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9. cognitive development
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- 1schemea mental representation of actions and knowledge
- 2Piaget's view on a schemeit's the basic unit of understanding
- 3infants start out with three basic schemessucking, looking and grasping
- 4operationsinternal mental representations
- 5equilibrationthe state in which children's schemes are in balance and are undisturbed by conflict
- 6result of too many conflicts that can't be solved by assimilation or accommodationa stage shift
- 7a stage shift meaninga qualitative shift in a child's way of thinking
- 8characteristic of the sensorimotor stagethinking = doing
- 96 substages of sensorimotor stage1. reflexive schemes
2. primary circular reactions
3. secondary circular reactions
4. coordination of secondary schemes
5. tertiary circular reactions
6. beginning of thought - 10reflexive schemes explanationinfants use their reflexes to explore their world
- 11primary circular reactions explanationinfants starts to show a degree of coordination between the senses and their motor behaviour through the primary circular reactions. the infant keeps repeating actions. always focused around the infant's body, not the external world.
- 12secondary circular reactions explanationinfants starts to direct behaviour towards the external world. actions still circular. infant begins intentionally acting on environment
- 13coordination of secondary schemes explanationinfant combines schemes to achieve specific goals --> goal-directed behaviour arises.
object permanence. - 14tertiary circular reactions explanationinfant begins to search for novelty, uses trial-and-error to explore characteristics + properties of objects. develops new ways of solving problems.
- 15beginning of thought explanationable to form enduring mental representations --> shown by deferred imitation
- 16deferred imitation meaningimitation a while after seeing the action
- 17main criticism for these stagesobject permanence + deferred imitation occur much earlier in the development than Piaget suggested
- 18characteristic of preoperational stageincrease in mental representations
- 19two substages of preoperational stage1. symbolic function substage
2. intuitive thought substage - 20symbolic function substage explanationchildren acquire ability to mentally represent an object that is NOT physically present. symbols can be used. children participate in pretend play. they learn to use language.
- 21intuitive thought substage explanationa shift in children's reasoning --> begin to classify, order and quantify in a more SYSTEMATIC manner.
reasoning still largely based on intuition, not rational thinking. - 225 limitations of the preoperational stage1. egocentrism
2. animism
3. centration
4. no reversibility
5. focusing on the end state - 23rational imitation meaningwhen infants produce an action they think the adult intended to do, rather than what the adult actually did.
14 mo - 24centration meaninginability to focus on two or more aspects at the same time (e.g. length and width)
- 25focusing on the end state explanationfocuses only on the end state and not on the means to the end
- 26transitive interference meaningthe ability to seriate mentally between entities that can be organised into ordinal series.
A > B, B > C, so A > C - 27why does transitive interference go wrong with children?because of the inability to remember all of the relevant information
- 28class inclusion meaningthe ability to coordinate and reason about parts and wholes simultaneously in recognising relations between classes and subclasses.
more roses than tulips. more roses than flowers? - 29horizontal decalage meaningage differences in solving problems which appear to require the same cognitive processes
e.g. passing conservation task with numbers, but not with continuous quantity. - 30vertical decalage meaningwhat the child understands at one level/stage, must be reconstructed at a later age on a different level of understanding
- 31appearance-reality taskconservation task, e.g. two rows with candies: one short one with 6 and a longer one with 5. which has the most?
- 32concrete operations stage characteristica change in thought processes: thought is more logical and flexible (still tied to CONCRETE situations --> objects have to be physically present)
- 33Case's four stages in cognitive changes1. sensorimotor stage (0-2)
2. interrelation stage (2-8)
3. dimensional stage (5-11)
4. vectorial stage (11-19) - 34how did Case explain the changes within each stage/across stages?increase in central processing speed and working memory capacity
- 35Siegler's overlapping waves theoryat any one time the child has a number of strategies that can be used to solve problems. over time, less efficient strategies are replaced by more effective ones
- 36Vygotsky's view on childrenthey are active seekers of knowledge and their thinking is influenced by social and cultural contexts. language is important.
- 37scaffolding meaningsimplifying of the environment by adults for the children, in order to assist them with learning
- 38theory of core knowledgehumans are endowed with a small number of domain-specific systems of core knowledge at birth and those will become elaborated with experience.
- 39epistemologythe study of the origins of knowledge and how we know what we know
- 40phenomenismknowledge that is limited to appearance. for example, when reality is distinguished from appearance, children report only appearance
- 41realismbelieving that things are as they appear and not what they might actually be. for example, saying that a sponge that looks like a rock really is a rock.
- 42private speechas children master language they can use internal self-directed speech to guide their thinking and planning
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- (developmental) Psychology Fichas sobre 9. cognitive development, creado por Sabine - el 15/01/2020.
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