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Developmental Psychology > EXAM 2 > Flashcards

EXAM 2 Flashcards

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1
Q

Piaget: Intelligence

A

A basic life function that helps the organism adapt to its environment
ie: a form of equilibrium toward which all cognitive structures tend

all intellectual thought strives towards harmonious balance

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2
Q

Piaget

A

one of the greatest influences in child development
used scientific method
environment influences development

children are seekers of knowledge (take an active role)
Constructionist view

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3
Q

Genetic epistemology

A

experimental study of the origin of knowledge

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4
Q

Piaget and Play

A

play is the interaction with environment to develop learning
it is a key to learning
“a window on thought and emotion”

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5
Q

Piaget stage theory of cognitive development

A

Schemas
Organization of knowledge

disequilibrium 
assimilation
accomodation
adaptation 
equilibrium

BUILD ON REFLEXES and is a continuous process

similar to physical process

this is in a wheel and is mediated by the environment that is constantly changing

this is hierarchal, but current is a gradual shift from stage to stage (not sequential)

he also suggested potential regression

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6
Q

schemas

A

categorical folders in our minds (reflexes are the start, and then build to help children organize and understand)

become more complex system with age, organized in a complex system of mental structures

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7
Q

assimilation

A

response to pre existing information, establishes schema

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8
Q

accomodation

A

responding to new information, changes Schema

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9
Q

Cognitive development process (Piaget)

A

reflexes, schema, complexity develops, structure governs behaviour,

Change in behaviour defines stage of development

structures also mature during this process

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10
Q

Piaget Stages (ages)

A

Sensorimotor (0-2)
Preoperational (2-7)
Concrete operational (7-11)
formal operational (11/12 - 15)

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11
Q

Sensorimotor stage

A

0-2 years old
Reflex Activity (0-1 month)
Primary circular reaction (1-4 month) (BODY)
Secondary circular reaction (4-8mnth) outside world
coordination of secondary schema (8-12) PLANFUL
tertiary circular reaction (12-18)
internalization of schema (18-24) (Mental combinations and object permanence)

issue: infants perceptual ability are highly developed earlier in life than Piaget suggested, suggest that infants ability to understand the world at very early age

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12
Q

core knowledge approach

A

infants are born with domain specific innate knowledge systems
ex: space, numbers, object permanence, language

influenced by evolution

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13
Q

pre-operational stage

A

2-7 years old
not yet operational (no reversability)
concrete thinkers but creating mental reconstructions of their actions

includes the preconceptual and the intuitive stages

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14
Q

Preconceptual stage

A

substage (2-4) of pre-operational stage
symbolic function

animistic thinking
geocentricism
transduction reasoning
perceptually bound (visual and senses)

CONCRETE THINKERS

example: robot turtle and plant have to keep each other company

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15
Q

Intuitive Stage

A

4-7 pre-operational substage (unaware stage)

THE WHY STAGE

can solve problems but dont know how 
cannot conserve 
reversibility does not yet exist 
no seriation or transformation 
lack of classifying
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16
Q

concrete operational stage

A

7 - 12 years old
entry to this stage is the ability to conserve
ie: understand amount does not change when nothing has been aded or taken away

thinking is characterized by set of rules applied to concrete examples

can classify

transitivity (a=b, b=c therefore a=c)

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17
Q

formal operational stage

A

11-15 years old

deal hypothetically (abstract thought) 
recognize metacognition 
adolescent geocentricism (on a stage)

not everyone gets this far

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18
Q

decalage

A

by Piaget
horizontal: when child learns they cant immediately translate that to another situation (inconsistent performance despite same cognitive ability needed)

vertical: using same cognitive functions during different stages of development (building upon)

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19
Q

animism

A

humanising non human things (giving it feelings emotions a soul)

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20
Q

centration

A

center/decenter on specific characteristics

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21
Q

criticism of Piaget

A

correct concepts but the ages were off

stages aren’t always in synchrony

language, sensation, emotional, perception, creativity all missing

culture, tech, ses, parents influence missing

did on own children (lack of modern scientific method)

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22
Q

Stages in role taking

A

development of the ability to take another perspective

1-2: egocentric: me, me, me

2-4: differentiated: me and you, but im right

4-6: reciprocal: me and you are different

8: mutual perspective: what does she think of us

Societal/indepth: meta perspective (social, cultural)

