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psych: development > Cognitive Development > Flashcards

Cognitive Development Flashcards

1
Q

What are the Basic Assumptions of cognitive development

A
  • Cognition develops from action
  • logical reasoning emerges from a “logic of action”
  • Human intelligence is the most differentiated and equilibrated form of biological adaption of an organism to the environment
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2
Q

What are the 4 Basic Concepts of cognitive development?

A
  • Schema
  • Assimilation
  • Accommodation
  • Equillibration
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3
Q

What is Schema?

A

pattern of thought or behaviour to grasp an object or event
- are behavioural or symbolic
- example; reaching of objects, mental concepts

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4
Q

What is Assimilation?

A

interpretation of a new event or objects in terms of an existing scheme

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5
Q

What is Accommodation?

A

modifying existing scheme to new experience

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6
Q

What is Equillibration?

A

Reaching balance between thought processes and
environment
- process and aim of development

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7
Q

What are the 4 Stages of Cognitive Development?

A
  1. Sensorimotor stage (0-2 years)
  2. Pre-operational stage (3-6 years)
  3. Concrete operational stage (7-11 years)
  4. Formal-operational stage (from 12 years)
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8
Q

Characteristics of the Sensorimotor Stage

A

(0-2 years)
- Intelligence is in action, not in manipulating cognitive representations and
symbols
- Most important achievement: Object permanence

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9
Q

Characteristic of the Pre-operational stage

A

(3-6 years)
- Ability to cognitively represent objects and events

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10
Q

Characteristics of the Concrete operational stage

A

(7-11 years)
- Reversibility and theability to pay attention to thinking allows for: conservation, mental seriation, hierarchical classification
- Concrete operational thought limited to real objects, events, situations

Features
- Reversibility: actions can be mentally reversed
Decentration: simultaneous consideration of multiple aspects/dimensions

Tasks to study concrete operational thinking
- Conservation of number, mass, volume
- Mental seriation
- Hierarchical classification

Piaget’s assumption: Solving different tasks requires the same structure of thinking
- they all indicate the same stage

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11
Q

Characteristics of the Formal-operational stage

A

(from 12 years)
Theoretical endpoint of cognitive development
- However, not all
individuals reach final stage
Adolescents are able to think hypothetically about any possible events and situations
- Allows for systematic scientific investigations

Thought process is not limited to real objects or events
- allows for hypothetical reasoning, regardless of personal experience
- makes it possible to draw correct causal conclusions for events that may have multiple causes

  • Children achieve the ability to use hypothetical deductive reasoning and abstract thought
  • “scientific reasoning
  • syllogisms
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12
Q

What is Piaget’s Theory of Object Permanence

A
  • Object permanence develops over six substages
  • Object permanence is fully developed around the age of 18 months
  • Newborns have no mental representation of objects: Objects only exist in actions
  • Increasing differentiation between world of objects, and actions we perform on them
  • Intermediate phase: A-not B error
  • Full differentiation between objects and actions, objects considered in temporal spatial relations
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13
Q

What are the Substages of Object Permanence

A

Substages 1 and 2 (1-4 months)
- tracks moving objects, tries to grasp objects
- ignores objects when they disappear from sight
- “out of sight out of mind”
Substage 3 (4-8 months)
- searches fir partly concealed objects
Substage 4 (8-12 months)
- clear signs of emerging object concepts, searches for concealed objects
- A not B error
Substage 5 (12-18 months)
- searching for object where they visibly have been disappeared
- no understanding of invisible displacements
Substage 6 (18+ months)
- full object permanence

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14
Q

What is Conservation?

A

Certain properties of objects remain unchanged when objects’ appearances
are altered

Reason for conservation judgment
- nothing was taken away or added (Identity)
- when you put the water back it will be the same level in the container (Negation)
- the sausage is longer but also thinner (Compensation)

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15
Q

What is Mental Seriation?

A

an object is bigger AND smaller than others

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16
Q

Criticism of Piaget’s Stage Theory

A
  • easier tasks demonstrate earlier competence
  • more variability in cognitive competence on tasks of similar structure than the notion of stage suggests
    formal-operational thinking is domain specific dependent on education
    -cultural influences on cognitive development are largely neglected
17
Q

What is Robbie Case’s Neo-Piagetian Theory?

A
  • refined assimilation and accomodation
  • existing knowledge is consolidated
  • repeated practice is important for atomization
  • acknowledged role of experience and culture
18
Q

What are the 3 Neo-Piagetian: Executive control structures?

A

enables the person to:
1. represent the problem situation
2. specify the objectives of problem solving
3. conceive of the strategy needed to attain the objectives

19
Q

Preoperational Stage: Deficits in reasoning

A
  • animism
  • egocentrism, as in three mountains problem
  • appearance/reality distinction
  • conservation
    -reversibility
20
Q

What is the Three Mountain Problem?

