Lesson 2: Cognitive Development

Question 1

what are the Three general principle of development?

Answer 1

1. People develop at different rates
2. Development is relatively order
3. Development takes place gradually.

Question 2

Situational Question:
In your classroom, you notice that some students exhibit greater physical coordination and social maturity compared to others. Additionally, some students seem to lag behind in these areas. What general principle of development does this observation reflect?

Answer 2

The observation reflects the general principle that “people develop at different rates.”

Question 3

You’re observing a classroom where students seem to be progressing through various academic and social skills at different paces. Some students excel in mastering basic math concepts before moving on to more complex algebraic equations, while others struggle with foundational skills. What general principle of development is evident in this scenario?

Answer 3

The general principle evident in this scenario is that “development is relatively orderly”.

Question 4

You’re observing a classroom where a student is struggling to manipulate a pencil or answer hypothetical questions. Despite these challenges, you notice gradual improvement over time. What general principle of development is demonstrated in this situation?

Answer 4

The general principle demonstrated in this situation is that “development takes place gradually,” implying that changes in skills and abilities typically occur slowly and incrementally rather than suddenly.

Question 5

What percentage of body weight does the brain account for?

Answer 5

2%

Question 7

What percentage of the body’s total oxygen and energy intake does the brain use?

Answer 7

20%

Question 8

It is the basis for our ability to perceive, adapt to, and interact with the world around us.

Answer 8

nervous system

Question 9

it is Responsible for higher level mental processes

Answer 9

Forebrain

Question 10

It influences anger and aggression

Answer 10

Amygdala

Question 11

Simulation if this part of the brain commonly results in fear

Answer 11

Amygdala

Question 12

It is involved in anger and fear

Answer 12

Septum

Question 13

It Regulates temperature, eating, and sleeping.

Answer 13

Hypothalamus

Question 14

It is involved in emotion, pleasure, pain and
stress reactions.

Answer 14

Hypothalamus

Question 15

It Controls thinking and sensing functions

Answer 15

Cerebral cortex

Question 16

Involved in receiving and processing
information, thinking and other cognitive
processing and planning.

Answer 16

Cerebral Cortex

Question 17

Controls voluntary motor movements,
procedural learning, eye movements,
cognition and emotion.

Answer 17

Basal Ganglia

Question 18

Relays sensory information to cerebral cortex

Answer 18

Thalamus

Question 19

Primary relay station for sensory
information coming into the brain,
transmits information to the correct regions
of the cerebral cortex.

Answer 19

Thalamus

Question 20

Plays an essential role in memory function.

Answer 20

Hippocampus

Question 21

It is essential for flexible learning and for
seeing the relations among items learned.

Answer 21

Hippocampus

Question 22

What are the seven parts of the forebrain?

Answer 22

Amygdala, Septum, Hypothalamus, Cerebral cortex, basal ganglia, thalamus, and hippocampus

Question 23

It is Involved with basic functions such as
hearing and vision; motor movements,
alertness, sleep/wake cycles, and temperature regulation

Answer 23

Midbrain

Question 24

it is Involved in vision (especially visual reflexes)

Answer 24

Super colliculi

Question 25

it is Involved in hearing

Answer 25

Inferior colliculi

Question 26

it is important in controlling consciousness (sleep arousal), attention, cardiorespiratory function, and movement

Answer 26

Reticular activating system

Question 27

What are the three parts of Midbrain?

Answer 27

Superior colliculi, inferior colliculi, and reticular activating system

Question 28

The most primitive brain region; designed for survival, balance and equilibrium, and basic bodily functions such as heartbeat, respiration and digestion

Answer 28

Hindbrain

Question 29

Essential to balance, coordination, and muscle tone

Answer 29

Cerebellum

Question 30

it is involved in consciousness, facial nerves, and bridging neural transmissions from one part of the brain to another

Answer 30

Pons

Question 31

Nerves cross here from one side of the body to opposite side of the brain; involved in cardiorespiratory function, digestion, and swallowing

Answer 31

Medulla Oblongata

Question 32

It enables us to think. Because of it, we can plan, coordinate thoughts and actions, perceive visual and sound patterns, and use language.

Answer 32

Cerebral cortex

Question 33

associated with motor processing and higher thought processes, such as abstract reasoning, problem solving, planning, and judgment.

