Flashcards
Cognitive Development
Cards in this deck (61)
- 1Piaget Building Blocks SchemaMental ideas about actions, objects and situations
e.g. holding a pen - 2Piaget Building Blocks OperationsA combination of schemas
e.g. writing with a pen - 3Piaget Building Blocks AssimilationUsing existing schemas to deal with a new situation
e.g. writing with a pencil - 4Piaget Building Blocks AccommodationWhen an existing schema can't deal with a new situation and must be adapted
e.g. writing with a fountain pen - 5Piaget Building Blocks EquilibriumA period of stability when an existing schema can be used through assimilation
e.g. being able to write with a pencil - 6Piaget Building Blocks DisequilibriumA period of instability when an existing schema can not be assimilated
e.g. being able to write with a fountain pen - 7Stages of Intellectual Development Sensorimotor Stage (0-2 years)Object permanence develops at 9 months
- 8Stages of Intellectual Development Pre-operational Stage (2-7 years)Animism occurs
Egocentrism occurs
Language develops
Inability to conserve - 9Stages of Intellectual Development Concrete Operations (7-11 years)Class inclusion develops
Able to cconserve - 10Stages of Intellectual Development Formal Operations (11+ years)Logical thinking occurs
- 11Object permanenceThe ability to recognise that something or someone still exists when it is out of sight
- 12AnimismThe idea that objects have feelings and intentions
- 13EgocentrismThe inability to see from another's viewpoint, only seeing from your own perspective
- 14ConservationKnowing that quantities stay the same despite the change in appearance
- 15Class InclusionUnderstanding how categories of objects relate to each other
e.g. apple, banana, peach, strawberry (fruit) - 16Ball and Blanket Study Supports object permanenceThe experiment found that when the child was shown the toy and it was covered, those around 9 months appeared to have no interest in the hidden objet and acted as though it didn't exist, only after 9 months did they move the cloth to find the object
- 173 Mountain's Study Supports egocentrismThe experiment found that children under 7 were unable to show another's viewpoint in all 3 conditions where they had to describe a dolls viewpoint, they tended to choose their own viewpoint
- 18Beakers Study Supports the ability to conserveThe experiment found that when the children were given two equal volumes but one was in a tall glass and another in a wide glass, children in the pre-operational stage could not work out that the quantities were the same
- 19Object permanence counter argument Bower and WishartPlaced a teddy bear in front of 4 month old babies, the babies would raise their hands to reach for the toy, when the lights were turned off they observed that the babies would still outstretch their arms
- 20Egocentrism counter argument DonaldsonArgued that the problem with some of Piaget's tasks was that too small children lacked 'human sense', the motives and intentions of the character should be made clear by them by drawing on familiar situations
- 21Piaget Further evaluationLow population validity as only 3 children were used
- 22Piaget Further evaluationPiaget was his own observer, this could lead to observer bias as the children were his own and subjective observation
- 23Vygotsky Social interactionInteraction enabled children to see adults and older children using problem solving skills and cognitive tools and to internalise these mental skills to use themselves
'Child is the apprentice' - 24Vygotsky Context and cultureCognitive skills developed by the child are heavily influenced by context and culture
Vital connection between context, culture and learning - 25Vygotsky LanguageTransition from simple to complex thinking made possible by language
Young children often talk to themselves in monologues, commenting on their actions as they play - 26Vygotsky LanguageLanguage itself became internalised at around age 7 and this process enabled the children to think and perform complex reasoning tasks
Social and intellectual speech - 27Vygotsky ZPDThe distance between the child's current developmental level, measured by the tasks they were able to do on their own, and their ability when helped by another person who was more knowledgeable or experienced
- 28Vygotsky Scaffolding (building a block tower)Staying one step ahead of the child, for example gathering a pile of suitable blocks
Gently discouraging 'immature' strategies
Reinforcing useful new strategies, such as giving praise - 29Wood and Middleton Support for scaffolding12 mothers were asked to teach their 4 year old child how to put together a wooden jigsaw so they could do it on their own, this was recorded and the tapes were analysed, types of support offered were coded and categorised
- 30Wood and Middleton Support for scaffoldingMost successful were those who adjusted the help they offered subtly, depending on the child's actions, would offer more direct help when child was struggling but would back off when the child appeared to be managing on their own