A
  • Child is asked to create a picture of the puppet’s view (with the aid of various pieces of cardboard)
  • Child is asked to select a photo of puppet’s mountain view
  • Child is given a photo of the puppet’s view and asked to decide from what perspective this photo was taken

Results of Three Mountain Problem
- Perspective-taking is fully coordinated around 10-12 years
- Up to the age of 10-12 years children are egocentric: Do not differentiate between own and others’ views

21
Q

Perspective-Taking and Theory of Mind

A
  • From 4-5 years children understand that people may have different representations of one object/event
  • Understanding that people see the same thing differently
  • Understanding of own false beliefs in the past
  • Appearance/reality distinction
22
Q

What is the Theory of Mind and Autism?

A
  • 80% of children with autism could not solve the task
  • 85% of children with down-syndrome successfully completed the task
  • Both groups had same verbal IQ

Children with autism have ToM-deficit
- Hard time to understand that others have mental states (beliefs) different from reality
- Are not able to take others’ perspective

23
Q

What is Syllogism?

A
  • All human beings are mortal
  • Socrates is a human being
24
Q

What is the Information Processing View?

A
  • Individuals use a variety of cognitive operations to process information through a limited capacity system
  • Cognitive development is due to change in system: Capacity, Structure, Efficiency
25
Q

What are the 4 Basic Information Processes

A
  1. Encoding: process of taking in information from the environment and assigning meaning to it. It involves perceiving or attending to stimuli before they can be stored in short-term memory
  2. Storage: when information is held temporarily in short-term memory while it is processed or transferred into long term memory for more permanent storage
  3. Retrieval: focuses on accessing previously stored information from either short-term or long-term memory in order to utilize it for a current task
  4. Transformation: final stage involves transforming information into a more useful form, such as organizing it in different ways or using reasoning and problem-solving skills to come up with a solution
26
Q

What are 3 Memory Strategies?

A
  1. Rehearsal: repeating information one is trying to retain
    - emerges between 5-10yrs
  2. Organization: information is grouped into meaningful categories
    - emerges later 9+ yrs (after rehearsal)
  3. Elaboration: Creating meaningful links between bits of information (“memory hooks”)
    - rarely seen before adolescence
27
Q

Knowledge Base and Memory Development

A
  • Memory depends on knowledge base in particular domain
  • Adults often know more than children - with some exception
28
Q

Knowledge about Memory: Meta-Memory

(D&P)

A

Declarative
- Knowledge about own memory
Knowledge about tasks (e.g. difficulties)
- Knowledge about memory strategies

Procedural
- Ability to regulate and monitor memory-related activities
– Realistic appraisal of mental effort necessary to memorize new information
– Self-regulated learning of new information

29
Q

Procedural Meta-Memory: How Do Children Solve Memory Tasks?

A

Realistic appraisal of own memory performance and self-monitoring usually not before age of 10 years

30
Q

Executive Control Processes

A
  • From late preschool to early adolescence children gain increasing control over mental operations
  • From late preschool to early adolescence children gain increasing control over mental operations
  • lack of inhibitory control: preservative error
31
Q

What is Lev Vygotsky Socio-cultural View?

A
  • interested in mentally and physically challenged children and believed in their social integration
  • major work “thought and language”
32
Q

Socio-cultural view: Guiding Principles

A
  • cognitive development results from child’s everyday activity
  • shaped by: social settings physical settings, objects, symbolic systems, social practices
33
Q

Socio-cultural view: 3 Key concepts

A
  1. Zone of proximal development
    - the gap between what a child can accomplish alone and what a child can accomplish with others help
  2. Scaffolding
    - strutting of problem solving task so that it is in Childs zone of proximal development
    - developmental adjustments that adults make to give children the help that they need
    - Regularly happens with guided participation (rogoff)
  3. Internalization/Appropriation
    - child relies less on external support system but is increasingly able to solve similar tasks independently
34
Q

What is LOPI and ALI?

A

Learning by observing and pitching in
- more of this
Assembly line instruction
- less of this

35
Q

Overview of Cognitive Development Theories

A
  1. Piaget
    - Qualitative stages
    - Discontinuous
    - Children’s active problem solving
  2. Information processing view
    - Gradual increases in capacity and efficiency
    - Continuous
    - Changes in information processing system
  3. Socio-cultural view
    - Cognitive skills required to adapt to cultural context
    - Internalization/Appropriation
    - Interaction between children and parents/teachers
    - Peers
36
Q

What is Sensory store

A

Simply holds raw sensory input as kind of afterimage

37
Q

What is Working memory?

A

Central processing unit
- Store information for a several seconds

38
Q

What is Long-term store?

A

Permanent storehouse of information of probably unlimited capacity

39
Q

Procedural vs Declarative Knowledge

A
  • Procedural knowledge (Knowing how)
  • Declarative knowledge (Knowing that)

psych: development (16 decks)

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