Midterm 2

Question 1

Piaget’s general theory if children

Answer 1

tiny scientists, make sense of world through schemas, children construct knowledge based on experience

Question 2

assimilation

Answer 2

incorporating new ideas into existing schemas

Question 3

accommodation

Answer 3

adapting aspects of schema that fit with new information

Question 4

sensorimotor

Answer 4

1. reflex schemas
2. primary circular reactions
3. secondary circular reactions
4. coordination of secondary circular reactions
5. tertiary circular reactions
6. beginning of symbolic representation

Question 5

pre operational

Answer 5

2-7
thinking shifts between logical and irrational
creative and imaginative but have limited thinking
understand symbols
centration
possess mental schemas but cannot perform mental operations

Question 6

centration

Answer 6

the tendency to focus on only one feature of an abject to the exclusion of all others - only focusing on height of glass rather than considering height and width together - greatest limitation of young children’s thinking
Centration causes children to fail tests of conservation (understanding that properties of objects remain the same when their appearance changes
Exhibit thought that is fixed on end states rather than the changes that transform one state into another.
Centration causes children to exhibit egocentrism - have trouble distinguishing between their own perspective and others

Question 7

perceptual salience

Answer 7

hild focuses on most obvious feature of object or situation - can be fooled by appearance

Question 8

concrete operations

Answer 8

7-11
A) decentration (focusing on several aspects of a problem and relating them
B) reversibility/ conservation
Thought becomes more logical, flexible and organized
Capable of C) classification (sorting baseball cards by team or position)
D) seriation - ability to put items in order
E) spatial reasoning can draw maps of neighbourhood or school with accurate landmarks
Can understand that person can feel one way but act another, can think about others perspective, and how others perceive them

Question 9

formal operations

Answer 9

12-17
develop capacity to think abstractly, in multiple dimensions (viewing things from different aspects of time), deductive reasoning, metacognition, and propositional thought.

Question 10

metacognition

Answer 10

thinking about thinking

Question 11

propositional thought

Answer 11

ability to evaluate logic of propositions without referring to real world circumstances

Question 12

core knowledge theories

Answer 12

believe infants know more then Piaget thought and adolescents know less
object permanence occurs earlier
a not b task due to poor memory storage

Question 13

vygotsky’s cognitive approach

Answer 13

emphasized collaborative learning
children are products of culture

Question 14

info processing theories

Answer 14

development driven by increased automatic processing and working memory capacity
processing speed is increased
better strategies are used to problem solve with age
executive functioning is better

Question 15

disequilibrium

Answer 15

children discover their theories are not adequate because they spend more time accommodating than assimilating
Children reorganize theories to return to equilibrium
Driven by schemas

Question 16

animism

Answer 16

when preoperational children credit inanimate objects with lifelike qualities - “the sun is sad today”

Question 17

mental operations

Answer 17

begin to be used in concrete operational stage, strategies and rules that make thinking more systematic and more powerful
Limited to tangible, real, here and now thinking
Formal operational stage allows for abstract thinking

Question 18

weaknesses of Piaget

Answer 18

Underestimates cognitive competence of infants and young children, overestimates in adolescents
Vague concerning mechanism of change
Does not account for variability in performance of children the same age
Undervalues role of sociocultural environment on cognitive development

Question 19

intersubjectivity

Answer 19

mutual and shared understanding among participants in activity - this captures social nature of cognitive dev

Question 20

scaffolding

Answer 20

teaching style that matches amount of assistance learners need
Early in learning teacher provides lots of assistance, as child gets better with tasks teacher provides less instruction and only occasional reminders

Question 21

central exec

Answer 21

• executive functioning - decides what stimuli to attend to
  As children age they use better strategies to solve problems, they learn these strategies with help of adults, they demonstrate strategies and how to use them
  More effective executive functioning allows for children to better complete tasks and inhibit appropriate behaviour

Question 22

connectionist theories

Answer 22

information processing theories that view mind as system on networks and processors generating regularized patterns
Looks at networks within brain and mapping function to brain structures
Can explain over-regularization in children’s language - goed instead of went explained by network trained to add ed ending to the present tense to make it past tense
Consciousness can be explained by these models, info coded and processed in brain to create overall conscious experience

Question 23

teleological explanations

Answer 23

children believe living things and their parts exist for a purpose

Question 24

essentialism

Answer 24

believe all living things have an essence that cant be see but gives living thing its identity

Question 25

Theory Of Mind

Answer 25

developed between 2 and 5 - naive understanding of relations between mind and behaviour arly phase: preschoolers realize people have different desires from each other Then children know that people can have different beliefs Next children understand that different experiences can lead to different states of knowledge Phase 4 is understanding behaviour so based on beliefs about events and situations - even when beliefs are wrong

