A

Children fail to see an event from another’s perspective

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11
Q

Piaget Stages of Intellectual Development-Pre-Operational Stage-Class Inclusion

A

Children fail to recognise subsets of larger groups, eg: Dogs are a subset of the animals group

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12
Q

Piaget Stages of Intellectual Development-Stage of Concrete Operations

A

From 7-11 years of age, the child can conserve, and perform better on class inclusion and egocentrism tasks. These improved reasoning abilities can only be used on physical objects, and the child struggles to reason about abstract or hypothetical ideas

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13
Q

Piaget Stages of Intellectual Development-Stage of Formal Operations

A

From 11 years and up children are able to focus on the form of the argument and not the content of the argument. Piaget said that the child can now appreciate abstract ideas

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14
Q

Piaget Stages of Intellectual Development-Evaluation

A
  • Dubious questioning on Conservation- Did the children think that they were meant to think the quantity had changed- McFarrigle and Donaldson study- Dubious conclusions on Class Inclusion-Children can understand Class Inclusion during pre operational stage-Siegler and Svetina study
  • Study of children’s ability to decentre-Hughes study -Did Piaget underestimate the abilities of children?
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15
Q

Vygotsky Theory of Cognitive Development-Cultural Differences in Cognitive Abilities

A

Cognitive abilities are acquired in social interaction, according to this theory. This means that they reflect the abilities of local adults and therefore they may vary between cultures

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16
Q

Vygotsky Theory of Cognitive Development–Zone of Proximal Development

A

The ZPD is the difference in what a child can learn without help, and what a child can learn with a level of guidance. Having a expert assisting the child allows them to “cross the zone”

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17
Q

Vygotsky Theory of Cognitive Development-Scaffolding

A

The help given to the child by an expert to guide the child through the ZPD

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18
Q

Vygotsky Theory of Cognitive Development-Scaffolding-Stages-Recruitment

A

Engaging the child’s interest in the task

19
Q

Vygotsky Theory of Cognitive Development-Scaffolding-Stages-Reduction of Degrees of Freedom

A

Focusing the child on the task and where to start with solving it

20
Q

Vygotsky Theory of Cognitive Development-Scaffolding-Stages-Direction Maintenance

A

Encouraging the child in order to help them stay motivated and continue to complete the task

21
Q

Vygotsky Theory of Cognitive Development-Scaffolding-Stages-Marking Critical Features

A

Highlighting the most important parts of the task

22
Q

Vygotsky Theory of Cognitive Development-Scaffolding-Stages-Demonstration

A

Showing the child how to do aspects of the task

23
Q

Vygotsky Theory of Cognitive Development-Evaluation

A

+Support for ZPD-Roazzi and Bryant study
+Support for Scaffolding-Conner and Cross study
+Application in Education-Can be used in Peer tutoring and one on one sessions between a teacher and student-Van Keer and Verhaeghe study
-Does not take into account individual differences

24
Q

Baillargeon Explanation of Infant Abilities-Early Research

A

This theory was developed in response to Piaget’s theory of object permanence. For this, Baillargeon developed the Violation of Expectation method to investigate infants object permanence

25
Q

Baillargeon Explanation of Infant Abilities-Theory of Infant Reasoning

A

Humans are born with a physical reasoning system (PRS)- a innate understanding of the physical world and the ability to learn more details easily. When we are born, we have a basic understanding of object permanence. As we develop, this understanding also develops, becoming more sophisticated as it develops through our experiences

26
Q

Baillargeon Explanation of Infant Abilities-Evaluation

A

+Better test of infant understanding that Piaget’s-It eliminates the confounding variable of attention and interest-Has more validity than Piaget’s
-Hard to judge what an infant understands-Cannot directly tell what an infant understands but have to infer it from their behaviour. Infants looking at impossible events for longer does not mean that they understand that the event is impossible
+PRS explain why physical understanding is universal-Its an inmate system-Make behaviour same for everyone-Universal

27
Q

Selman’s Levels of Perspective Taking-Stages of Development-Socially Egocentric

A

From 3-6 years. The child in this stage cannot reliably distinguish between their own emotions and those of others. The can identify emotional states in other, but do not understand what caused them

28
Q

Selman’s Levels of Perspective Taking-Stages of Development-Social Information Role Taking

A

From 6-8 years. The child can now tell the difference between their own point of view and that of others, but they can only focus on one of these perspectives

29
Q

Selman’s Levels of Perspective Taking-Stages of Development-Self Reflective Role Taking

A

From 8-10 years. The child can put themselves in the position of someone else and fully appreciate their perspective. However, they can only take on board one perspective at a time

30
Q

Selman’s Levels of Perspective Taking-Stages of Development-Mutual Role Taking

A

From 10-12 years. Children can now look at a situation from their own and another point of view at the same time

31
Q

Selman’s Levels of Perspective Taking-Stages of Development-Social and Conventional System Role Taking

A

From 12 + years. Young people are able to see that sometimes understanding others viewpoints is not enough to allow people to reach an agreement.

32
Q

Selman’s Levels of Perspective Taking-Later Developments-Selman and La Russo’s Aspects-Interpersonal Understanding

A

If we take different roles, this shows that we can understand social situations

33
Q

Selman’s Levels of Perspective Taking-Later Developments-Selman and La Russo’s Aspects-Interpersonal Negotiation Strategies

A

We have to develop skills to understand and manage social interaction. These are known as “social skills”

34
Q

Selman’s Levels of Perspective Taking-Later Developments-Selman and La Russo’s Aspects-Awareness of Personal Meaning of Relationships

A

We need to have the ability to reflect on social behaviour on the context of life history and the full range of relationships

35
Q

Selman’s Levels of Perspective Taking-Evaluation

A

+Evidence that supports Perspective taking improving with age-Selman kitten study
-Mixed Evidence for the importance of perspective taking-Bujizen and Valkenburg study and Gasser and Keller study
+Applications in understanding atypical development-Can be used to help us understand autism-Marton study
-Cognitive Reductionist-Downplays factors like emotion

36
Q

Theory of Mind-What is it?

A

The ability to understand what is going on in the mind of another person

37
Q

Theory of Mind-Evaluation

A
  • Low validity in false belief tasks-These may test memory as well as ToM
  • Hard to distinguish ToM from perspective taking-Most of ToM research can be used to measure perspective taking as well-Lacks validity
  • Partial explanation for ASD-A lack of ToM cannot fully be the cause of ASD. There must be other factors
  • No clear understanding of how ToM develops
38
Q

Mirror Neurons-What

A

Brain cells underlying empathy, understand intention and perspective taking

39
Q

Mirror Neurons-Intention

A

Mirror neurons in the motor cortex may allow us to simulate actions of others and so can help us understand their intentions

40
Q

Mirror Neurons-Perspective Taking

A

The ability to simulate actions of others may help us to take their perspective

41
Q

Mirror Neurons-Human Evolution

A

Ramachandran suggests that mirror neurons have shaped the direction of human evolution by allowing us to live in large complex groups with roles and rules

42
Q

Mirror Neurons-ASD

A

It has been suggested that ASD is the results of a poor neuron system

43
Q

Mirror Neurons-Evaluation

A

+Evidence for the role of mirror neurons-Haker study and Mouras study
-Difficulty in studying mirror neurons-Current techniques for measuring brain activity does not measure at cellular level, cannot see the neurons in action
+/-Mixed evidence for abnormal mirror neuron function in ASD-Hadjikhani study supports theory, but finding are not consistent
-Questions over the existence and precise role of mirror neurons

A Level Psychology REVISE THIS (29 decks)

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