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Child Development > Week 5 > Flashcards

Week 5 Flashcards

1
Q

Piagets general Assumptions

A
  1. Stage theory of development
  2. Domain-general mechanism
  3. Children as active agents
  4. Constructivist approach
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2
Q

Stage Theroy

A

Cognition develops through a series of distinct stages
-stages are invariant (same stages for all), universally experiences (everyone goes through all 4)
-children may go through stages at different speeds

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3
Q

Domain general

A

All cognitive abilities are linked

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4
Q

Children as Active Agents

A

-Children constantly seek out stimulation in their environment
-children are curious and responsible for their own development

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5
Q

Constructivist Approach

A

-Learn through construction to create whole action
-Children discover all knowledge of the world through their own actions

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6
Q

Assimilation

A

New experiences are readily incorporated into a child’s existing theories
-Specific to general

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7
Q

Accommodation

A

New experiences modify a childs theories
-General to specific

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8
Q

Schemas

A

Cognitive structures that help to organize information
-assimilation and accommodation happens continuously to build the most useful set of schemas for interacting with the world

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9
Q

What are the 4 stages of development according to Piaget

A
  1. Sensorimotor (0-2 years)
  2. Preoperational (2-7 years)
  3. Concrete Operational (7-11 years)
  4. Formal Operational (11-adulthood)
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10
Q

Sensorimotor Stage

A

-Infants learn through motor and sensory actions
-Inability to differentiate self from the world
-6 substages, characterized by increased intentionality, object knowledge and symbolic representation

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11
Q

Developments during the sensorimotor stage

A

FIRST MONTH
-limited to reflexes

AROUND 8 MONTHS
-First evidence of goal-directed behavior
-Understanding of cause-and effect
-Object permanence

BETWEEN 18-24 MONTHS
-new behaviors without trail-and-error
-Understanding you are different from others
-Symbolic representation
-Deferred imitation

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12
Q

Preoperational stage

A

-Defined largely by what children can’t do
-difficulty mentally manipulating items they see in the real world
-Fail to understand reversibility and conservation
-egocentrism

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13
Q

Concrete Operational

A

-Defined by ability to solve various conservation and reversibility tasks
-less influenced by outside appearance

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14
Q

Formal operational

A
  1. Reason abstractly
  2. Heightened metacognition (eg. Diaries)
    3.Generate ideas about things they have never before experienced
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15
Q

Limitations with Piaget’s Theory

A

-Underestimates infant’s abilities
-vague processes
-variability in performance not accounted for
-undervalues influence of sociocultural environment on cognitive development

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16
Q

Intersubjectivity

A

-shared understanding among participants in an activity
-learning happens through shared activities
-Social to internal

17
Q

Guided participation

A

Cognitive growth results from children’s involvement in structured activities with others who are more skilled than they are

18
Q

Zone of Proximal Development

A

-Difference between what a child can do alone and what he/she can do with the help of someone who is more capable

19
Q

Scaffolding

A

Experts who are sensitive to the abilities of the child respond contingently to the child’s reactions in the learning situation

20
Q

Information-Processing Theories

A

-Human Cognition consists of mental hardware and software

21
Q

Sensory Memory

A

-Raw, unanalyzed information held briefly
-Attention filters what information to pass on to working memory

22
Q

Working Memory

A

Ongoing cognitive activity
-necessary for switching tasks

23
Q

Long-term memory

A

-limitless permanent store of knowledge
-Similar experiences can update memories so not like permanent video record of your experiences but rather a way to re-activate neural networks involved in the original encoding
-recognition may be easier then retrieval with no cues

24
Q

Central Executive function

A

Inhibiting inappropriate behavior, switching tasks, updating working memory contents

25
Q

What does improvement in executive function allow for

A

-better use of strategies
-faster processing
-better attention
-better inhibitory control
-more cognitive flexibility

26
Q

Changes in speed of procressing

A

-young children require more time to complete cognitive tasks
-increased speed with aging due to increased myelination and pruning

27
Q

How does attention change with age

A

Increase attention span and increased selective attention

28
Q

Inhibition

A

the ability to prevent a cognitive or behavioral response

29
Q

What are some tasks that assess inhibitory control

A

-day/night
-simon says
-gift delay (marshmallow task)

30
Q

Cognitive flexabiltiy

A

ability to shift between sets of rules or tasks
-children often perseverate on a single action

Child Development (18 decks)

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