Module 5: Cognitive Development Flashcards

Question

Coordination of Secondary Schemes

Answer 1

+ Age: 8-12 months + Focus: usage of previously learned info + Coordinate previously learned schemes and use previously learned behaviors to attain their goals + Can anticipate events

Answer 2

+ Age: 12-18 months + Focus: exploration + Purposefully vary their actions to see results + Actively explore the world + Trial and error in solving problems

Answer 3

+ Can think about events and anticipate consequences without always resorting action + Can use symbols such as gestures and words, and can pretend + Transition to Pre-operational stage + Learns about numbers

Answer 4

+ the ability to mentally represent objects and actions in memory, largely through symbols such as words, numbers, and mental picture + infants develop the abilities to think and remember

Answer 5

Visible Imitation that uses body parts that babies can see develops first followed by Invisible Imitation (involves with parts of the body that babies cannot see)

Answer 6

+ Piaget believed that children under 18 months could not engage in Deferred Imitation + Reproduction of an observed behavior after the passage of time + Children lacked the ability to retain mental representations + Children imitate an action at some point after observing it

Answer 7

Infants under the age of about 8 months act as if an object no longer exists once it is out other line of sight

Answer 8

the realization that something continues to exist when out of sight

Answer 9

Until about 15 months, infants use their hands to explore pictures as if they were objects

Answer 10

By 19 months, children are able to point at a picture of an object while saying its name, demonstrating an understanding that a picture is a symbol of something else

Answer 11

proposal that children under age of 3 have difficulty grasping spatial relationships because of the need to keep more than one mental representation in mind at the same time

Answer 12

+ Jean Piaget’s second stage of cognitive development + Lasting from ages 2 to 7, characterized by the expansion in the use of symbolic thought + Children begin to represent the world with words, images, and drawings + Dominated by egocentrism and magical beliefs + Does not yet perform Operations (which are reversible mental actions that allow children to do mentally what before they could do only physically)

Answer 13

beginning of the ability to reconstruct in thought what has been established in behavior

Answer 14

1. Symbolic Function 2. Intuitive Thought

Answer 15

+ being able to think about something in the absence of sensory or motor cues + can use symbols, or mental representations such as words, numbers, or images to which a person has attached meaning

Answer 16

1. Deferred Imitation 2. Pretend Play

Answer 17

fantasy play, dramatic play, or imaginary play; children use an object to represent something else

Answer 18

The most extensive use of symbolic function is language

Answer 19

Occurs between ages of 2 and 4

Answer 20

+ begin to use primitive reasoning and want to know the answers to all sorts of questions + occurs approx. 4-7 yrs of age + children also begin to able to understand the symbols that describe physical spaces + Piaget believed that children cannot yet reason logically about causality

Answer 21

1. Transduction 2. Identities 3. Animism 4. Centration 5. Egocentrism 6. Conservation 7. Theory of Mind

Answer 22

they mentally link two events, especially events close in time, whether or not here is logically a causal relationship

Answer 23

the concept that people and many things are basically the same even if they change in outward form, size, or appearance

Answer 24

tendency to attribute life to objects that are not alive

Answer 25

+ the tendency to focus on one aspect of a situation and neglect others + involves on focusing on one dimension while ignoring the other

Answer 26

+ think about several aspects of a situation at one time + children cannot do this

Answer 27

+ failure to understand that an action can go in two or more directions + type of centration

Answer 28

young children center so much on their own point of view that they cannot take in another’s

Answer 29

the fact that two things are equal remain so if their appearance is altered, as long as nothing is added or taken away

Answer 30

+ the awareness of the broad range of human mental states – beliefs, intents, desires, dreams, and so forth – and the understanding that others have their own + allows us to understand and predict the behavior of others and makes the social world understandable

Answer 31

+ At about 7 years of age, children enter the stage of Concrete Operations according to Jean Piaget + Children can now think logically because they can take multiple aspects of situations into account + However, their thinking is still limited to real situations in the here and now

Answer 32

1. Spatial concepts 2. Causality 3. Categorization 4. Inductive and Deductive reasoning 5. Conservation 6. Numbers

Answer 33

allows to interpret maps and navigate environment

Answer 34

makes judgement about cause and effects

Answer 35

1. Seriation 2. Transitive Inferences/Transivity 3. Class Inclusion

Answer 36

arranging objects in a series according to one or more dimensions

Answer 37

the process of inferring the relation between two items based on their shared relation with a third item e.g. A < B < C

Answer 38

ability to see the relationship between a whole and its parts, and to understand categories within a whole

Answer 39

1. Inductive Reasoning 2. Deductive Reasoning

Answer 40

involves making observations about particular members of a class of people, animals, objects, or events, and then drawing conclusions about the class as a whole {specific > general conclusion}

Answer 41

starts with a general statement about a class and applies it to particular members of the class {general conclusions application}

Answer 42

Piaget believed that children in the concrete operations stage only used inductive reasoning

Answer 43

1. Principle of Identity 2. Principle of Reversibility 3. Decenter

Answer 44

still same object even tho it has different appearance

Answer 45

can picture what would happen if he tried to roll back the clay of snake

Answer 46

ability to look at more than one aspect of the two objects at once

Answer 47

+ Adolescents enter what Piaget called the highest level of cognitive development – Formal Operations + Adolescents move away from their reliance on concrete, real-world stimuli, and develop the capacity for abstract thought + They can now use symbols to represent other symbols, hidden messages, imagine possibilities, create hypotheses

Answer 48

Usually around 11 yrs old

Answer 49

+ methodical, scientific approach to problem solving, and it characterizes formal operations thinking + Piaget attributed it to a combination of brain maturation and expanding environmental opportunities

Answer 50

Involves ability to develop, consider, and test hypotheses

Answer 51

According to David Elkind, the new way of thinking of adolescents, the way they look at themselves and their world, is as unfamiliar to them as their reshaped bodies, and they sometimes feel just awkward in its use

Answer 52

Adolescents can keep many alternatives in mind at the same time yet may lack effective strategies for choosing them

Answer 53

adolescents can think about thinking – their own and the other people’s thoughts

Answer 54

+ a conceptualized “observer” who is concerned with a young person’s thoughts and behavior as he or she is + adolescents often assume everyone is thinking about the same thing they are thinking about: themselves

Answer 55

+ belief that they are special, their experience is unique, and they are not subject to the rules that govern the rest of the world + underlies much risky, self-destructive behavior + Brain immaturity biases adolescent toward risky decision making

Answer 56

Adolescents also become more skilled in social perspective-taking, the ability to tailor their speech to another person’s POV

Answer 57

decision making is influenced by two cognitive systems: verbatim analytical and gist-intuitional, which operate in parallel