Question 26

hippocampus

Answer 26

memory formation develops over first two years of life

Question 27

prefrontal cortex

Answer 27

memory retrieval

Question 28

memory processes

Answer 28

Encoding - processing of info into memory system Storage - retention of recorded info over time Retrieval - process of getting info out of memory storage Three systems of storage: sensory, working, and long term memory - each vary in capacity and length of retention

Question 29

method of loci

Answer 29

mnemonic device using rooms in a house and imagine things you need to remember relating to the room there in - ex someone milking cow in living room to remind you to get milk at grocery store

Question 30

autobiographical memory

Answer 30

Memory for specific experience from our life including self-related knowledge (semantic) And memory for events (episodic) Prone to errors over time Consist of spatial, emotions, and sensory components stored in different areas of the brain

Question 31

fuzzy trace theory

Answer 31

remembering involves two things - a gist memory trace (meaning of experience - general) and a verbatim memory trace (memory of specific details) These are believed to be stored and recalled separately - prone to confusion if one trace is strong and other is weak FTT proposes that false memories are possible because our experiences are stored in multiple fragments and these can be recombined in ways that differ from what actually happened

Question 32

problems of transformation

Answer 32

carry out sequence of transformations to reach a specific goal Initial state - knowledge at outset ‘operators - actions that change your state Goal state - solution Path constraints - limitations that rule out certain solutions Transformation problems are often solved using means-end analysis - goal is to reduce difference between the initial and goal states Set up a series of sub goals

Question 33

Siegler's overlapping strategies theory

Answer 33

children alternate their use of different problem solving strategies Younger children use the most basic strategy mostly, but sometimes try more advanced one Older children gain new strategies and use them more if they have success with them

Question 34

metamemory

Answer 34

childs informal understanding of memory used to diagnose memory problems accurately and monitor effectiveness of memory strategies

Question 35

cognitive self regulation

Answer 35

- identifying goals, selecting effective strategies, and monitoring accurately - characteristic of successful students

Question 36

means-end analysis

Answer 36

person determines difference between current and desired situations and the does something to reduce difference

Question 37

Cattell's intelligence

Answer 37

intelligence “g” in two forms Fluid intelligence = ability to solve novel and abstract - reasoning ability, working memory capacity, speed of info processing Crystalized intelligence = accumulated knowledge retrieved from memory - more long term memory

Question 38

Goleman: emotional intelligence

Answer 38

Ability to understand emotions and use them appropriately Regulate mood, resist temptations Particularly important in transitional periods Some question this theory saying it stretches definition of intelligence too far

Question 39

Gardner multiple intelligence

Answer 39

9 types of intelligence - linguistic, mathematical/logical, spatial, bodily kinesthetic, intrapersonal, musical, naturalist, interpersonal, and existential abilities Rejects idea that intelligence is one thing Each person has unique pattern of intelligence and no one is smarter than another Criticism: definition too broad, confounds intelligence with talent/ skill, involves circular reasoning

Question 40

Sternberg's Triarchic theory of intelligence

Answer 40

Intelligence = ability to achieve success in life Componential (analytic) - book smart Experiential - creativity Contextual - street smart, practical knowledge

Question 41

IQ test

Answer 41

binet Simon mental age / actual age x 100

Question 42

HOME scale

Answer 42

ttempts to measure influence of child's home environment on intellectual development Samples various aspects of child's life - intellectual stimulation offered by parents, parents emotional support Organization and safety of living space, amount of interaction parent to child, presence of appropriate toys HOME scores at age 2 predict IQ scores at age 11 Criticism: environment parents established influenced by their genes

Question 43

Flynn effect

Answer 43

avg IQ score rising .3% every year due to more time spent in school, improving nutrition, parents, and everyday life requiring more abstract problems to be solved

Question 44

stereotype threat

Answer 44

Awareness of cultural stereotype causes participants to feel anxious, impeding performance If told gender differences found on math test women would psych themselves out and perform worse than when they weren't told about any gender performance differences

Question 45

intellectual disability

Answer 45

ubstantial limitations in intellectual ability (reasoning, problem solving, learning from experience) and problems adapting to environment Risk factors: biomedical, social, behavioral, educational Wide variation in learned abilities/ capabilities as adults Score of lower than 70 on IQ test in conjunction with clinical eval May struggle with practical behaviours

Question 46

learning disability

Answer 46

Difficulty in attaining a specific academic skill, despite having avg or above avg intelligence Differs from intellectual disability as it refers to how the brain struggles to process info in one domain

