Elizabeth- Intro To Development Part 2

Question 1

Constructivism

Answer 1

Children construct knowledge of the world, third way to nature nurture as innate like reflex schemas and nurture

Question 2

Adaptation

Answer 2

Saw intelligence as a form of adaptation to the environment
Creates more theories about the world, engine of cog change

Question 3

Cog schema

Answer 3

First are reflexes (genetic) like sucking and grasping. Assim and accomp. Equilibrium is balance between both for consistent internal models

Question 4

Stage theory

Answer 4

Discontinuities in development
Stages are major points of equilibration
Sequence is fixed, can’t go back,
0-2: sensorimotor, 2-7: preoperational, 7-12: concrete operational, 11 plus: formal operational

Question 5

Sensorimotor 1-3

Answer 5

6 sub stages W diff interaction W object world and objects concepts. 1 0-6w, reflexes, adulism (don’t know where body ends, world begins). 26w-4m: primary circular reactions (repetition of body movements but not to repeat consequences), out of sight out of existence. 3:4-8m: 2ndary circ reac actions that have effects on environment, can retrieve partially occluded objects.

Question 6

Sensorimotor 4-6

Answer 6

4: 8-12m: means-end behaviour, combine actions for results, retiree fully occluded objects but a not b error (hide thing multiple times but if move to b still look at a), 5: 12-18m tertiary circular reactions new means to ends, a not b but not invisible displacements (tracking objects you can’t see). 6: 18-24m representation, infants can imagine consequences of planned actions, full object permanence

Question 7

Preoperational

Answer 7

Egocentrism as centration (too much of us on single aspect). Perspective taking as can’t take another point of view. Not correct until 8-9. Fail conservation and lack of reversibility as can’t. Mentally retrace steps. Animism is when attribute mental quals to inanimate objects, egocentrism and naive about world

Question 8

Conc op

Answer 8

Children now pass all tasks they failed in pre op, nothing characteristic

Question 9

Formal op

Answer 9

Think abstractly, hypothetical reasoning. Use third eye probability test and pendulum (how to determine speed and where to out eye)

Question 10

Piaget critiques

Answer 10

Underestimate abilities and ignore social influences. OP may be limited by motor abilities as dishabituatw to new stim via looking, attend longer to impossible events around 3.5 months- called violation of expectation technique. Also have knowledge of word as looked longer at narrow screen as two objects couldn’t be hidden behind . Subsidising is ability to perceive a small no items wout counting- infants attend 2 figures more after seeing 1

Question 11

Critique for conservation

Answer 11

Need lang e.g. as much as… if visual 4-6 year olds interpret correctly W cars in garages

Question 12

Critique of human sense

Answer 12

Fail tasks as don’t make human sense e.g. Chang econservation task to accidental or the policeman 90% 2.5 year olds correct. If a person is manipulation or asking twice, child thinks order has been changes

Question 13

Counter critique to OP

Answer 13

May have executive prob W inhibition actions as chi harden are reinforced to look at a . Importance of child’s own agency . Infants have knowledge when they can use it

Question 14

Counter critique for perspective taking

Answer 14

Hughes task- there is no conflict peresepctive to thier own so doesnt test ability to decentre, used preactice trails so just learning?
Crucial point is being unable to decentre from ones own perspective

Question 15

Counter critique of animism

Answer 15

Piaget overestimates tendency to engage, evidence that animate inanimate distinction may be innate fara 2003
May be his observations may have been focused on events young children had little understanding of

Question 16

Counter critique: formal operations

Answer 16

Piaget overestimated abilities
Many adults struggle w tasks like pendulum task or with abstract thinking, have to be trained to think in abstract way?

Question 17

Modern perspective taking

Answer 17

Moved from physical to mental- understand another’s mental perspective. Three levels of understanding flavell: the mind exists, the mind has connection to the physical world and the mind can represent objects and events.

Question 18

ToM

Answer 18

Woodruff and premack: in context of chimps abilities to deceive their keepers. Understand what you believe is what governs behaviour not what is actually true. Wimmer and perner: unexpected transfer task and baron Cohen. Under 4 fail

Question 19

Tom- age problem

Answer 19

Reasons for failing may be due to other task demands like executive (children can’t inhibit), reality bias, narrative problems (have to understand story), need verbal abilities . Diffs of those the same age

Question 20

Tom- social diffs

Answer 20

Having more communicative interaction, regular contact W extended family, higher SES, mother education and collaborative symbolic play makes Tom better

Question 21

Tom- mental state lang

Answer 21

Deaf children same as normal but late signers have deificits. More use of internal state talk in the home predicts better. Maternal mind mindedness in first year predicts at 4-5

Question 22

Mind mindedness

Answer 22

Caregivers tendency to treat child as individual w mind of its own- tune in to what child is thinking accurately - turns into own ability to read minds later. At 8m predicted Tom aged 4

Question 23

Piaget critique- not due to lack of motor skills

Answer 23

Infants could retire object from under a clear cup but not block colour and grasp for objects when lights off. A not b errors due to memory issues as correct if immediately look but had errors under clear covers. Could be due to the fact they see a as a container , found in dogs not wolves so negative affects of social. When attention on something else, more errors but still errors when fully attentive. Frontal cortex in EG, errros due to immature cortex as increased lobe activation

Question 24

STM and ltm

Answer 24

STM increases through childhood but could be due to greater familiarity for numbers or practice over words. LTM: younger use rehearsal more, older use semantic (elaboration strategy, older do organisation/cluster effect

Question 25

Intelligence

Answer 25

Iq is st ale and doesn’t change massively W age, have to relate to peers using percentile. Fluid improves but then sharp declines, crystallised quickly at start in neo cortex. We are more intelligent that previous gens (Flynn effect). Symbolism not used until formal op, analogical reasoning is so loving by comparing to previous problem, need crystallised

