Exam 3 Flashcards
(52 cards)
1
Q
preoperational stage
A
2 - 7 years
increase in representational or symbolic activity
- play detaches from real life conditions
- play becomes less self centered
- play includes more complex combinations of schemes
2
Q
sociodramatic play
A
make believe with others that is under way by hte end of the second year and increases in complexity during early childhood
3
Q
dual representation
A
viewing a symbolic object as both an object and in its own light and a symbol
4
Q
egocentrism
A
failure to distinguish others symbolic viewpoints from ones own
-fundamental deficiency of preoperational thinking
5
Q
Conservation
A
- deficiency of preoperational thinking
- idea that certain physical characteristics of objects remain the same even when their outward appearance changes
- example is pouring water into a taller skinnier glass
- centration - focus on one aspect of a situation and neglect other important features
6
Q
irreversibility
A
- most important illogical feature of preoperational thought
- inability to mentally go through a series fo steps in a problem and then reverse direction, returning to the starting point
7
Q
hierarchical classification
A
- organization of objects into classes and subclasses on the basis of similarities and differences
- difficult in preoperational
8
Q
Follow up research against piaget
A
his conditions are not absolute.
Children follow them as a tendency
9
Q
Piaget Educational Principles
A
- discovery learning - students discover for themselves. Teachers present learning environment instead of stating the information
- sensitivity to childrens readiness to learn - build on current thinking. Do not impose new skills before the child is ready
- acceptance of individual differences - same development at different rates. Make aactivities for small groups instead of the avergae student
10
Q
Vygotsky’s sociocultural theory
A
- social context of cognitive development
- rapid growth of language allows for social dialogue with smarter people
11
Q
Private speech
A
- vygotsky
- children’s self directed speech
12
Q
Scaffolding
A
- Vygotsky
- adjusting the support offered during a teaching session to it the childs current level of performance
13
Q
fast mapping
A
connect new words with their underlying concepts after only a brief encounter
-language development
14
Q
overregularization
A
overextend the rules of words that are exceptions
-cause errors in grammar
15
Q
pragmatics
A
children must learn to engae in effective and appropriate communication
social side of language
16
Q
recasts
A
restructuring inaccurate spech in to correct form
17
Q
expansions
A
elaborating on children’s speech increasing complexity
18
Q
Concrete operational theory
A
- 7-11 years old
- more logical, flexible, organized
- able to pass conservation test - can focus on several aspects of the problem
- reversibility - capacity to think through a series of steps and then mentally reverse direction to the starting point
- more aware of classifications
19
Q
seriation
A
- concrete operational phase
- ability to order items along a quantitative dimension
- can seriate mentally - transitive inference
20
Q
stereotype threat
A
fear of being judged on the basis of a negative stereotype
can trigger anxiety that interferes with performance
21
Q
formal operational stage
A
- after 11
- develop the capacity for abstract systematic scientific thinking
- hypothetico deductive reasoning - when faced with a problem they start witha hypothesis and prediction then deduce logic
- propositional thought - adolescent ability to evaluate the logic of propositions without referring to real world circumstances
22
Q
selective optimization with compensation
A
narrowing their goals they select personally valued activities to optimize returns from their diminishing energy
-old people
23
Q
implicit memory
A
memory without conscious awareness
24
Q
associative memory deficit
A
difficulty creating and retrieving links between pieces of information
25
remote memory
very long term recall
26
wisdom
depth of practical knowledge
expertise in the conduct and meaning of life
27
terminal decline
acceleration in deterioration of cognitive functionign prior to death
28
episodic memory
recall of everyday experiences
decreases with age
29
agonal phase
gasps and muscle spasms during the first moments in which the regular heartbeat disintegrates
30
clinical death
short interval follows in which heart beat, circulation, breathing, and brain functioning stop
resuscitation is still possible
31
mortality
individual passes into permanent dath
32
brain death
irreversible cessation of all activity in the brain and brain stem
33
Kohlbergs 6 stages
* preconventional level - morality is externally controlled. accept authority figures. punishment and rewards
* stage 1 - punishment and obedience orientation - focus on authority and avoiding punishment
* Stage 2 - instrumental purpose orientation - aware of different perspectives. understnd reciprocity
* conventional level - regard conformity to social rules, but not for reasaons of self interest. believe it will ensure relationships and order
* stage 3 - morality of interpersonal cooperation - do unto others as you would have them do to you
* stage 4 - social order maintaining orientation - all of society must uphold rules. Laws should never be disobeyed
* postconventional - move beyond unquestioning support for their own societys rules/laws. define morality in terms of abstract principles and values that apply to all situations and socities
* stage 5 - social contract orientation - regard laws are flexible. break them in order to better humanity
* stage 6 - universal ethical principle orientation - right action is defined by self chosen ethical principles of conscience that are valid for most people regardless of law and social agreement
34
post conventional
most likley have advanced education in philosphy
35
metacognition
* central to adolescent cognitive development
* thinking about thought
* theory of mind or coherant set of ideas about mental activities
36
Who reaches formal operational
triabl and village societies are less likely
more likely as education increases, college
37
imaginary audience
adolescents belief that they are the focus of everyone elses attention and concern
38
personal fable
think people are observing and thinking about them, teenagers develop an inflated opinion of their own importance
feel that they are special and unique
39
idealism
adolescents think about the ideal world
imagine alternatives and vision a world without problems
dont see the faults and leads to arguments with parents
40
fluid and crystallized intelligence
crystallized intelligence - culturally based knowledge, requires continual exposure as aging occurs
fluid - biologically based information, declines before crystallised
41
proximal develoment
the scope of what a child can accomplish with some assistance
42
mirror neurons
fire identically when a primate hears or sees an action and when it carries out that action on its own
43
habituation
gradual reduction in the strength of a response fir to repetitive stimulation
infants respond strongly to new elements
44
operant conditioning
infants act on the environment and stimuli that follow their behavior change the probability that the behavior will occur again
45
reinforcer
increases occurance of a response
46
punishment
removing a desirable stimulus or presenting an unpleasant one to decrease occurance
47
extinction
when the conditioned stimulus is presented too many times without the unconditioned stimulus then the conditioned response with stop
48
scheme
organized paradigms of action or thought that we use to interpret our experience
- a child has many more schemes than adults
- ex. hammer in the garden
49
adaptation
building schemes through direct interation with the environment
50
assimilation
using current schemes to interpret external world
51
accomodation
adjusting old schemes and creating new ones to better fit the environment
52
equilibrium and disequilibrium
use assimilation during equilibrium
use accomodation during disequilibrium
