Karteikarten
Development
Karten in diesem Stapel (39)
- 1developmentcontinuity and change over life span
- 2Jerome Kaganstudied continuity;
adults categorized as inhibited (shy, timid, fearful) at age 2 show increased amygdala response to novel faces; categorize as inhibited or uninhibited (bold, sociable) - 3Preformationismorganisms develop from miniature versions of themselves; unformed adult in sperm, woman is incubator
- 4Precocialanimals born in advanced stage, because of environmental strain
- 5Altricialborn in vulnerable state; large head size might require this kind of development
- 6Genetic epistemiologystudy of the origins of knowledge
- 7ontogenyDiscredited theory that animals go through stages resembling or representing successive stages in the evolution of their remote ancestors
- 8constructivismchildren construct knowledge on the basis of their experiences with the world; baby is basically a scientist
- 9constructivist theory building/learning mechanismsassimilation
accommodation
equilibration - 10assimilationchildren translate info into form they can understand
- 11accommodationchildren revise current knowledge structures in response to new experiences
- 12equilibrationbalance assimilation and accommodation to create stable understanding
- 13reflexesbuilding blocks for future movement
- 14autostimulationrapid early development of human visual system in fetuses and newborns is facilitated by sleep and deprivation of external stimuli
- 15sensorimotorbirth to 2 years
Basic motor systems, sensory/perceptual systems, learning mechanisms
A not B (infants look under block a even though they saw the researcher move the toy under box b)
Object permanence not there - 16object permanenceobject continues to exist even when it cannot be observed
- 17preoperational(2-6 years)
Begin to represent experiences in language, imagery, symbolic thought
Cannot perform operations (reversible mental activities)
Focus on a single, perceptually-salient aspect of an event (centration)
Failure of conservation (changing form doesn’t change amount) (liquid, solid, or number), failure of transitivity (comparing two objects via intermediate object)
Egocentricity (Sally-Anne task/ False Belief Test (others can have false beliefs about the world));
Failure of appearance vs. reality - 18concrete operational6-12 years
can reason logically about concrete objects/events but have difficulty with abstract terms
failure in formal logic (polar white, see polar, what color is polar bear, i dunno)
systematic testing - 19formal operational12+
can think about abstractions and hypotheticals
can perform systematic operations to draw conclusions about the world - 20constructivist pedagogyconstructivism in classroom
"The theory suggests that humans construct knowledge and meaning from their experiences."
basically use active techniques (like experiments) to learn - 21challenges to piagetsmart babies (babies smarter than we think, just not motivated); focused too much on motor behaviors
de'calage (problem with stages) - 22liz spelke"suggested that human beings have a large array of innate mental abilities"
- 23renee bailargeonalso worked with infants and their cognitive development
- 24habituationused to test what infants know; see how infants direct attention when presented which particular stimulus; failure of expectations found to elicit more staring in babies through habituation;
reveals that infants know a lot more than we think - 25things babies know a lot aboutcoherence
continuity
contact - 26coherenceobjects exist across time and space;
ball behind divider, which falls flat --> ??? - 27continuityconsistent existence of something over a period of time (things can't exist in two places at once); man walking behind brick wall
- 28contactobject transfers energy to other object
- 29imitationbabies can imitate and recognize social agents
- 30forced-choice cracker testbabies chose higher quantity of crackers until there were 4 crackers vs. 2 crackers to choose from
- 31social agent intentionsmore interested in social agent's intention though; look longer if grab new object in same location than if grab same objet in different location
- 32core number system 1exact small number system; babies good with small numbers, bad with numbers bigger than 4
- 33application of weber's law to numberseasier to tell difference between small numbers than larger numbers that differ by same value (1,2 vs. 6,7)
- 34change detectionrelationship between change in intensity and original intensity is a constant
- 35core number system 2approximate large number system; good at approximate reasoning about large numbers, bad at precise discriminations between close numbers
- 36humans canreason exactly about small numbers and approximately about large numbers but not exactly about large numbers
- 37de'calagediscontinuity/gap;babies do not always behave egocentrically, can sometimes understand conservation, etc.; adults can make egocentric mistakes too; discontinuities in developmental timing
- 38horizontal facultiesrefers to mental processes as if they are interactions between faculties such as memory, imagination, judgement, and perception
- 39vertical facultiesclaims that the mental faculties are differentiated on the basis of domain specificity, are genetically determined, are associated with distinct neurological structures, and are computationally autonomous; knowledge built on foundation of core knowledge
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- Beschreibung
- Science Karteikarten am Development, erstellt von Sneha Mittal am 09/11/2016.
- Erstellt von
- Sneha Mittal
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