WK2 4-2 Cognitive Development

Question 1

in Piaget’s theory of cognitive development,
the cognitive systems that organise thinking
into coherent patterns so that al thinking
takes place on the same level of cognitive
functioning

Answer 1

mental structure

Question 2

focus on how cognitive abilities change with
age in stage sequence of development,
pioneered by Piaget and since taken up by
other researchers

Answer 2

cognitive-developmental approach

Question 3

concept that an innate, biologicaly based
program is the driving force behind
development

Answer 3

maturation

Question 4

How did Piaget’s view of children’s learning differ from the behaviourists’?

Answer 4

A:
Piaget believed that children actively construct their understanding of the world.

Unlike behaviourists—who saw children as passive recipients shaped by rewards and punishments—Piaget viewed children as active agents in their own development.

Question 5

cognitive structures for processing,
organising and interpreting information.

Answer 5

schemes

Question 6

Piaget proposed that the child’s construction of reality takes place
through the use of ——–

Answer 6

schemes

Question 7

The two processes involved in the use of schemes are

Answer 7

assimilation and accommodation .

Question 8

cognitive process of altering new information
to fit an existing scheme

Answer 8

assimilation

Question 9

cognitive process of changing a scheme to
adapt to new information

Answer 9

accommodation

Question 10

awareness that objects (including people)
continue to exist even when we are not in
direct sensory or motor contact with them

Answer 10

object permanence

Question 11

Q: What happens in Substage 1 of the sensorimotor period (0–1 month)?

Answer 11

A: Simple reflexes (e.g. sucking, grasping); mostly assimilation.

Question 12

Q: What happens in Substage 2 (1–4 months)?

Answer 12

A: Primary circular reactions – repeat chance body movements (e.g. hand in mouth).

Question 13

What happens in Substage 3 (4–8 months)?

Answer 13

A: Secondary circular reactions – repeat actions with external objects (e.g. kicking mobile).

Question 14

What happens in Substage 4 (8–12 months)?
A: Intentional actions and coordination of schemes (e.g. move hand to get toy).

Answer 14

A: Intentional actions and coordination of schemes (e.g. move hand to get toy).

Question 15

Q: What did Bailargeon’s ‘violation of expectations’ studies show about infants and object permanence?

Answer 15

A:
Even without motor movement, infants look longer at impossible events, suggesting they understand object permanence earlier than Piaget thought.

Question 16

Piaget’s theory and the research it inspired focuses on how thinking
changes with age. To Piaget, we do not simply expand our cognitive
capacity as we develop; we actualy

Answer 16

think differently at each life
stage.

Question 17

approach to understanding cognitive
functioning that focuses on cognitive
processes that exist at al ages, rather than
on viewing cognitive development in terms of
discontinuous stages

Answer 17

information-processing approach

Question 18

What are the three core capacities in the information-processing model of human thinking?

Answer 18

A: Attention, processing, memory

Question 19

gradual decrease in attention to a stimulus
after repeated presentations

Answer 19

habituation

Question 20

fo lowing habituation, the revival of attention
when a new stimulus is presented

Answer 20

dishabituation

Question 21

By
the end of the first year, they often notice what important people
around them are paying attention to and wil look or point in the same
direction

Answer 21

joint attention.

Question 22

Q: What are the three main scales in the Bayley Scales of Infant Development (Bayley-4)?

Answer 22

A:

Cognitive – attention, exploration

Language – understanding and using words

Motor – fine and gross motor skills

Question 23

What are the Bayley Scales mainly used for?

Answer 23

A:
As a screening tool to identify infants (16 days to 3½ years) with developmental delays—not for predicting later IQ.

Question 24

in assessments of infant development, the
overal score indicating developmental
progress

Answer 24

developmental quotient (DQ)

Question 25

Efforts to predict later inte ligence using information-processing approaches have shown greater promise. The focus of these approaches has been on ----------.

Answer 25

habituation

Question 26

special form of speech that adults in many cultures direct towards infants, in which the pitch of the voice becomes higher than in normal speech, the intonation is exaggerated and words and phrases are repeated

Answer 26

infant-directed (ID) speech

Question 27

innate responses to the physical and social environment, including qualities of activity level, irritability, soothability, emotional reactivity and sociability

Answer 27

temperament

Question 28

theoretical principle that children develop best if there is a good fit between the temperament of the child and environmental demands

Answer 28

goodness-of-fit

Question 29

emotions that require social learning, such as embarrassment, shame and guilt; also caled sociomoral or self-conscious emotions

Answer 29

secondary emotions

Question 30

expression of happiness in response to interacting with others, first appearing at age 2–3 months

Answer 30

social smile

Question 31

in infants, crying in response to hearing another infant cry, evident beginning at just a few days old

Answer 31

emotional contagion

Question 32

in Erikson’s psychosocial theory, the first stage of development, during infancy, in which the central crisis is the need to establish a stable attachment to a loving and nurturing caregiver

Answer 32

trust versus mistrust

Question 33

Bowlby’s theory of emotional and social development, focusing on the crucial importance of the infant’s relationship with the primary caregiver

Answer 33

attachment theory

Question 34

Secondary emotions are emotions that require social learning, such as embarrassment, shame and guilt. Secondary emotions are also called

Answer 34

sociomoral or self conscious emotions because infants are not born knowing what is embarrassing or shameful but have to learn this from their social environment.

Question 35

Three primary emotions are evident in the early weeks of life:

Answer 35

distress, interest and pleasure (Lewis, 2014).

Question 36

At first, infants are better at perceiving emotions by ------ than by -------- .

Answer 36

hearing than by seeing (Remember, their auditory system is more developed than their visual system in the early weeks of life. )