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23
Q

Vygotsky

A

sociocultural theory on cognitive development

influenced by the social and cultural world

children’s interactions with experienced members of their culture

NEED culture for language to develop

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24
Q

3 aspects of vygotskys theory

A

cutlure: systems, art, writing, story telling
Others: parents, teachers, peers
social: people, social role

middle: LANGUAGE
important: doesn’t need formal education

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25
Vygotsky Elementary and Higher Mental Functioning
Elementary: Natural: perceptual basic attention, memory Higher: learnt: voluntary attention, remembering intentionally, cultural influences transition between 2 occurs based on shift in use of mediators (language)
26
zone of proximal development
difference between achieved level of own (power limit) and development possible when facilitated by others (upper limit) focus on Childs potential to achieve tasks to hard for them to do alone social experience of having more guidance leads to improved congnitiev functioning scaffolding
27
scaffolding
changing level of support over course of teaching more skilled person adjust amount of guidance direct @ first and then slowly pull back through dialogue, child concepts becomes systematic, logical, and rational
28
Math and Culture
Brazilian street vendors at young age had unique strong skills and strategies for real-life equations but this ability did not transfer to an academic setting shows that culture does impact things like learning math skills
29
Evaluation of vygotskys theory
influential in teaching methods and assessing children's intellectual ability weakness: not very developmental (no levels or stages) doesnt discuss the process of the development its a general approach with few standard tasks not easy to test education = cultural trasmission
30
information processing
learning from a discrete quantitative state look at it like a computer ``` information from environment sensory and perceptual processes memory (storage) thinking language ```
31
information processing: development
hardware (brain) limits amount of data brain can process (capacity and speed = myelination and pruning) software (rules, strategies, mental programs) limits kind of data used as input (needs experience) development: results from ability to overcome processing limitations by executing basic operations, expanding capacity, and acquiring new knowledge
32
role of language of information
social speech (0-3): primitive, external (control others) ``` egocentric speech (3-7): self talk, self directed -- bridge between social and inner ``` inner speech: silent self talk, stream of consciousness
33
automaticity
learning at a reflex level (becomes automatic) makes more room in working memory space to improve capacity example: reading of well known words and sounds
34
study on readers (longitudinal)
longitudinal study of 3 years skills on automated and non-auto symbols average vs impaired both were better on auto symbols impaired worse on both kinds in kindergarten this lag in automaticity caused impaired readers to get further behind as they devote so much time for processing
35
processing model levels
shallow: glancing at a test deep: studying suggested that googling is reducing deep processing LTM Is level which information is processed
36
how is info processed in processing model?
structures remain constant, how changes encoding: transforming abstract info into mental rep. construction of strategies: constant development and use of cognitive activities to enhance performance automatization generalization: applying existing strategy to novel experience
37
Attention
focus on mental resources
38
Selective attention
simplest attention, focus on one aspect while ignoring others
39
divided attention
focus on more than one activity
40
sustained attention
maintaining attention to selected stimulus for prolonged period of time indicator for school readiness and academic success prefrontal cortex development and executive functioning (inhibition, cognitive shifting and working memory)
41
executive attention
planning, goals, detecting and processing errors, deal with new difficult situations
42
infancy attention
orienting and investigation process (1 year olds) direct attention to important location in environment and recognize objects and features habituation: decreased responsiveness to stimulus after repeated presentations dehabituation: recovery of responsiveness after change in stim
43
joint attention
2+ individuals focusing on same object end of the first year directing adults to attention to objects learnt from other people and develop SELF REGULATION Requires: tracking others behaviour (follow gaze), reciprocal interaction, one direction attention of another
44
childhood attention
ability to pay attention improves during preschool years advanced in executive attain and sustained attain based on experience and knowledge, language and environment control comes from attending the most salient feature relevant to problem
45
adolescence attention
sustained and executive attention important aspects increased executive: engage in complex academic tasks MULTITASKING (divided attention) not a real ting
46
Multitasking
rene Marois: fallacy of multitasking despite how complex our brains are we have the inability to concentrate on two things at once fully
47
memory
human memory is faulty interconnected brain wide network (protects memories from area specific brain damage) retention of information over time
48
