Untitled Flashcards Set
Piaget’s Theory of Cognitive Development - Flexible question-and-answer technique used to discover how children think about problems
Assimilation - Process of interpreting new experiences in terms of existing schemes or cognitive structures
Accommodation - Process of modifying existing schemes to better fit new experiences
Schemes - Set of rules or procedures that can be repeated and generalized across various situations
During their _______ year, children develop symbolic schemes. Second
4 Main Stages - Sensorimotor, preoperational, concrete operations, formal operations
Sensorimotor stage - Birth to 2
6 substages
Simple reflexes age range - Birth to 1m
First habits and primary circular reactions age range - 1-4m
Secondary circular reactions age range - 4-8m
Coordination of secondary circular reactions age range - 8-12m
Tertiary circular reactions, novelty, and curiosity age range - 12-18 months
Internalization of schemes age range - 18 to 24m
Simple reflexes example - Grasping and sucking, newborn suck reflexively when their lips are touched
First habits and primary circular reactions example - Repeating a body sensation first experienced by chance, then accommodating to that action differently
Secondary circular example - An infant coos to make a person stay near, when they leave the baby coos again
Coordination of secondary circular reactions example - Infant uses stick to bring attractive toy within reach
Tertiary circular reactions, novelty, and curiosity example - A block can be made to fall, spin, hit another object and slide across the ground
Internalization of schemes example - Infant who has never thrown tantrum sees another infant throw a tantrum/ infant throws tantrum next day
A not B error - Occurs when infants make the mistake of selecting a familiar hiding place (A) rather than a new hiding place (B) as they progress into substage 4 of the sensorimotor stage
Preoperational Stage - 2-7 yrs
Symbolic Function substage – Child gains ability to mentally represent an object that is not present, ages 2-4
Egocentrism - Associated with preoperational stage, the inability to distinguish between one's own perspective and someone else's perspective
Intuitive Thought substage - Child uses primitive reasoning and wants to know the answers to a lot of questions, ages 4-7
Major task/ Conservation - The idea that ceratin properties of an object/substance do not change when its appearance is altered (ex. Orange juice in a long vs short cup)
Why preoperational children are unable to conserve - Centration and static thought
Centration - Tendency to center attention on a single aspect of the problem
Static thought - Thought that is fixed on end states rather than changes that transform one state into another
Concrete Operational Stage - 7-11 yrs
Class Inclusion - Logical understanding that the parts are included in the whole
Formal Operational Stage - 11 yrs and forward
Hypothetical-Deductive Reasoning - Develop hypotheses, and systematically deduce which is the best path to follow in solving the problem
Imaginary Audience - Feeling one is the center of attention and sensing one is on stage
Personal Fable - Sense of personal uniqueness and invincibility
Vygotsky - Sociocultural perspective, cognitive development varies from society to society
Zone of Proximal Development - Gap between what a learner can accomplish independently and what they can accomplish with the guidance of a more skilled partner
Scaffolding - More skilled person gives structured help to a less-skilled learner
Private Speech - Speech to oneself that guides one's thought and behavior
Adult Cognition - Adults are likely to use formal operations in a field of expertise
Post-formal Thought - More complex than formal-operational stage
Memory - Ability to store and later retrieve info
The Memory System - Sensory register -> working memory (short term memory) -> long term memory
Two types of long-term memory - Explicit (declarative) and Implicit (nondeclarative)
Explicit long-term memory - Episodic, semantic, autobiographical
Implicit long-term memory - Priming, skills, habits, classical conditionings
Types of assessments for explicit memory - Free Recall, Cued Recall, Recognition
Free Recall memory - Requires active retrieval without the aid of cues
Cued Recall memory - Recall with hints
Recognition memory - Recognition among the options
Damage to hippocampus - Causes significant impairments in creating new episodic memories
Anterograde Amnesia - Unable to form new memories
Retrograde Amnesia - Loss of memory of info and events that happened prior to damage
Infantile Amnesia - We retain very few autobiographical memories of events that occurred during the first few years of life
Reasons why memory increases - Changes in basics capacities, memory strategies, increased knowledge about memory, world, increased use and accuracy of memory strips
Adulthood/Aging - Developing expertise, memory loss, forgetfulness, slower to retain info
Tip-of-the-Tongue (TOT) phenomenon - Experience of being temporarily unable to recall a familiar word
Learning - The acquisition of knowledge and skills from experience
Classical Conditioning - You associate a neutral stimulus with a naturally occurring stimulus causing you to eventually react to the neutral stimulus, learning by association
