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Problem 1 - DONE Flashcards

cognitive development

1
Q

themes in child development

A
  • nature and nurture
  • active/passive child
  • continuity/discontinuity
  • individual differences
    (- mechanisms of developmental change)
    (- sociocultural context)
    (- research on children’s welfare)
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2
Q

nature and nurture - how do nature and nurture together shape development?

A
  • constant interaction of our genes and our environment
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3
Q

nature

A
  • biological endowment
  • genes we receive from our parents
  • -> influences every aspect of our make-up (broad characteristics to specific preferences)
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4
Q

nurture

A
  • environments that influence our development
  • both physical and social
  • -> homes we grew up in, schools
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5
Q

active child - how do children shape their own development?

A

children’s contribution can be seen in multiple ways

  • -> increasing contribution with increasing age (choose environments etc.)
  • attentional patterns: selection of what to pay attention to (mother)
  • language use: internal motivation to practice talking
  • play: internal motivation to play with themselves
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6
Q

continuity/discontinuity - in what ways is development continuous and in what ways is it discontinuous?

A
  • depends on how you look at development + how often you look
  • -> parents and more distal relatives have different views
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7
Q

continuous development

A
  • idea that changes with age occur gradually, in small increments
    = pine tree growing taller and taller
    –> skill by skill rather than unified way
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8
Q

discontinuous development

A
  • idea that changes with age include occasional large shifts
    = transition from caterpillar to cocoon to butterfly
    –> stage theories = propose that development involves a series of discontinuous, age-related phases (Piaget, Freud, etc.)
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9
Q

mechanisms of developmental change - how does change occur?

A
  • brain activity
  • genes
  • learning experiences
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10
Q

sociocultural context - how does the sociocultural context influence development?

A
  • sociocultural context = physical, social, cultural, economic and historical circumstances that make up any child’s environment
    —> influences every aspect of children’s development
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11
Q

individual differences - how do children become so different from one another?

A
  • genetic differences
  • differences in treatment by parents and others
  • differences in reactions to similar experiences
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12
Q

research and children’s welfare - how can research promote children’s well-being?

A
  • improved understanding leads to practical benefits
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13
Q

Jean Piaget’s theory of cognitive development

A
  • swiss developmental psychologist
  • between birth and adolescence children go through four stages of cognitive growth, each characterised by distinct intellectual abilities and ways of understanding the world
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14
Q

view of children’s nature - Piaget

A
  • active child
    1. constructivist = constructing knowledge for themselves in response to their experiences
    2. learn on their own (not depending on instructions from adults)
    3. intrinsic motivation to learn + do not need extrinsic motivation

–> little scientists, trying to understand the world on their own; intent on mastering physical, mathematical, logical concepts that are the same in all times and places; qualitative changes in thinking

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15
Q

central developmental issues

nature and nurture - Piaget

A

nurture: every experience the child encounters
nature: child’s motivation to meet two basic functions that are central to cognitive growth
- adaptation = tendency to respond to the demands of the environment in ways that meet one’s goals
- organisation = tendency to integrate particular observations into coherent knowledge

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16
Q

central developmental issues

sources of continuity - Piaget

A
  • scheme = organised pattern of thought or behaviour
  • assimilation = interpreting new ideas or experiences to fit existing schemes
  • accommodation = changing existing schemes to fit new ideas or experiences
  • equilibrium = balancing assimilation and accommodation to create stable understanding
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17
Q

phases of equilibrium

A
  1. equilibrium: children are satisfied with their understanding of a phenomenon –> children do not see any discrepancies
  2. disequilibrium: new information leads children to perceive that their understanding is inadequate –> recognise shortcomings
  3. more stable equilibrium: more sophisticated understanding that eliminates the shortcomings of the old one
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18
Q

central developmental issues

sources of discontinuity - Piaget

A
  • products of basic human tendency to organise knowledge into coherent structures
  • -> stages of cognitive development
19
Q

stages of cognitive development - Piaget

A
  1. sensorimotor stage
  2. preoperational stage
  3. concrete operational stage
  4. formal operational
20
Q

central properties of stage theory - Piaget

A
  • qualitative change: children of different ages think in qualitatively different ways
  • broad applicability: type of thinking characteristic of each stage influences children’s thinking across diverse topics and contexts
  • brief transitions: before entering a new stage, children pass through a brief transitional period in which they fluctuate between the type of thinking characteristic of the new and old one
  • invariant sequence: everyone progresses through stages in the same order and never skips a stage
21
Q
  1. sensorimotor stage
A

birth to age 2 years

- period in which intelligence is expressed through sensory and motor abilities

22
Q

properties of sensorimotor stage

A
  • reflexes are essential
  • lack of object permanence (younger than 8 months) = knowledge that objects continue to exist when they are out of view
  • A-not-B-error = tendency to reach for a hidden object where it was last found rather than in the new location where it was last hidden
  • deferred limitation (18 to 24 months) = repetition of other people’s behaviour a substantial time after it originally occurred
23
Q
  1. preoperational stage
A

ages 2 to 7 years

- period in which children become able to represent their experiences in language, mental imagery, symbolic thought