Atkinson and shiffrin store model
based on information processing sensory register STM LTM working memory
49
Sensory Register
input from environment, 1 second storage, encoding into mental representation
50
short term memory
30 sec retention without rehearsel 7 discreet items (+- 2) Groups of seven by miller (chunking)
51
long term memory
long lasting (relatively permanent) memory
52
working memory
info being manipulated and assembled for making decisions, problem solving, and comprehending language
53
implicit memory
infant memory automaticity, reinforcement, little conscious recall muscle memory
54
explicit memory
conscious awareness of facts, experiences, improves 6 months onward based on maturation of hippocampus, frontal lobes of cerebral cortex and neuropathways
55
infantile amnesia
inability for us to recall memories earlier than 2-3 years old
56
scripts
cognitive tool schedules and routine to develop memory and recall ability
57
mental maps
cognitive representations of spatial layout
58
symbolic representation
dual rep: cannot understand an object can be its own identity and represent something else (the doll problem with sexual assault retelling)
59
reconstructive memory
memories are constructive and reconstructive factors: susceptibility to suggestion (worse for younger) children want to please interview techniques and misleading questions can produce distortions in Childs report (more detail reinforces Childs preference) alternate approach: fuzzy trace theory
60
fuzzy trace theory
reconstructive memory strategy turn continuum of memory into fuzzy vague gist Gist: is a general representation of content without any details young children are not good at this as they remember details but do not encode it well
61
intelligence
ability to take new info, understand it, store and retrieve it, and use it Captures many cognitive skills: abstract thought, memory, communication, generalize, reason, plan, problem solve
62
How do we measure intelligence?
IQ: relative standardized (below 70 is deficiency, above 120 is very smart ) tests language and math
63
redefining intelligence
types of intellige
64
practice intelligence
ability to adapt to environment (flexibility, manage stress)
65
emotional intelligence
id, regulate and manage emotions
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general intelligence
info processing, speed, iq scores, school grades, knowledge, can be fluid or crystalline
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fluid intelligence
think on spot (problem solve) draw inferences from new info working memory capacity peaks in early adulthood
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crystalline memory
factual knowledge ltm involves hippocampus for formation of memories increases steadily with age
69
Howard Gardner
``` Multiple intelligences: (was 7 then 9, could be 11) Verbal/Linguistic Logical-Mathematical Musical Bodily-Kinesthetic Spatial interpersonal interpersonal naturalistic existential ```
70
how does intelligence develop
genetics (40-50%) increase with age associated learning and cognitive learning
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associated learning
short term memory rote learning attention associative skills
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cognitive learning
abstract thinking symbolic processes language conceptual learning
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influences on intelligence
environment (pregnancy, family, friends, schooling, experiences, community) resilience (personality traits) Bronfenbrenners ecological model of development gender: - parent/teacher expectations of gender differences can influence student self-belief
74
measuring intelligence today:
specific iq: language and comp, perceptual reasoning, visual motor integration, processing speed, memory skills normed according to age, gender and country
75
flynn effect
raising IQ norms by 1/3 point every year because of an increase in test performance each year
76
infant intelligence test
Bailey iii scale of infant development for children at developmental risk cognitive, language, motor (direct measured) socioemotional, adaptive (parent/caregiver)
77
weschler scales
preschool and primary scale of intelligence intelligence scale for children adult intelligence scale compare iq with distribution of scores for group the individual belongs to can also measure achievement (how good one is at using their ability )
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bias in intelligence test
language, gender, culture | example: Canadian test for basic skills or the BITCH test
79
intellectual disability
disability and giftedness are extremes of intelligence limited mental capacity iq below 70 difficulty adapting in everyday life first exhibited before the age of 18
80
intellectual giftedness
iq above 130 | focus on intellectual and academic gifted NOT creativity
81
creativity
ability to think novel and unusual ways solve problems with unique solutions requires divergent thinking and is declining capture new ideas, take on challenging tasks, broaden knowledge, surround with interesting things and ppl
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Frontal Lobe (intelligence)
``` higher level cognitive functioning reasoning planning emotion voluntary movements language production (brocas) ```
83
Temporal Lobe (intelligence)
memories, emotions, learning, language comprehension (wernickes area)
84
parietal lobe
sensory integration (spatial navigation and orientation)
85
occipital lobe
visual processing

Developmental Psychology (1 decks)

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