Unit 6: Theories of Cognitive Development Flashcards

Question

At what age can children discern make believe play from reality?

Answer 1

3 years old

Answer 2

1.5-2 years: scribbles - child will draw a shape, notice is resembles an object and label it 2-4: first representational forms where children can draw primitive looking people

Answer 3

when children begin to use mental opertions to solve problems including: - Classification: can categorize objects into classes and subclasses - Seriation: can put items in order - Declining egocentrism: can see things from multiple perspectives - Spatial Reasoning: can accurately draw maps with accurate landmarks - reversibility Conservation: children in this phase pass the conservation task due to the acquired mental process of reversibility Decentration: can focus on multiple aspects of a problem rather than centering on one

Answer 4

Children are limited to the tangible / here & now Children cannot think abstractly or hypothetically

Answer 5

Child develops capacity for abstract and hypothetical reasoning

Answer 6

Hypothetical Reasoning: allows adolescents to take more sophisticated approaches to problem solving by creating hypotheses and testing them Deductive Reasoning: Drawing conclusions from facts Abstract thinking: reasoning that extends to ideas and concepts that are more removed from reality Multiple dimensions: Looking at "grey" zones Propositional Thought: Ability to evaluate the logic of propositions without referring to real world circumstances "if-then" thinking EX: all martians use tiktok. Jane is a martian. Therefore, Jane uses Tiktok" Metacognition: Thinking about thinking

Answer 7

1) The Study of Cognitive Development: before Piaget, there was little study in this area 2) A new view of children - constructivism Idea that children are active participants in their own development and construct ever more sophisticated understandings of their world 3) Fascinating, counterintuitive discoveries

Answer 8

1) underestimates cognitive competence in children and overestimates cognitive competence in adolescents 2) does not account for variability in how children think - a child may be more sophisticated in certain areas than others

Answer 9

Children's cognitive development is brought about by social interaction as well as the sociocultural context in which they live.

Answer 10

- Defines which cognitive activities are valued - Provides tools that shape the way children think - Cultural practices help children to organize their knowledge and communicate it to others

Answer 11

New skills are easier to acquire if children receive guidance and encouragement from a more experienced person who models the activity and/or give instruction

Answer 12

a mutual shared understanding amongst the people taking part in an activity EX. working on a puzzle

Answer 13

structured interaction between child and a knowledgable person to promote cognitive growth

Answer 14

teaching stype that matches the amount of assistance to the learner's needs

Answer 15

1. Phase of regulation: children have little idea of how to regulate so they rely on adults to help guide them 2. Children use newly acquired language to guide their behaviour (self talk): egocetnric speech allows the child to organize their own thoughts and regulate their behaviour 3. Child thinks for themself internally without saying their thoughts aloud

Answer 16

1. Zone of Proximal Development: Refers to the difference of what a child can do with assistance vs without assistance - evolved from the idea that cognition develops first in a social setting and gradually comes under the child's independent control 2. Scaffolding: teaching style that matches the amount of assistance that the learner needs 3. Private Speech = thought - intermediate step to self-regulation and cognitive skills

Answer 17

Independent vs Collaborative: children are not egocentric and isolated in their acquisition of knowledge

Answer 18

cultures scaffold using different techniques and to varying degrees.

Answer 19

The working mind is analogous with a computer and consists of mental hardware and software.

Answer 20

The initial storage system where info is held for very short periods of time - unanalyzed form

Answer 21

Actively processes and holds information you are consciously thinking about or manipulating in the moment EX. remembering a phone number long enough to dial it Equivalent to RAM on computer that holds software

Answer 22

limitless, permanent storehouse with unlimited capacity for memories Equivalent to harddrive on computer

Answer 23

Coordinates the activities/information flow of higher order mental skills such as reasoning, problem solving and comprehension

