human development exam 2

Piaget’s Theory of Cognitive Development

Constructivist Theory - children are little scientists

schemas

mental models of how things work

adaptation

the cognitive process of adjusting to new information to better function in the world

assimilation

used during equilibrium, taking new info and putting it into a preexisting mental framework or schema

accomadation

prompted by disequilibrium, modifying or creating a schema to fit a new piece of information since it doesn’t fit into a preexisting one

sensorimotor stage

birth-18 months, action schemes, object permanence

action schemes

we explore the world with our senses and motor skills

object permanence (during sensorimotor stage)

Infants operate on an "out of sight, out of mind" basis; if an object is hidden, they do not search for it

preoperational stage

18 months - 6 years, mental representations of actions (language and fantasy play), cannot perform mental operations, lack conservation

concrete operational stage

6-12 years, Gain capacity to use logic to solve problems about concrete objects and situations

formal operational stage

12 years -, mental operations form a logical system which can be applied to ideas, hypothetical as well as to concrete and real life problems

egocentrism (preoperational)

the cognitive tendency to view situations primarily from ones own perspective and struggle with understanding or considering teh distinct viewpoints of others

conservation

a childs logical understanding that an objects core properties stay the same even if their outward appearance has changed, water in two different glasses

centration (preoperational limit)

focus on one aspect of stimulus and neglect others

irreversibility (preoperational limit)

cannot mentally reverse a set of steps

egocentrism (formal operational)

imaginary audience, personal fable

cognitive development in adulthood

postformal thought, dualistic thinking, relativistic thinking, reflective judgement

postformal thought

integrates abstract reasoning with practical considerations: multiple causes and solutions, all problems involve uncertainty

dualistic thinking

knowledge is a collection of facts with right and wrong with no in between

relativistic thinking

most knowledge is viewed as relative

reflective judgment

perspectives can be evaluated according to criteria and evidence; reasoning that synthesizes contradictions among perspectives; cognitive affective complexity

metacognition

the ability to be aware of, understand, and take notes of changes in ones own cognitive processes

Vygotsky’s Sociocultural perspective

children are little apprentices, We are embedded in a context that shapes how we think and who we become

scaffolding

assistance that permits the child to bridge a gap between their current competence level and the task at hand

zone of proximal development

the gap between a childs competence level and what they can do with assistance

cultural tools

physical items (books) and psychological things (language) that mediate and enable thinking and learning

view of private speech

Culture as a Mediator of Cognitive Structuring, From Intermental to Intramental, Inner Speech

fixed mindset

knowledge is fixed

growth mindset

skill/knowledge can be built

encourages a fixed mindset

Praise that draws attention to the end product OR fixed quality of the child

encourages a growth mindset

praise draws attention to the :

– effort

– enthusiasm

– ideas

– concentration

– persistence, and

– problem-solving approach

Nicolas Carr, The Shallows - view of internet

Use it or lose it, reduced concentration, diminished memory

Dauch, Toys and Cognitive Development

less toys = longer focus, more creative and complex way of playing

language

a form of communication, whether spoken, written, or signed, that is based on a system of abstract symbols with specific conventions

5 basic components of language

phonology, morphology, semantics, syntax, pragmatics

phonology

knowledge of sounds used in a given language

morphology

understanding the ways that sounds can be combined to form words

semantics

meaning or content of words and sentences

syntax

rules by which words are to be combined to form sentences

pragmatics

understanding how to use langauge to communicate effectively

learning theory approach

views langauge as a learned skill

nativist approach

views language as an innate skill

interactionist perspective

views language as best of both theories (nurture and nature)

infant directed speech

Short sentences

High pitch

Exaggerated expression

Clear pronunciation

Distinct pauses

Clear gestures

Repetition

word gap

children from low SES families hear 30 million fewer words by the time they are 3 years old

language serve and return interactions

parent response patterns that is warm, consistent, and contingent in the infants actions and linked with positive language development in infants across cultures

language acquisition device

children are prepared by nature with teh ability to detect the sounds of language and to detect and follow language rules

animal language

animals are unable to fully learn our language, we are the only ones biologcaly designed to do so

broca’s area

an area of the brain’s left frontal lobe that directs muscle movements involved in speech production

wernicke’s area

an area of the brain’s temporal lobe involved in language comprehension

interactionist view of language development

1. Biological preparedness,

2. Language environment,

3. and motivation to understand and be

understood

help children discover the functions and

patterns of language.