- 31Wood and Middleton Methodological issuesUsed observational methods to provide rich, detailed data about the methods naturally used by mothers when playing with their children
- 32Wood and Middleton Methodological issuesVideo recording allows sessions to be watched multiple times
Qualitative data which is not reliable - 33Wood and Middleton Ethical issuesProtection from harm as the study was carried out in the child's home so it was unlikely to be stressful for them
- 34Pratt et al. Further support for scaffoldingSome variation in children's performances were related to how successfully parents helped and scaffolded them during homework periods
- 35VygotskyNurture
Learn from environment - 36PiagetNature
Born with certain skills - 37Baillargeon Violation of expectationChild is repeatedly shown a scenario that is new to them until they demonstrate, by looking away, that it is now longer a novel experience, at this point the child is shown an example of the scenario that is impossible ad the time they look at it is compared with an example of the scenario that is possible
- 38Baillargeon Object permanenceDeveloped at 3 / 3 and a half months
- 39Baillargeon Core knowledge theoryHumans have an innate, basic understanding of physical objects and the relationship between them
- 40Baillargeon Innate fast learningQuick and fast ability to understand objects
- 41Baillargeon Innate object knowledgeInbuilt understanding of objects
- 42Core knowledge includes a basic understand of the physical worldPerceiving objects when they move partially or fully out of sight
Predicting the movement of objects - 43Violation of expectation research Stage 1Infants are shown a particular event repeatedly so that they become familiar with it and stop responding to it
e.g. shown, repeatedly, a car going along a track, as the car passes a block the car can be seen through a window - 44Violation of expectation research Stage 2Infants are split into 2 groups, one group is shown what is expected, the second group is shown an unexpected event
e.g. the car passes the block and you can't see through the window but still emerges at the other side - 45Rolling carrot task Baillargeon (procedure)There was a large or small carrot sliding along a track and hidden at one point by a screen with a large window, the track is arranged so that the large carrot should be visible as it passes, whereas the small carrot should remain hidden
- 46Rolling carrot task Baillargeon (findings)Found that children as young as 3 months demonstrated object permanence when tested in this way, the infants looked longer at the large carrot, presumably expecting the top half to be visible behind the window
- 47Drawbridge experiment BaillargeonCompared the amount of time the infants spent looking at both events of the drawbridge and found that this was significantly longer in the unexpected condition
- 48Selman Undifferentiated perspective-taking 3-6 yearsChildren can distinguish between self and others but are largely covered by their own perspective
- 49Selman Social-informational perspective-taking 6-8 yearsChildren are aware of perspectives that are different to their own but assume that this is because others have different information
- 50Selman Self-reflective perspective-taking 8-10 yearsChild can now view their own thoughts and feelings from someone else's perspective and recognise that others do the same
- 51Selman Mutual perspective-taking 10-12 yearsChild can step outside a two-person situation and imagine how the self and others are viewed from the perspective of a third child, child can also consider viewpoints simulaniously
- 52Selman Societal perspective-taking 12-15+ yearsPersonal decisions are now made with reference to social conversations
- 53Selman evaluation Digital worldLess face-to-face communication now compared to when Selman first devised this theory, difficult to interpret emotions as we cannot see facial expressions or body language
- 54Selman evaluation Perspective taking is a complex skillReductionist approach s he provides only one explanation, biological and nativist appraoch
- 55Selman evaluation Real-life application (perspective taking and parental style)Fitzgerald et al.
emphasised the role of parent and child perspective taking in perspective taking, found children empathised more when parents asked them t take another person's perspective - 56Theory of mind Self-recognition (6-10 weeks)Start to get used to faces showing emotions
- 57Theory of mind Self-recognition (3 months)Eye to eye contact emerges
- 58Theory of mind Self-recognition (12-15 months)Pointing develops to avert other peoples attention
- 59Theory of mind Self-recognition (18 months)Pretend play emerges and child starts to use 'I', 'me', 'we', 'he', 'she'
- 60Theory of mind Self-recognition (2 years)Sense of self has developed
- 61False belief tasks Maxi and his motherMaxi's mother had bought chocolate, he sees her put it into the blue cupboard, he goes out to play
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- A level Psychology Flashcards on Cognitive Development, created by Jade Wilson on 21/06/2017.
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- Jade Wilson
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