Question 47

WISC-V

Answer 47

6-16 year olds Subtests for verbal and performance skills, Children receive overall IQ score plus scores for verbal comprehension, visual-spatial reasoning, fluid reasoning, working memory, processing speed

Question 48

Bayley Tests

Answer 48

Designed for 1-42 mo, consists of cognitive, laguage, motor, social emotional, and adaptive behaviours scales Developed on white western children - may not be ethnically generalizable

Question 49

dynamic assessment

Answer 49

measures child’s learning potential by having the child learn something new in the presence of the examiner and with the examiner’s help - most valuable for children who have difficulties learning in school - goal to reveal strengths and weaknesses as learner

Question 50

ravens progressive matrices

Answer 50

Culture fair intelligence test - test items based on experiences common to many cultures

Question 51

factors of intellectual disability

Answer 51

biomedical : chromosomes, malnutrition, TBI Social factors - poverty, impaired parent-child interactions Behavioural factors - child neglect or DV Educational factors - impaired parenting and inadequate SPED services

Question 52

displacement

Answer 52

ability to refer to things not here and now

Question 53

phonology

Answer 53

phoneme is basic unit of sound in language - english has 44 Phonological development: from birth to six month infants can detect phoneme changes from all languages Early vocalization: cooing- babbling - speaking Cooing; long vowel sounds Babbling; repeating consonant vowel combos ba ba ba When first speaking only capable of consonant vowel alternating Produce minimal words - similar across cultures

Question 54

morphology

Answer 54

morpheme is unit of meaning in word Truck = 1 morpheme, table = 1, houseboat = 2

Question 55

holophrases

Answer 55

single word that can have multiple semantic meanings ( doggie meaning i like the dog/ i want to pet the dog)

Question 56

processing constraints

Answer 56

help children narrow down meaning of new word If shown pic of koala and told its a koala child will assume you’re talking about whole object not colour of fur - formally object scope constraint

Question 57

lexical contrast constraints

Answer 57

words have unique meanings/ are subcategories of other words - poodle is type of dog

Question 58

telegraphic speech

Answer 58

two word phrases serve to express basic idea - starts at 18-24mo

Question 59

Referential word learning style

Answer 59

words used for naming objects more common with first born children

Question 60

Expressive style

Answer 60

larger number of personal and social phrases - use words to call attention to feelings later borns have more expressive style possibly due to interaction with siblings and will hear them using speech designed to control their conduct

Question 61

syntax

Answer 61

the manner in with morphemes and words are combined to create grammatically correct sentences Wug test proves we learn general rules and apply them t different words instead of learning language by memorizing individual words Overregularization implies child understands need to change verb to speak in past tense or plural something but learning how to do this correctly takes time

Question 62

semantics

Answer 62

meaning of words and sentences A sentence can be semantically correct but syntactically wrong - i am doing good today A sentence can be syntactically correct but semantically wrong - colourless green ideas sleep furiously

Question 63

pragmatics

Answer 63

learning how language is used in particular contexts within culture Acquiring conversation skills: turnabout - speaker replies then adds something to get partner to respond again - “how are you?” “I'm fine. How are you?”

Question 64

Illocutionary intent

Answer 64

what speaker means to say - requires child to make subtle influences

Question 65

narratives

Answer 65

as kids get older narratives constructed when telling a story get stronger Leapfrog narratives 3-4 Chronological narratives 5 Classic narrative using connective words 6

Question 66

sociolinguistic understanding

Answer 66

adapting language style to social context e.g. being polite when making requests

Question 67

behaviourist view of acquiring language

Answer 67

Babies start out as blank slates, through experience gain knowledge of the world including language which is learned via imitation and reinforcement Emphasizes environment

Question 68

nativist view for acquiring language

Answer 68

Babies are smart, knowledge is innate Special cognitive faculty for learning and acquiring language Chomsky - humans biologically programmed to learn basic systems of language

Question 69

Broca's areas/ aphasia

Answer 69

Broca’s aphasia - knows what wants to say but can't get words out When we want to speak we formulate what to say in wernicke’s which transmits our plan to broca;s area where plan is carried out

Question 70

language acquisition device

Answer 70

permits children to combine words into grammatically consistent, novel utterances, and to understand meaning of sentences they hear

Question 71

social interactionist view of acquiring language

Answer 71

Language arises from a combination of biological maturation and environmental experiences Conversations more important than exposure to talking - vygotsky’s collaborative learning children are Predisposed to language development but experience shapes how well acquisition occurs

Question 72

fast mapping

Answer 72

ability to connect new words to their meanings so rapidly that they cannot be considering all possible meanings for the new word

Question 73

phonological memory

Answer 73

ability to remember speech sounds briefly