exam 3 Flashcards
(46 cards)
1
Q
Piaget’s theory
A
- genetic epistemology
- concerned with the study of the development of knowledge
- qualitatively different, age related stages
- child is active in their own development
2
Q
Piaget’s view of intelligence
A
-a basic function that helps an organism adapt to its environment
3
Q
Piaget & equilibrium
A
-goal of intellectual activity is to produce a state of cognitive equilibrium between ones thoughts and the environment
4
Q
assimilation (piaget)
A
you acquire new info and put it onto a preexisting index card or new schema
5
Q
accommodation
A
adding a new index card or new schema
6
Q
schema
A
how children interpret and understand the world
7
Q
Constructivism (piaget)
A
an individual who uses objects and events to gain some understanding of their essential features
-children must construct knowledge themselves if they are to know something
8
Q
adaptation
A
adjusting to the demands of the environment which occurs through assimilation and accomodation
9
Q
Piagets stages
A
- sensorimotor
- preoperational
- concrete
- formal
10
Q
sensorimotor shortcomings
A
Accomplishment: use of body, reflexes and coordination
-object permanence: dont understand that something exists even when out of sight and mind, don’t understand imitation
Shortcoming: knowledge limited to sensory and motor
11
Q
preoperational
A
- shortcoming: egocentricism and transformation: can’t conserve mass, length, numbers
- advances: can do symbolic activity (pretend play) and use symbols for objects
12
Q
Concrete operations
A
can order and arrange things by height and weight
13
Q
formal operations
A
deductive (general to specific) and inductive reasoning (specific to general)
-can develop hypothesis
14
Q
mountain task (pre operational)
A
- child has to overcome geocentricism where they view the world from their own perspective and don’t recognize another point of view
- example: asymmetrical man, ask them what observer on other side would see, answered the same ting, fail to consider their perspective
15
Q
Criticisms of Piaget
A
- didn’t distinguish competence from performances (assumed child who failed lacked ability to succeed)
- devoted too little to social and cultural influence on cognitive development
16
Q
contributions of piaget
A
- founded feel of cognitive development
- tried to explain not just describe development
- stages provide accurate overview of childs ability to think and how it changes
17
Q
application in education (piaget)
A
- knowledge acquisition: exploration with things, people concepts
- motivation: internal process, interacting with the environment vs directed by it
- intellectual autonomy: not abandoning control but providing regulatory strategies that assist the child in figuring out their reset approach
18
Q
Vygotsky’s theory
A
- emphasized the importance of culture and society in cognition and that these experiences are influential in both what we think and how we think
19
Q
Vgotskys social development theory
A
- role of culture
- importance of language
- zone of proximal growth
20
Q
role of culture (vygotsky)
A
- humans are unique in their use of tools and symbols and this is how they create culture
- as culture evolves, it influences what members need to learn and what types of skills are important
21
Q
importance of language (vygotsky)
A
- language learning is a result of social processes
- language is what makes thought possible (when you think, you think in language)
22
Q
zone of proximal growth
A
- differences between what you can do and what you need another to help you do
- guided participation: actively participating in culturally relevant activities with the aid and support of parents and other guides
- Scaffoling: the process by which instructors shape a childs understanding via reinforcement of the childs learning attempts
23
Q
Tools (vgotsky))
A
- speech: egocentric speech (talk not addressed to anyone in particular, directed toward yourself ), inner speech (helps young children plan strategies and regulate behavior)
- writing and numbering systems
- memory aids
24
Q
three stages of speech development (vgotsky)
A
- social speech: audible, direct other peoples beavhiors
- egocentric speech (audible, direct your behavior, make a list)
- Private speech (voice in head, directing what I’m doing)
25
Sternbergs theory
Triarchic theory: composed of tree different aspects that intelligence is based on
- experiental: role of experience, the more you do something the better)
- contexual: street smarts, correct language
- Information processing: strategies we use to solve problems ex. chunking & pneumonic)
26
Psychometric intelligence
- intelligence is a trait or set of traits that characterize some people to a great extent than others
- goal is to identify and measure traits so individual differences can be described
27
IQ formula
- stanford binet test (score of 100= average)
| - mental age/chron. age x 100
28
Spearmons Theory (g vs S)
- (g) general ability or mental factor that affects ones performance on cog tests, means ones ability to understand relations
- (s) special abilities that are 7 primary abilities (spatial, perceptual, numerical, verbal, and word fluency)
29
Fluid vs crystallized intelligence
fluid: the ability to use ones mind to actively solve novel problems that aren't taught
crystallized: the use of knowledge acquired through schooling or other life expectancies
30
Gardners Theory
-multiple intelligences (linguistic, logical-mathematical, musical, spatial, interpersonal (social skills), intrapersonal
31
Bailey scales- sub scales and relation to IQ
intelligence test in infants
- developmental quotient refers to how well infants perform in comparison to a large group (no relation to IQ)
- mental (building blocks), motor(walking in a straight line), and behavioral sub scales
32
cumulative deficit hypothesis
-The longer a child is in poor conditions, the more likely an accumulation of a cognitive deficit and the worse it'll be
33
example of cumulative deficit in romania
-children who spent time in poverty stricken romanian institutions who were adopted out in the first 6 months of life were comparable to those of english children, those who were adopted after 6 months showed lingering deficits
34
effect of social class on IQ
- children from lower and working class homes average 10 to 15 points below the middle class aged students
- no relation between social class and infants
35
components of speech
phonology: basic units of sound
morphology: rules regarding how words are formed from sounds
- semantics: free morphemes (one letter that can stand alone), bound morphemes (can't stand alone but can change meaning with FM is attached
- syntax: how we put words together in correct order
- prgamatics: culturally bound aspects (formal vs not)
36
aphasia
a loss of one or more language function
37
brocas area
typically affect speech production but not comprehension
38
wernickes area
injuries typically affect comprehension endnote speech production
39
social influence on language understanding
- joint attention: shared attention to objects teaches labels
- expansions: repeating childs utterance to them in grammatically correct fashion
- recasts: repeating the childs utterance in NEW grammatical form
40
understanding vs speaking of language
-they often speak the language and words before they know what they mean
41
illocutionary intent
understanding that literal meaning of words may differ from the speakers intended meaning
42
overregulation
use of a regular ending to irregular words ex. ranned
43
holophrases
single words that convey meanings depending on use ex hot
44
nativist approach to language
- nature
- humans are biologically programmed to learn language... nom chomsky said we have a language acquisition device pre programmed
45
empiricist theory of language
- nurture
| - language is learned via imitation and reinforcement
46
interactionist theory of language
- nature and nurture
- language development involves an interaction between biological maturation, cognitive development, and linguistic environment
