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developmental psychology > test 3 > Flashcards

test 3 Flashcards

1
Q

constructivism

A

construct our own knowledge and view of the world. the minds of children at different ages use different approaches to analyze the world

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2
Q

Piaget was interested in

A

cognition

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3
Q

scheme

A

organizes existing knowledge, mental framework, concept, prototype. template for evaluating new experience, a group of similar items or skills

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4
Q

organization

A

combine existing schemas into new, more complex ones. information is organized as schemas

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5
Q

adaption

A

adjusting to the environment through cognitive disequilibrium and equilibrium

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6
Q

assimilation

A

the process of bringing new objects or information into an existing scheme, interprets new experiences in terms

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7
Q

accommodation

A

modifies schema or creates new ones to fit new information

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8
Q

cognitive conflict/ disequilibrium

A

new information dosent fit into existing schemas

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9
Q

cognitive equilibrium

A

can comfortably respond to new information with existing cognitive framework

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10
Q

how did Piaget over and underestimate young abilities?

A

he failed to distinguish between competence and performance

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11
Q

how did Piaget contribute to the study of children’s cognitive development?

A

created the stages to determine of what age these children are thinking at

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12
Q

how was his stages criticized?

A

some kids learn faster or slower than others

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13
Q

sensoriomotor stage age

A

0- 2

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14
Q

preoperational stage age

A

2-7

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15
Q

concrete stage age

A

7-10

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16
Q

formal operational stage age

A

11<

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17
Q

sensorimotor stage

A

experience the world through looking, touching and mouthing

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18
Q

stage 1 of sensorimotor

A

first month
reflexive
infants exercise reflexes. steady coordination of arm, eye, hand and mouth

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19
Q

stage 2 of sensorimotor

A

1-4 months
primary circular reactions
first habit, repeating interesting acts centered on body

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20
Q

stage 3 sensorimotor

A

4-8 months
secondary circular reactions
direct activity outside themselves, repeat on interesting acts on object in environment, shake rattle, produce results in environment, learn about world

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21
Q

stage 4 sensorimotor

A

8-12 months
coordination of secondary schemes
goal-oriented, complete acts, action to solve problem, put down object to grab another, intentionally

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22
Q

stage 5 sensorimotor

A

12-18 months
tertiary circular reactions
repetition with variation
new ways to solve problems or produce outcomes

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23
Q

stage 6 sensorimotor

A

18-24 months
beginning of thought
object permanence, has insight and solve problems mentally

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24
Q

mnemonic for sensorimotor stages

A

Rachel posts snapchats concerning the bears

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25
Q

object permanence

A

the awareness that things continue to exist even when not perceived. out of sight, out of mind, displacements a not be error, true object permanence

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26
Q

out of sight out of mind

A

will not search 0-8 months

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27
Q

a not b error

A

searches last successful place, 8-18 months

28
Q

true object permanence

A

can think about objects when not present, 18-24 months

29
Q

accomplishments of sensorimotor?

A

SM period, object permanence and symbolic capacity

30
Q

symbolic capacity

A

represent things with images and words

31
Q

animism/ anthropomorphism

A

attributing life, consciousness to objects

32
Q

egocentrism

A

“we wanted you to get a toy, but daddy said you’d like flowers”

33
Q

centration

A

focus on only one dimension at a time, sometimes the most salient, not the most important

34
Q

static thought

A

cannot mentally transform from one state to another, experiences is like a series of snapshots, not a movie

35
Q

irreversible thinking

A

cannot mentally undo or reverse an action

36
Q

lack of conversation because

A

centration, irreversible thinking, static thought

37
Q

intuitive thought

A

based on past experiences, reasoning that is neither conscoious nor rational

38
Q

they can do basic classification but problems with

A

class inclusion

39
Q

what is the three mountains task?

A

assess visual perspective taking in children

40
Q

concrete logic

A

mental actions using logic on real concrete objects

41
Q

conservation

A

a superficial change in appearance does not change the fundamental properties of the object

42
Q

conservations and their ages

A

liquid, mass, number- 6-7 years
area- 9-10
volume 9-12

43
Q

reversibility

A

mentally undo what was just done

44
Q

decentration

A

con focus on more than one aspect of a problem

45
Q

seriation

A

arranging items according to increasing or decreasing dimension

46
Q

transitivity

A

if A > B and B > C, which is greater a or c

47
Q

non-egocentric

A

can take others perspectives

48
Q

abstract logic

A

mental actions on ideas, can think about the hypothetical

49
Q

hypothetical-deductive reasoning

A

from the general to the specific

50
Q

when do kids usually not believe in Santa?

A

5-6 or when they hit concrete operational

51
Q

vygotsky emphasized

A

learning, sociocultural

52
Q

zone of proximal development

A

what a learner can do independently

53
Q

scaffolding

A

structuring a learning situation so learning becomes easier, giving guidelines for completing a task, organizing the task, dividing into smaller, feedback

54
Q

meditation

A

adult proposes meanings and interpretations of objects and events, introduces concepts, knowledge, skills and strategies

55
Q

dualism

A

right or wrong

56
Q

multiplicity and relativism

A

many views, contextual

57
Q

commitment

A

what is right for you

58
Q

what are three things that characterize post formal thinking?

A

practical, realistic, and more individualistic

59
Q

microsystem

A

immediate environment, direct effect

60
Q

mesosystem

A

interrelationships of microsystem

61
Q

exosystem

A

external, social settings that have indirect effects

62
Q

macrosystem

A

society, world events, the planet, historical era

63
Q

chronosystem

A

time

64
Q

nature

A

inborn
similar stages in any language, brain structures for language, realitively few errors

65
Q

nurture

A

learned, environmental view
some exposure to spoken language seems necessary

66
Q

under what conditions do older adults have trouble understanding speech

A

presbucusis and tinnitus

67
Q

what aspects of older people speech are different from younger adults?

A

decrease in complexity of sentences

developmental psychology (2 decks)

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