Cognitive Development, Motivation, and Brain Development

Flashcards covering cognitive models of learning and memory, cognitive development, constructivist views of learning, motivation and engagement, brain and physical development, and personal, emotional, and social development.

Information Processing Model

Views human cognition as similar to computer processing, highlighting sensory, working, and long-term memory stages.

Sensory Memory

Brief storage of sensory impressions, including iconic (visual) and echoic (auditory) memory.

Working Memory

Limited capacity system for temporarily holding and manipulating information.

Long-term Memory

Relatively permanent storage with vast capacity, divided into explicit/declarative and implicit/procedural systems.

Explicit/Declarative Memory

Conscious recall of facts and events, including episodic (personal experiences) and semantic (general knowledge).

Implicit/Procedural Memory

Unconscious memory for skills, habits, and conditioning.

Declarative Knowledge

"Knowing that" - facts, concepts, propositions, explicitly accessible.

Procedural Knowledge

"Knowing how" - skills, procedures, action sequences, often unconscious.

Conditional Knowledge

"Knowing when and why" to use knowledge, crucial for problem-solving.

Schema Theory

Knowledge is organized in mental frameworks; new information is interpreted through existing structures.

Cognitive Load Theory

Working memory has limited capacity; learning is impaired when this capacity is exceeded.

Intrinsic Cognitive Load

Inherent to task complexity.

Extraneous Cognitive Load

Imposed by instructional design.

Germane Cognitive Load

Relevant to schema construction.

Levels of Processing

Deeper processing of information leads to better memory retention.

Dual Coding Theory

Information encoded both verbally and visually is better remembered.

Social Cognitive Theory

Learning occurs in social contexts through observation, attention, retention, reproduction, and motivation.

Constructivism

Knowledge is actively constructed rather than passively received.

Cognitive Constructivism

Individuals construct knowledge through cognitive development and interaction with their environment.

Assimilation

Incorporating new information into existing schemas.

Accommodation

Modifying existing schemas to fit new information.

Equilibration

Seeking cognitive balance when new information challenges existing understanding.

Sensorimotor Stage

Learning through senses and motor actions (0-2 years).

Preoperational Stage

Symbolic thinking emerges, but reasoning is intuitive rather than logical (2-7 years).

Concrete Operational Stage

Logical thinking about concrete events (7-11 years).

Formal Operational Stage

Abstract and hypothetical thinking (11+ years).

Social Constructivism

Learning occurs primarily through social engagement.

Zone of Proximal Development (ZPD)

The gap between what a learner can do independently versus with guidance.

Scaffolding

Temporary support provided by more knowledgeable others.

Radical Constructivism

Each learner builds a unique understanding; knowledge is judged by how well it works.

Constructionism

Learning through making and creating tangible objects.

Problem-Based Learning

Complex, open-ended problems drive the learning process.

Inquiry-Based Learning

Learning begins with questions, problems, or scenarios.

Discovery Learning

Students explore materials and situations to discover key principles.

Project-Based Learning

Extended projects centered around driving questions and creation of artifacts.

Collaborative Learning

Knowledge construction through social negotiation.

Reflective Practice

Metacognitive activities that promote awareness of learning processes.

Behaviorist Views on Motivation

Focuses on external stimuli and reinforcement as drivers of behavior.

Operant Conditioning

Behavior followed by reinforcement increases; behavior followed by punishment decreases.

Extrinsic Motivation

External rewards or punishments drive behavior.

Cognitive Views on Motivation

Emphasizes mental processes, beliefs, and expectations that influence motivation.

Attribution Theory

Focuses on how people interpret causes of success and failure.

Expectancy-Value Theory

Motivation depends on expectancy (belief in ability to succeed) and value (importance, interest).

Humanistic Views on Motivation

Focuses on psychological growth, self-fulfillment, and meeting human needs.

Self-Determination Theory (SDT)

Identifies autonomy, competence, and relatedness as fundamental psychological needs that drive intrinsic motivation.

Self-Efficacy

Belief in one's capability to succeed at specific tasks.

Mastery Goals

Focus on developing competence and understanding.

Performance-Approach Goals

Focus on demonstrating competence relative to others.

Goal Setting Theory

Effective goals are specific, measurable, challenging, relevant, and time-bound.

Flow Theory

Describes optimal engagement experiences where people become fully immersed in challenging activities.

Synaptic Plasticity

Strengthening or weakening of existing connections.

Structural Plasticity

Formation of new synapses and neurons.

Functional Plasticity

Brain regions adapting to perform new functions.

Erikson's Psychosocial Development Theory

Erikson's theory proposes eight stages of psychosocial development, each with a crisis to resolve.

Trust vs. Mistrust

Developing basic trust in caregivers and the world (Birth to 1 year).

Autonomy vs. Shame and Doubt

Developing a sense of personal control and independence (1-3 years).

Initiative vs. Guilt

Taking initiative in activities and developing purpose (3-6 years).

Industry vs. Inferiority

Developing competence and perseverance (6-12 years).

Identity vs. Role Confusion

Developing a coherent sense of self and personal identity (12-18 years).

Intimacy vs. Isolation

Forming close, committed relationships (Young adulthood).

Generativity vs. Stagnation

Contributing to society and guiding the next generation (Middle adulthood).

Integrity vs. Despair

Reflecting on life with a sense of fulfillment and acceptance (Late adulthood).

Marcia's Identity Status Theory

Expanding on Erikson, Marcia proposed four identity statuses based on exploration and commitment.

Identity Diffusion

Low exploration, low commitment; lack of clear direction.

Identity Foreclosure

Low exploration, high commitment; commitments made without meaningful exploration.

Identity Moratorium

High exploration, low commitment; actively exploring alternatives but delaying commitment.

Identity Achievement

High exploration, high commitment; commitments made after thoughtful exploration.

Attachment Theory

Bowlby’s theory states that children are biologically predisposed to form attachments for survival and models influence future relationships.

Strange Situation Procedure

Structured lab observation assessing attachment quality through separations and reunions.

Secure Attachment

Uses caregiver as secure base, shows distress when separated, seeks comfort upon reunion.

Insecure-Avoidant Attachment

Limited distress during separation, avoids caregiver upon reunion.

Insecure-Ambivalent/Resistant Attachment

Extreme distress during separation, seeks contact but resists comforting upon reunion.

Disorganised/Disoriented Attachment

Contradictory, confused behaviors; fear or disorientation toward caregiver.

Rothbart's Temperament Framework

Mary Rothbart defines temperament as constitutionally based individual differences in reactivity and self-regulation, influenced by heredity, maturation, and experience