Biological perspective on attachment behaviors

closeness seeking behaviors are a result of classical conditioning and the need for food

what did harry harlows monkey study say?

closeness seeking behaviors are not linked to food and they are a seperate need

care seeking system (bowbly)

instinct to seek proximity to a specific person who will comfort, protect, and organize ones feelings

exploratory system (bowbly)

instinct to follow one’s innate curiosity and desire for mastery, when it feels safe to do so

caregiving system

instinct to monitor a specific person and to comfort or organize that persons feelings

benefits of secure attachment

Emotional

• Emotional Regulation

• Self-esteem

Cognitive

• School Performance

Social

• Social skills

• Less aggression

secure relationship

parent - responsive to needs

child - uses parent as a safe haven

has a secure IWM

avoidant attachment

parent - unresponsive to child’s needs

child - shows insecurity by avoiding parent

Dismissing IWM

anxious attachment

parent - inconsistently responsive

child - clings to caregiver, then resists by fighting against the closeness

Preoccupied IWM

internal working model of attachment

understanding that your caregiver is there for you and that you are worth it

earned secure

developing a secure IWM as we age

easy temperament

frequently in a positive mood, even-tempered. open, adaptable, regular, and predictable in biological functioning

difficult temperament

active, irritable, and irregular in biological rhythms

slow to warm up temperament

inactive, moody, and slow to adapt to new situations and people

goodness of fit

fit between a childs temperament and the environment - how responsive is the parent to the childs temperament

emotional regulation

the ability to regulate emotional states and responses

6 months - use gaze aversion

12 months - use self-soothing

18 months - use distraction and active attempts

co-regulation

Sensitive and responsive interactions that provide the support, coaching, and

structure children need to understand, express, and control their thoughts, feelings and

behaviors

self conscious emotions

complex psychological feelings that require self-awareness, the concept of a "self," and the ability to judge one's behavior against social norms, rules, or goals (15-36 months)

primary emotions

our most fundamental, hardwired, and immediate initial reactions to an event or situation

socioemotional selectivity theory

a life-span theory of motivation that states human goals change based on perceived time horizons rather than chronological age alone

the development of empathy (Damon)

Early Infancy – Global Empathy: Mirror Neurons

• 1-2 years – Egocentric Empathy: genuine feelings of concern, but can’t translate into

action

• Early childhood – Perspective Taking: aware of others’ perspectives allows more

appropriate responses

• 10-12 years– Refined Empathy: empathy for people in unfortunate circumstances,

humanitarianism

mirror nuerons

enables us to learn from observation and to feel others’ feelings

psychoanalytical perspective

Id: Instincts for pleasure and

Aggression; seeks immediate

gratification

Ego: The self that learns to delay

gratification

Superego:

• Ego Ideal: Motivates us with

Pride

• Conscience: Motivates us

with Guilt

social learning perspective

shows consistency between words and actions, importance of self-regulation

self-regulation

conscious control of feelings, thoughts, and behavior

influences of prosocial behavior

developmental: associated with cognitive maturation, self-regulation, and perspective taking

parenting: secure attachment, authoritative parenting

high levels of empathy

social and cultural norms: collectivist cultures

prosocial behavior

voluntary behavior intended to benefit others

development of aggression

instrumental aggression, physical aggression declines as they age

instrumental aggression

a means to an end, lack of self-regulation not out of anger

relational aggression

seen more in girls, hurting peoples image or their relationships with others

physical aggression

seen more in boys, getting in fights

disorganized attachment

parent is frightening or frightened, child has no strategy for dealing with attachment needs until the age of 3

strategies for attachment needs gained by 3 years old

controlling-aggressive

controlling-caregiving

preconventional level (kohlberg)

rigid view of rules/laws, something is wrong if you would get punished for it

conventional level

laws are important to make sure that there is no chaos

postconventional level

something is morally wrong if it is harmful/unfair