24
Q

properties of preoperational stage

A
  • development of symbolic representations = use of one object to stand for another (using a banana to represent a telephone)
  • egocentrism = tendency to perceive the world solely from one’s own perspective
  • centration = tendency to focus on a single perceptually striking feature of an object or event; exclusion of other less striking facts
  • -> conservation
  • animism = belief that inanimate objects have feelings as they do
25
Q
  1. concrete operational stage
A

ages 7 to 12 years

- period in which children become able to reason logically about concrete objects and events

26
Q
  1. formal operational stage
A

ages 12 years and beyond

  • period in which people become able to think about abstractions and hypothetical situations
  • not all individuals attain this stage
27
Q

strengths - Piaget

A
  • very influential approach to cognitive development
  • good overview + countless fascinating observations of what children’s thinking is like at different points in development
  • plausible and appealing perspective on children’s nature
  • broad spectrum of developments
  • covers entire age span from infancy through adolescence
28
Q

weaknesses - Piaget

A
  • stage model: children’s thinking as being more consistent than it is - infants and young children are more cognitively competent
  • understates contribution of social world to cognitive development
  • -> child’s cognitive development reflects the contributions of other people + broader culture
  • vague about the cognitive process that give rise to children’s thinking + mechanisms that produce cognitive growth
29
Q

Lev Vygotsky’s social constructivism

A
  • fission psychologist

- approach that cognitive development must be explained as products of social interactions

30
Q

view of children’s nature - Vygotsky

A
  • social beings, shaped by, and shaping, their cultural contexts —> products of culture
  • internalisation-of-thought process
  • teachers and learners

–> intertwined with other people who are eager to help them gain skills and understanding; intent on participating in activities that happen to be prevalent in their local setting; continuous, quantitative changes

31
Q

central developmental issues

guided participation - Vygotsky

A
  • process in which more knowledge individuals organise activities in ways that allow less knowledgeable people to learn
  • improve skill at the task
  • occurs in broader cultural context –> interaction with others + cultural tools
32
Q

central developmental issues

intersubjectivity - Vygotsky

A
  • mutual understanding that people share during communication
  • effective communication –> focus on same topic + reaction is being communicated
  • joint attention = process in which social partners intentionally focus on a common referent in the external environment –> at the heart of intersubjectivity
33
Q

central developmental issues

social scaffolding - Vygotsky

A
  • process in which more competent people provide a temporary framework that supports children’s thinking at a higher level than children could manage on their own
  • explaining goal of the task, demonstrating how the task should be done, helping the child execute the most difficult parts
34
Q

educational applications - Vygotsky

A
  • change culture of schools

- community-of-learners program (Experten Gruppen)

35
Q

domains in developmental psychology

lecture

A
  • physical development = hardware; body development, brain development (nature)
  • cognitive development = software; functional brain development ( perceptual, emotional, language, social and moral development)
36
Q

stages of sensorimotor stage - Piaget

lecture

A
  • reflexive schemes
  • primary circular reactions
  • secondary circular reactions
  • coordination of secondary circular reactions
  • tertiary circular reactions
  • mental representation
37
Q

sensorimotor stages

  1. reflexive schemes
A
  • birth - 1 month

- newborn reflexes

38
Q

sensorimotor stages

  1. primary circular reactions
A
  • 1 - 4 months
  • simple motor habits entered around own body
  • baby sucks thumb
39
Q

sensorimotor stages

  1. secondary circular reactions
A
  • 4 - 8 months
  • repeat interesting effects un surroundings
  • baby coos –> action gets a response from another person –> repeating original action
  • peek-a-boo fascination disappears –> object permanence emerges
40
Q

sensorimotor stages

  1. coordination of secondary circular reactions
A
  • 8 - 12 months
  • intentional, goal-directed behaviour, object permanence
  • A-not-B-error
41
Q

sensorimotor stages

  1. tertiary circular reactions
A
  • 12 - 18 months
  • explore properties of objects through novel actions
  • baby steps on rubber duck –> duck squeaks –> action gets one pleasing result –> perform similar action
42
Q

sensorimotor stages

  1. mental representations
A
  • 18 moths - 2 years
  • internal depictions of objects or events
  • deferred imitation
43
Q

central developmental issues

zone of proximal development - Vygotsky

lecture

A
  • tasks that a child can complete with the guidance and assistance of adults or more-skilled children

development (9 decks)

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