Classical conditioning should be associated with ____. Pavlov
Operant conditioning should be associated with ________. BF Skinner
Operant Conditioning - A learners behavior becomes either more or less probable depending on the consequences it produces, rewards increase behavior punishments decrease behavior
Social Learning Theory - Learning by observing the behavior of other people
Social cognitive theory - Humans learn behaviors through observation and interaction with others
Ways of assessing memory in infancy - Habituation, operant conditioning, imitation
Habituation - Learning not to respond to a repeated stimulus
Operant conditioning (Rovee-Collier – mobile studies) - 2-3 months old infants demonstrating memory, infants remember best when they have repeated exposures to what they need to remember, they are given cues to help them remember, early memories are cue-dependent and context-specific
Deferred Imitation - Ability to imitate a novel act after a delay, which clearly requires memory ability
When does deferred imitation happen? Early as 3 months, clearly present at 6 months
Adolescence - Perform cognitive operations faster than children do, have greater functional use of their working memory, elaboration is mastered
What improves during adolescence? Metacognition / Metamemory
Metacognition - Knowledge of the human mind and of the range of cognitive processes
Metamemory - Knowledge of memory and the process of memory
Expertise - Comes during adulthood
Intelligence Testing - Original tests created to assess those who could benefit from formal education
Mental Age (MA) – Individuals level of mental development relative to others
Chronological Age (CA) - The age from birth
IQ – Intelligence quotient
Average IQ is 100 at every age
Extremes - Intellectual disability (IQ of 70 and below) Giftedness (IQ of 130 and above)
Intellectual disability - Disease/ disorder
Giftedness - Not linked to mental disorders, genius IQ 145+
Wechsler Intelligence Scales - WISC-V, WAIS-IV, WPPSI-IV
WISC - Wechsler Intelligence Scale for Children
WAIS - Wechsler Adult Intelligence Scale
WPPSI - Wechsler Preschool and Primary Scale of Intelligence
Flynn Effect - Generational increase in IQ scores, phenomenon over the 20th century
Garner’s Multiple Intelligences - 8 subtypes: verbal/linguistic, mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist
Sternberg’s Triarchic Theory of Intelligence - Analytical, creative, practical
Creativity - Ability to think about something in novel and unusual ways and to come up with unique, good solutions to problems
Emotional Intelligence (EQ) - Focuses on interpersonal, intrapersonal, and practical aspects of successful functioning
Crystallized intelligence - Acquired through schooling and other life experiences
Fluid intelligence - Ability to use your mind actively to solve novel problems
Language - Consists of the words used by a community and the rules for varying and combining them, a form of communication
Noam Chomsky – Linguist Noam Chomsky proposed that humans are biologically prewired for language
LAD – language acquisition device - Born with it, enables detection of rules of language, such as syntax
Aphasia - Caused by damage to Broca's area, causes a loss or impairment of language processing
Broca’s area - Left frontal lobe near temporal area
Wernicke’s area - Left temporal lobe near occipital area
Phonology - Sound system of the language - sounds and combinations
Phoneme - Basic unit of sound in a language
Morphology – The units of meaning involved in word formation
Morpheme - Can be combined into words
Language milestone at birth - Crying
Language milestone at 2-4 months - Cooing begins
Language milestone at 5 months - Understands first word
Language milestone at 6 months - Babbling begins
Language milestone at 7-11 months - Change from universal linguist to language-specific listener
Language milestone at 8-12 months - Uses gestures such as showing and pointing, comprehension of words appears
Language milestone at 13 months - First word spoken
Language milestone at 18 months - Vocabulary spurt starts
Language milestone at 18-24 months - Uses of two-word utterance
Telegraphic speech - The use of short and precise words without grammatical markers such as articles, auxiliary verbs, and other connectives
Child-directed speech - Language spoken in higher pitch than normal, with simple words and sentences
Strategies adults use with children - Recasting, expanding, labeling
Recasting - rephrasing something the child has said in a fully grammatical sentence
Expanding - restating what the child has said, in a linguistically sophisticated form, to add information
Labeling - identifying the names of objects.
Early childhood - By the time children move beyond two-word utterances, they demonstrate knowledge of morphology rules, gains in syntax, learns to change speech style to situation
Overextension - applying a word to objects that are incorrect for the word’s meaning
Underextension -applying a word too narrowly
Overregulation -extending rules to irregular case
Childhood - Reading development - Recognizes whole words, use context of what they are reading to guess meaning of words
Whole language- Recognize whole words - use context of what they are reading to guess the meanings of words
Phonics approach - basic rules for translating written symbols into sounds