Answer 24

1. Increased automaticity of certain skills e.g. playing guitar 2. Increased processing speeds facilitated by increased myelination = faster problem solving 3. use of better strategies for problem solving (use of heuristics : mental short cuts) 3. More effective executive functioning - ability to tune out distraction

Answer 25

Subgroup of IP theory that focuses on the specific networks and neural processing. Sees the mind as networks that generate regularized patterns as neurons register signals and pass on data through the combination of info networks and processing information

Answer 26

When children produce incorrect grammatical functions such as "goed" instead of "went"

Answer 27

The model shows how the brain learns and processes information in a way that is flexible, gradual and adaptive

Answer 28

Theory that children possess distinct domains that allow them to acquire knowledge of evolutionary importance. Idea that some knowledge is so important for survival that specialized systems have evolved that simplifies learning those forms of knowledge.

Answer 29

1. Understanding of objects and Properties 2. Understanding of living things 3. Understanding of People

Answer 30

Piaget - 18 months CK - 9 months - they fail the A-Not-B Test due to poor memory rather than object permanence

Answer 31

Measures how much infants know about the world: - shows children two outcomes to an event (expected vs unexpected) - measures how long the infant looks at each event - If an infant looks longer at the "impossible" or unexpected event, you can infer that they notice a violation and therefore have some understanding of expectation

Answer 32

Renee Baillergeon Study: Use of Minnies appearing and disappearing behind a screen Expected event: Minnie appears behind the screen and comes out the other side Unexpected event: an object appears in the middle of the screen which should block the Minnie from making it to the other side but the object passes through anyways (or so it appears) Result: Babies look longer at the unexpected event which suggests that they understand the concept of object permanence - babies are capable of representations as young as 3.5 months

Answer 33

concrete operational Piaget - acquires over time CK - born with this - at 6 months babies can categorize based on shape, colour, size - at 18 months, babies can physically sort objects based on categories

Answer 34

CK - acquires sooner than Piaget proposed - at 5 months, infants have knowledge of basic number concepts (can discriminate between 1 and 2 objects)

Answer 35

Five month olds are shown a toy animal on a stage, followed by a screen coming up to hide the animal The screen drops revealing either both objects (expected condition) or only one object (unexpected condition) Takeaway: Five month olds stare longer at the unexpected condition, suggesting that they expected there to be two objects and were surprised that there was only one This research does not indicate that infants this young can count per se but rather that they can recognize that two quantities are different from each other

Answer 36

"theory theorists" - similar to Piaget, believe children are like scientists in that they are testing their theories but that children can distinguish more clearly between psychological and physical events with age Emerges much earlier than proposed by Piaget

Answer 37

CT believe that knowledge of living things begins in infancy and that between 12-15 months infants have determined that animate objects are self-propelled By preschool, the child's knowledge has come to include knowledge about specific properties associated with living things: - movement - growth - internal parts - inheritance - illness - healing Children still attribute feelings to inanimate objects

Answer 38

The belief that living things and their parts exist for a purpose - echos animistic thinking in that children attribute their own intentions and goals to other living objects.

Answer 39

Belief that all living things have an essence that cannot be seen but that gives a living thing it's identity - dog has "dog-ness"

Answer 40

7 or 8 because the reluctance stems from goals directed motion as a property to living things.

Answer 41

idea that people's behaviour is often intentional

Answer 42

Children are not as egocentric as Piaget believes and that children become less egocentric between 18months-2 years old.

Answer 43

Belief that children have a naive understanding between mind and behaviour and proposed that children move through several phases during preschool years: 1. 3yrs children understand that people have different desires 2. children know that people can have different beliefs 3. Children understand that different experiences can lead to different states of knowledge 4. understand that behaviour is based on a person's beliefs about events and situations even when they are wrong 5. Understand that people may feel an emotion but show another

Answer 44

4 years old

Answer 45

They think that what they believe, everyone must believe

Answer 46

children lie for a number of different reasons - lying starts at 2yrs old

Unit 6: Theories of Cognitive Development Flashcards

(70 cards)