Question 26

Problem solving

Answer 26

Interpropostional thinking is when relaye parts to another to get solution, intra uses concrete not abstract info. Smaller % reach formal op, relates to experience and education and domain spec. Young ppl fail to separate thoery and evidence, select evidence consistent W theory

Question 27

ToM reading

Answer 27

Develop age 4. Meta cognition is being able to find what someone else thinks by what you would think- under 4 fail deceptive box task, don’t know thier own mind. Ps from collectivist are more trusting. Fodor says modular view at autism fail. Those W siblings more likely to pass and stronger for younger siblings. Triad of impairment is relationships, communication and imagination- all needed for Tom, not just disability as Down’s syndrome pass

Question 28

Vygotsky background

Answer 28

Born in Russia, Jewish. Had eccentric early tutor who taught literature and poetry. Russian units went from meritocratic to lottery for uni places for Jewish. First essay on Hanley, about speech, experienced famine and war and died of TB

Question 29

Main theory vygotsky

Answer 29

Sociocultural approach, develop thoery w social origin of mental process. Dynamic view as look at what mental processes develop from and into. Interpersonal interaction important

Question 30

Wertsch 3 themes from vygotsky

Answer 30

Reliance on genetic method- higher mental functions vs elementary (higher develop from elementary). Semiotic mediation: HMF mediated by cultural sign signs like words.

Question 31

Elementary vs higher mental functions

Answer 31

EMF: innate, not spec to humans, unconscious, non,epmediated, natural memory and reflex like cocktail party effect. HMF: develop along cultural line via interaction, spec to humans, conscious, mediated memory and problem solving

Question 32

Semiotic mediation

Answer 32

Interaction w others enables us to get knowledge of lang or other sign systems
Signs fulfil role of psychological tools, they help us think better

Question 33

Forbidden colours task

Answer 33

Leontev 1932: children asked qs about colour, 2 forbidden and given cards. 5-6 made lots of errors and cards no help, 8-9 and 10-13 cards result in improvement and adults made few errors, cards irrelevant. Use cards as mediation to remind then not to say it

Question 34

General genetic law of cultural development

Answer 34

Child’s development happens on social plane/ interpsych to psychological plane/intra. ZOD distance between actual to potential development W MKO- can be other child W more knowledge

Question 35

About ZPD

Answer 35

Learn when being stretched. Need to be egalitarian and idealistic as stays true for all children, including delayed that if they hit ZOD they will develop. Tutors and teachers should use ZPD

Question 36

Shift from other to self

Answer 36

Expect child to get better at problem solving as they age. Wertsch: mother and child copied jigsaw, analysed gaze and found increases self regulation W age. Can occur within a short period of time

Question 37

Scaffolding

Answer 37

Bruner: adjustments to bring task in line with ZPD. Includes fading and transfer of responsibility. Using context most helpful but drawing not (also use checklists, rubric). Cog scaffolding used to support knowledge but meta improves use. STAD- group learning but hard to asses ZPD and limitation in classroom as unique

Question 38

Meins 97

Answer 38

Attachment security assed at 12m, tutoring tasks at 3. Secure mother pitched intervention in ZPD, used feedback to alter level of specificity. Insecure kept comments too vague or too intrusive and failed to use feedback from child.

Question 39

Wood 78

Answer 39

Taught children how to complete pyramid and varied tutoring. Child who had experiences ZPD tutoring did better- shows children are apprentices, rogoff and thinking can be shared activity

Question 40

Piaget egocentric speech

Answer 40

45% sound made by 6 year old boys had no communicative function. believed this was evidence of egocentricity. Support as drops off in conc op stage, peak 3-7. Known as private speech

Question 41

Vygotsky PS

Answer 41

Development of thought and lang are separate but parallel for first 2 years. At 2, they combine and become rational and speech mediates thoughts. Begins as social and later internalised. PS midpoint and used to control behaviour. Piaget said private to social speech but V said social-private-inner speech. Said parasocial as derived from social speech, universal

Question 42

Evidence for self regulation

Answer 42

Deliberate obstacles to child’s activity, found PS almost doubles, child uses speech to solve e.g. I need a blue pencil, I’ll do this instead. Internalisation: inner speech becomes shorter and less intelligible. Para social: removing audience should reduce: when paired w dead or foreign, PS reduced and when isolated

Question 43

PS modern research

Answer 43

Fernyhough and fradley 2005: looked at PS during executive planning e.g. Tower of London. Ps most common on puzzles of moderate difficulty. Ps associated w task success. Namlah and meins: stopped ps using PS by repeating word, couldn’t complete task. Berk: 3 level scheme for internalisation: level 1 is task irrelevant Ps, then task relevant and overt than external

Question 44

Parasocial PS

Answer 44

PS correlated W social speech, mimics convo. Low income Appalachian children have little contact W adults, show delayed PS, same in families w history of abuse. Children w richer social environments use more level 3 ps. 93% American kids use PS, 95 British and 90 Saudi. But still delay not lack and children w lang impairments use it

Question 45

Bark and garvis schemas

Answer 45

Types of PS: affect expression, word repetition, fantasy play, self answered qs, reading out loud. Some are self regulatory but some not . Vygotsky said pretend play is used to and are skills as combine objects, social norms

Question 46

Lang and memory

Answer 46

Lang used to help remember info as kids use verbal label to help remember images. Saw reward hidden before disorientation, rats had 50/59chance of finding, same with children under 4 but adults use blue walk to help, starts 5-7 which is when children start PS as encoding wall into memory . Her,er: retest while shadowing passage, students behave like rats but shadowing rather W hands has no affect: no thing as nonverbal task