Answer 33

Frontal lobe

Question 34

cortex, is involved in complex motor control and tasks that require integration of information over time. It is responsible for executive functioning.

Answer 34

prefrontal cortex

Question 35

brain, is associated with somatosensory processing. The primary somatosensory cortex receives information from the senses about pressure, texture, temperature, and pain.

Answer 35

Parietal lobe

Question 36

lobe, directly under your temples. It is associated with auditory processing and comprehending language.

Answer 36

Temporal lobe

Question 37

lobe is associated with visual processing. contains numerous visual areas, each specialized to analyze specific aspects of a scene, including color, motion, location, and form.

Answer 37

Occipital lobe

Question 38

- refers to the fact that different parts of the brain are responsible for different functions.

Answer 38

Localization of Function

Question 39

a disorder where a person has difficulty producing speech.

Answer 39

Broca's Aphasia

Question 40

a disorder where the person can speak, but his or her speech is meaningless. The person produces what is known as a “word salad,” where the speech is fluent but incomprehensible.

Answer 40

Wernicke's Aphasia

Question 41

it is the basic unit in the nervous system.

Answer 41

neurons

Question 42

the part of the brain associated with complex cognition. It is also the part of the cerebral cortex that evolved most recently.

Answer 42

neocortex

Question 43

system. It is a specialized conductor cell that receives and transmits electrochemical nerve impulses.

Answer 43

Neurons

Question 44

It is responsible for the life of the neuron and connects the dendrites to the axon.

Answer 44

Soma/Cell body of the neuron

Question 45

It is a branchlike structure that carry a nerve impulse into the cell body

Answer 45

Dendrites

Question 46

a long, thin tube that carries impulses away from the cell body to another neuron or tissue.

Answer 46

Axon

Question 47

These are white segmented covering around axons and dendrites of many peripheral neurons.

Answer 47

Myelin Sheath

Question 48

are small gaps in the myelin coating along the axon, which increase conduction speed even more by helping to create electrical signals, also called action potentials, which are then conducted down the axon.

Answer 48

Nodes of Ranvier

Question 49

Chemicals called ____ are first brought into the cell by the dendrites at the top end of the neuron.

Answer 49

neurotransmitters

Question 50

He founded the cognitive development theory

Answer 50

Jean Piaget

Question 51

this theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence.

Answer 51

Cognitive development theory

Question 52

Piaget’s term for organized patterns of thought and behavior used in particular situations.

Answer 52

Schema

Question 53

Piaget’s term for adjustment to new information about the environment, achieved through processes of assimilation and accommodation.

Answer 53

Adaptation

Question 54

Piaget’s term for incorporation of new information into an existing cognitive structure.

Answer 54

Assimilation

Question 55

Piaget’s term for changes in a cognitive structure to include new information.

Answer 55

Accommodation

Question 56

Piaget’s term for the tendency to seek a stable balance among cognitive elements

Answer 56

Equilibration

Question 57

The stage when a child is initially reflexive in grasping, sucking, and reaching becomes more organized in his movement and activity.

Answer 57

Sensorimotor stage (birth to infancy)

Question 58

When working with infants, which developmental stage should adults focus on providing a rich and stimulating environment with appropriate objects to play with?

Answer 58

Sensorimotor stage

Question 59

Infants exercise their inborn reflexes and gain some control over them. They do not coordinate information from their senses.

Answer 59

Use of reflexes

Question 60

- Infants repeat pleasurable behaviors that first occur by chance (such as thumb-sucking). Activities focus on the infant’s body rather than the effects of the behavior on the environment. Infants develop first acquired adaptations. They begin to coordinate sensory information and grasp objects.

Answer 60

Primary Circular Reactions (1-4 months)

Question 61

Infants become more interested in the environment; they repeat actions that bring interesting results and prolong interesting experiences. Actions are intentional but not initially goal-directed.

Answer 61

Secondary Circular Reactions ( 4-8 months)

Question 62

Behavior is more deliberate and purposeful as infants coordinate previously learned schemes and use previously learned behaviors to attain their goals. They can anticipate events.

Answer 62

Coordination of Reactions (8-12 months)

Question 63

Toddlers show curiosity and experimentation; they purposefully vary their actions to see results. They actively explore their world to determine what is novel about an object, event, or situation. They try new activities and use trial and error in solving problems.

