M1 Flashcards
(34 cards)
Piaget developmental theory
sensorimotor theory
characteristics in sensorimotor stage
0-2 y/o
- reflexes –> complex behaviors
- demonstrate object permanence
- make A not B error when searching for hidden objects (look where last found, not last seen hidden)
- deferred imitation (can imitate others a decent amount of time after seeing the original behavior)
char in preoperational stage
2-7 y/o
- can rep experiences in language, mental representations, can do some mental operations
- begin symbolic representation
- egocentric; limited ability to understand other POVs
- centration: focus on a single aspect of objects, may ignore more relevant features –> leads to issues w/ conservation concept
- 4-5 y/o don’t have conservation concept; don’t understand that appearance may change but phys properties like #/volume stay the same
char of concrete operational stage
7-12 y/o
- logical reasoning w/ concrete objects/ideas; still limited abstract thinking
- struggle to consider all effects of individual and combinations of variables
char of formal operational stage
12+ y/o
- can think deeply about abstract ideas, hypothetical situations, and their own thoughts
- know to consider effect of all variables individually
- NOT universal, not everyone reaches this stage
limitations of piaget’s theory
- didn’t discuss HOW the changes between stages occur
- assumed development was universal; didn’t consider culture
- his tests were very difficult for children; they are smarter than his tests found
- thinking isn’t entirely uniform after entering new stage, they can switch back and forth near transition periods.
Key points of info processing theories
- structure of cognitive/mental activities to pay attn and solve problems (3)
1) basic processes: association, endocing, recalling, generalizing, recognizing
2) strategies: rehearsal and selective attention to improve memory
3) content knowledge: more prior knowledge –> easier to remember new info about the topic
- change is small and continuous
- gradually inc speed, capacity, memory
- 3 types of memory (working, long term, executive functioning)
- overlapping waves theory: many ways to solve one problem; choose the most efficient strategy
key points of core knowledge theories
- ch have innate knowledge of evolutionary importance –> helps learn very fast in certain domains
- theory of mind module: helps learn about other peoples’ minds
- how much innate knowledge –> nativists (both with knowledge) and constructivists (born with mechanisms to construct knowledge fast)
key points of sociocultural thoeries
- surrounding ppl and culture shapes development
- guided participation (ex. social scaffolding), cultural tools
- change is gradual and continuous
- thought = internalized speech (comes from statements said to ch)
- 3 phases to internalized speech
1) behavior controlled by others telling them what to do
2) behavior controlled by private speech (tell self what to do out lout)
3) behavior controlled by internalized private speech (tell self what to do in head)
- ch inclined to learn and teach
- requires intersubjectivity (mutual understanding in communication) and joint attention (ppl focusing attn on the same obj/idea)
key points of dynamic systems theories
- how complex systems change over time
- determined by subsystems and change occurs at different times/rates in individuals
- innate desire to explore (piaget), sognitive problem solving (info proc), competent from young age (core knowledge), influenced by others (sociocultural)
what are the categorical hierarchies
superordinate (animals, people, inanimate obj)
basic (dogs, cats, furniture) ***** LEARNS FIRST
subordinate (pugs, ragdolls, dining room chairs)
naive psychology
ch have common sense about themselves and other people (desires, beliefs, and actions) –> how much is innate argued by nativists and empiricists
false belief problems
- can a ch understand that someone else will act in line with their own beliefs, even if they know the other person’s beliefs are not true?
types and dev of play
- activities for enjoyment and learning about the environment/other people’s thinking
- pretend play and obj sub
- sociodramatic play with roles
- sports and games with conventional rules
essentialism
belief that living things have an essense in them that makes them what they are (ex. dogs have “dogness” –> dog-like characteristics)
numerical equality
understanding that all sets of N have something in common; all have N obj (ex. 4 dogs, 4 cats, 4 pencils all have 4)
5 principles underlying counting
1) 1-1 correspondence: each object gets labeled with one number word
2) stable order: #s always go in same order
3) cardinality: # obj in set = last # stated
4) order irrelevance: can count L-R, R-L, Up down, down up –> always same number
5) abstraction: you can count any set of discrete events or obj
prosody
rhythmic intonation patterns of language
VOT voice onset time
time between air passing through lips and vocal cords vibrating (fall into categories)
infants can distinguish btwn more categories than adults
word segmentation
how to tell where words start and end? distributional properties; how often sounds appear together
whole obj assumption
expect new words to refer to whole objects
pragmatic cues
social context in which words are used
cross situational word learning
determine meaning by observing word and object at the same time
syntactic bootstrapping
infer meaning from grammatical context
