Adolescent development pt 2
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50 Terms
Q: How did Piaget believe children develop knowledge?
A: By constructing reality out of their experiences, mixing what they observe with their own ideas.
Q: What is equilibration in Piaget’s theory?
A: The balancing of assimilation (fitting reality into existing schemas) and accommodation (modifying schemas to fit reality).
Q: What is assimilation?
A: Interpreting new experiences in terms of existing schemas.
Q: What is accommodation?
A: Modifying existing schemas to fit new information.
Q: What drives cognitive development according to Piaget?
A: Equilibration — balancing assimilation and accommodation to resolve cognitive disequilibrium.
Q: What are Piaget’s four stages of cognitive development?
A: Sensorimotor, Preoperational, Concrete Operational, Formal Operational.
Q: What is the main feature of the sensorimotor stage (0–2 years)?
A: Infants learn through actions and senses; thought is tied to action.
Q: What major achievement emerges in the sensorimotor stage?
A: Object permanence — understanding objects exist even when out of sight.
Q: What is egocentrism in the sensorimotor stage?
A: The infant’s inability to take another’s perspective (the world disappears when they close their eyes).
Q: What is the main feature of the preoperational stage (2–7 years)?
A: Emergence of symbolic thought — using words and images to represent concepts.
Q: What limits preoperational thinking?
A: Egocentrism, centration (focusing on one feature), and lack of operations (mental transformations).
Q: What is the main achievement of the concrete operational stage (7–12 years)?
A: Understanding conservation (properties stay the same despite changes in form) and performing reversible mental operations.
Q: What logical ability develops in the concrete operational stage?
A: Transitivity — reasoning that if A > B and B > C, then A > C.
Q: What is the main feature of the formal operational stage (12+ years)?
A: Ability to think abstractly, reason with formal propositions, and test hypotheses systematically.
Q: What are 3 major criticisms of Piaget’s theory?
A:
Underestimated young children’s abilities.
Stages are not as rigid or consistent.
Downplayed cultural and environmental influences.
Q: What cultural findings challenge Piaget’s universality?
A: Children in different societies reach stages at different ages, depending on cultural practices (e.g., potter’s children understand clay conservation earlier).
Q: What does the transactional model emphasise?
A: The interplay between genetics and environment, with children and parents influencing each other’s behaviour over time.
Q: Give an example of the transactional model in practice.
A: A mother’s behaviour influences a child’s behaviour, which then changes how the mother reacts in the future (bidirectional influence).
Q: What is the key idea in Vygotsky’s theory?
A: Cognitive development is driven by social interaction and cultural context.
Q: What is the zone of proximal development (ZPD)?
A: The gap between what a child can do alone and what they can achieve with guidance from a skilled partner.
Q: According to Vygotsky, how do children learn?
A: Through collaboration, imitation, and interaction with parents, peers, and teachers.
Q: What does the information-processing approach focus on?
A: Continuous, quantitative changes in cognitive processes like memory and attention.
Q: What 5 factors drive information-processing development?
A: Processing speed, automatisation, knowledge base, cognitive strategies, and metacognition.
Q: What is automatisation?
A: The process of executing tasks more efficiently with less conscious effort.
Q: What is metacognition?
A: Thinking about one’s own thinking — monitoring and regulating cognitive processes.
Q: What do Neo-Piagetians integrate?
A: Piaget’s stage theory with the information-processing approach.
Q: What did Robbie Case argue was central to cognitive development?
A: Expansion of working memory capacity.
Q: How does working memory expansion enable development?
A: It allows children to hold and coordinate more dimensions of a problem (e.g., length & width in conservation tasks).
Q: What is a concern about multitasking in teenagers?
A: It may reduce deep learning and long-term focus.
Q: What are some benefits of action video games?
A: Improved attention, visual-spatial skills, and reading in dyslexic children.
Q: What is a potential risk of technology use in adolescence?
A: Increased reliance on instant gratification, possibly reducing ability to delay gratification.
Q: Are cognitive declines in later life global or selective?
A: Selective — some areas decline, while others remain stable or even improve.
Q: What is one of the clearest cognitive changes in ageing?
A: Psychomotor slowing — increased time to process and act on information.
Q: When does psychomotor slowing begin?
A: As early as the mid-20s, but usually noticed in the 50s or 60s.
Q: Why does slower processing speed affect reasoning and problem-solving?
A: Because it reduces time to process multiple pieces of information and limits working memory capacity.
Q: How does ageing affect working memory?
A: Simple short-term storage is intact, but complex working memory tasks (divided attention, multitasking) show decline.
Q: What neural changes contribute to working memory decline?
A: Reduced and less efficient activation of the prefrontal cortex; older adults recruit both hemispheres for tasks younger adults lateralise.
Q: Which aspects of long-term memory remain relatively intact with ageing?
A: Encoding with enough time, semantic knowledge, implicit memory, and wisdom.
Q: Which aspect of long-term memory is most affected by ageing?
A: Retrieval of explicit memories, especially recall (harder than recognition).
Q: What period of life provides the most vivid episodic memories for older adults?
A: Between ages 10–30 (reminiscence bump).
Q: How do older adults compensate for memory declines in everyday life?
A: They focus on gist rather than detail and use larger knowledge bases and strategies.
Q: How does ageing affect productivity at work?
A: Productivity does not decline with age; experience and strategies offset slower processing.
Q: What is the difference between fluid and crystallised intelligence in ageing?
A: Fluid intelligence peaks in young adulthood then declines; crystallised intelligence continues to grow until very old age.
Q: What did the Seattle Longitudinal Study find about cognitive ageing?
A: Most people do not decline significantly until their 60s or 70s; decline varies greatly between individuals.
Q: What is the "use it or lose it" principle in ageing?
A: Staying mentally and physically active helps preserve cognitive function.
Q: What role does education play in ageing and cognition?
A: More years of education early in life predict less cognitive decline later.
Q: What proportion of the Australian population has progressive, incurable dementia?
A: About 1%.
Q: What is the most common cause of dementia?
A: Alzheimer’s disease.
Q: What are the key brain changes in Alzheimer’s?
A: Tangled neurons, protein deposits, low acetylcholine, and hippocampal damage.
Q: Is Alzheimer’s influenced by genetics?
A: Yes — linked to genes on several chromosomes, including chromosome 21 (also implicated in Down syndrome).
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