Answer 63

Tertiary Circular Reactions (12-18 months)

Question 64

Because toddlers can mentally represent events, they can think about events and anticipate their consequences without always resorting to action. Toddlers begin to demonstrate insight. They can use symbols, such as gestures and words, and can pretend.

Answer 64

Mental combinations (18-24 months)

Question 65

Piaget’s term for the capacity to store mental images or symbols of objects and events. They no longer have to go through laborious trial and error to solve problems—they can try solutions in their mind.

Answer 65

Representational ability

Question 66

Intelligence at this stage is intuitive in nature. At this stage, the child can now make mental representations and is able to pretend, the child is now ever closer to the use of symbols.

Answer 66

The Preoperational Stage (ages 2-7)

Question 67

identify and explain the six highlighted function under the preoperational stage (2-7)

Answer 67

1. Symbolic function - This is the ability to represent objects and events. 2. Egocentrism – This is the tendency of the child to only see his point of view and to assume that everyone also has the same point of view. The child cannot take the perspective of others. 3. Centration – This refers to the tendency of the child to only focus on one aspect of a thing or event and exclude other aspects. 4. Irreversibility – Pre-operational children still have the inability to reverse their thinking. 3+2=5 but not 5-3=2. 5. Animism – This is the tendency of children to attribute human-like traits or characteristics to inanimate objects; and 6. Transductive reasoning - This is the pre-operational child’s type of reasoning that is neither inductive nor deductive. They view one situation as the basis for another situation even when there is no logical causal relationship. They see cause where none exists, i.e., tend to think that their bad behavior caused their own or another person’s illness.

Question 68

This stage is characterized by the ability of the child to think logically but only in terms of concrete objects.

Answer 68

The Concrete Operational Stage (ages 8-11)

Question 69

The Concrete Operational Stage (ages 8-11) is marked by:

Answer 69

decentering, reversibility, conservation, and seration

Question 71

In this stage, thinking becomes more logical. Children can now solve abstract problems and can hypothesize. This stage is characterized by the following:

Answer 71

The Formal Operational Stage (ages 12-15)

Question 72

What are the four reasoning characteristics that characterize the Formal Operational Stage (ages 12-15)?

Answer 72

Hypothetical, analogical, inductive, and deductive.

Question 73

what the child may perform alone at a certain level of competency.

Answer 73

Zone of actual development

Question 74

competent adult or a more advanced peer.

Answer 74

MKO – more knowledgeable other

Question 75

Vygotsky’s term for the difference between what a child can do alone and what the child can do with help.

Answer 75

zpd

Question 76

support/assistance that lets the child accomplish a task he cannot accomplish independently.

Answer 76

Scaffolding

Question 77

as learners become more proficient, able to complete tasks on their own that they could not initially do without assistance, the guidance can be withdrawn.

Answer 77

Scaffold and fade-away technique

Question 78

Scaffold and fade-away technique

Answer 78

1. I do, you watch, 2. I do, you help. 3. You do, I help. 4. You do, I watch

Question 79

a communication system based on words and grammar.

Answer 79

Language

Question 80

the forerunner of linguistic speech; utterance of sounds that are not words. Includes crying, cooing, babbling, and imitating language sounds.

Answer 80

Prelinguistic speech

Question 81

a newborn’s first means of communication. Adults find crying aversive for a reason – it motivates them to find the source of the problem and fix it.

Answer 81

Crying

Question 82

typically a vowel sound, like ahhh, but can also sound like gurgling noises or squealing. It signifies that baby is starting to work on language development.

Answer 82

cooing

Question 83

repeating consonant-vowel strings, such as ―ma-ma-ma-ma‖ – occurs between ages 6 and 10 months and is often mistaken for a baby’s first word. It is initially nonsensical and becomes more word-like over time.

Answer 83

babbling

Question 84

Before babies speak, they point. Pointing is important to language acquisition and serves several functions.

Answer 84

Gestures

Question 85

What aspect of cognitive development did Vygotsky attribute significant importance to, emphasizing the role of the social environment and community participation?

Answer 85

Social Interaction

Question 86

What factor did Vygotsky emphasize as crucial in the cognitive development of children, pointing to the diverse experiences provided by culture?

Answer 86

cultural factor