Life Span Human Development Test 3

Genetic epistemology

inherited origins of knowledge from infancy to adulthood

Constructivism

Constructing reality/knowledge based on experiences (active child) Skinners theory

Schemes

Organization of knowledge based on behavioral and mental

Assimilation

based on what know getting more information

Accommodation

change schema to account for new information (ex. infant distinguish trunks and motorcycles have names that isn’t just car)

Organization

taking all schemas and putting them together (ex. learning how to use each tool differently)

Equilibrium

children go thought same stages of schemes

Disequilibrium

imbalance of different routes of schemes

Qualitative 

different in one stage compared to other child

sensorimotor thought

infant is performing action based on senses

Phase 1 Simple reflexes

Phase 2 Primary circular reactions

Phase 3 Secondary circular reaction

Phase 4 coordination of secondary circular reactions

Phase 5 tertiary circular reactions

Phase 6 internalization of schemes

Sucking 0-1

repeating body sensation first experience by chance 1-4

infant coos to make the person stay 4-8

infant manipulates stick to bring toy in reach 8-12

curious + explore 12-18

copying others based on past viewed experience 18-24

Object Permanence

understand objects still exist when not seen, heard, or touched

Object Permanence - New Born

Object Permanence-1-4

Object Permanence 4-8

Object Permanence 8-12

Object Permanence 18-24Object Permanence 10-18

child will follow moving object

stare at place object was last seen

reach + grasp for object…search partically for hidden object

search for a completely hidden object…. A + B phenomenon

strong notion of object performance… problems with hidden displacement

no problem of hidden displacement

limitation

delayed imitation (don’t imitate right away)

Neonativism

new-physical approach evaluation done by others

Gibson + Spelke belief

Infant perceptual abilities are highly developed earlier in life

Baillargeon belief

Objects can not move through + objects exist still when hidden (3 months develop object performance)

Knowledge does not need to be constructed 

Infants are symbolic, have memory

Substantial knowledge about physical world

Pre-operational Stage

symbolic thought represent world with symbols

Pre-operational stage- Symbolic Function

mentally represent an object not present

limitations: egocentrism (inability to distinguish between a person’s perspective and someone else’s) + animism (giving life to objects)

Pre-operational stage- Intuitive thought

primitive: seeks answers to all sorts of questions (absence of rational thinking)

Pre-operational stage- Centration +limits of pre-operational thought 

Centration: focusing attention on one characteristic to the exclusion of others lacks conservation

Conservation: object or substance amount stays regardless of changing appearance (lack pre-operational stage)

Concrete

7-11

conservation present

A=C

Preoperational

2-6

lack of conservation because of centration

C>A

Concrete Operational Stage

can perform concrete operations, logical reasoning

consider multiple objects at once (4 apples + 2 apples=6)

Serration: placing objects in order, groups

Transitivity: Logically combine relations to reach a conclusion

Formal Operational Stage

abstract, idealistic, logical thinking (adolescents think like scientists with verbal problem solving increases)

reason what is possible + hypothetical

idealism + possibilities in thought

Formal Operational Stage- Hypothetical-deductive reasoning:

develop hypothesis

Formal Operational Stage- Adolescent Egocentrism

heightened self-consciousness of adolescents, which reflects their beliefs that others are interested in them as they are themselves

Imaginary audience

Personal Fable

Piaget and education

Take a constructivist approach

facilitate rather than direct learning

consider the child’s knowledge + level of thinking

use ongoing asseessment

Evaluating Piaget’s Theory: Contributions

Children are active, constructive thinkers

how children act on + adapt to their world

Evaluating Piaget’s Theory: criticisms

some estimate of children’s competence are inaccurate

not stage-like

effects of training underestimated

culture + education influence development

Piaget’s View on Cognitive Changes in Adulthood

knowledge increase

When is the highest formal operation reached?

Is formal operation still used in adults?

Labouvie Adult thought

realistic- viewing world + situations as is

universalist

applied/specific (major)

Labouvie: adolescent thought

idealistic- how things should be

specific in the context

general (HS)

Schale: Acquisition

Child + adolescent in a protected environment, assimilation of information, primarily

Schale: Achievement

Early adulthood less protected environment, achieve more potential, more accommodation, capability more defined, and metacognition

Schale: Responsible Stage

middle adulthood, planning ahead, responsible for toehrs, acts as mentors

Schale: Executive stage

middle adulthood, acts as leader, needs to know answers

Schale: Reintegration Stage

older adulthood, integrates at complex level, focus on simplification, meaningfulness motivation & consciousness decrease, less energy for other activities + others

Perry

Dualistic thinking adolescent of right or wrong

Multiple thinking adulthood, diversity of opinion, + egocentrism go down

relative subordinate thinking, using an evaluated approach

full relativism and truth is relative

fisher

abstract mapping: the capacity to relate to someone else

abstract systems: able to communicate back and +forth smoothly, coordination

system of abstract systems: happening across life cycle from an abstract system (unified whole)

Encoding

information gets into memory

Automaticity

process information with little to no effort

Strategy construction

discovering new procedure for new information

Metacognition

thinking about thinking

Selective attention

focusing on specific aspects of experience that is relevant

Divided attention

concentrating on more than one activity at a time

Sustain attention

maintain focus on selected stimulus prolonged period

executive attention

focus on action planning, goals, errors

Infancy

Habituation/Dishabituation

Joint attention

orienting/investigative process

decrease response to the stimulus after repeated presence/recovery of the habituated response, after changing the stimulus

7-8 months, individual focus on the same event

1. track someone else behavior

2. person directing anothers attention

3. reciprocal interaction

Childhood

preschool deficits

executive function + sustained attention from experience/education

1. Sailent versus relevant stimuli

2. Planfulness not seeing all details

Adolescence

multistasking

The processing of irrelevant info decreases

1. # of tasks increases

2. more info to attend to = distracting

3. process ability varies

Adulthood

hard to focus on relevant info

less adapted to selective attention

not good at divided attention (vision + environment distractors affect)