Developmental Psych 2 28 13 Preoperational Stage 2 7 years Use of concrete symbols fantasy play language drawing Transductive Reasoning Deductive reasoning to narrow it down theme model principle Inductive Reasoning Assign causal links without logical support magical explanations Preoperational Stage II 2 7 years Egocentric focus mostly on themselves no cognitive ability to emphasize Unable to see things from other s view Three mountains task Not that they don t want to but they are not able to Animism are animals Conservation appearance quarters Give human characteristics to inanimate or natural things Makes perfect sense when in children s TV shows a character s best friends Quantity of something remains the same regardless of changes in its in this stage kids don t realize this Ex two glasses of water 2 rows of Concrete Operations 7 12 years Think logically conservation Reversibility Ability to reverse operations mentally Pay attention to the process and how Ability to classify objects into categories Questions asked in the guess who game Classification Seriation Put objects in order by height weight etc cannot process or handle abstract thinking can t go beyond the surface level Formal Operations 12 years and up Abstract thought Hypothetico deductive reasoning form hypotheses reason logically for answers and systematically test them Adolescent egocentrism Elkind 1979 Imaginary audience thinking that the whole world is watching them criticizing them to death Personal fable uniqueness Post formal or Dialectical thinking Move away from absolute and pure logic Understand the complex and sometimes contradictory nature of many things Moral Dilemna Who to save in an over crowded life boat Pregnant women trapped in the cave exit Critique of Piaget Ages are not necessarily correct Stages are not necessarily distinct Social interaction and learning environment Cross cultural validity Difference in the rate at which children move through the stages Vygotsky 1896 1934 Children s cognitive development is most influenced by their social world All learning is culturally based we learn through social interactions with other human beings Zone of proximal development Readiness to learn What a child can do on their own with little or no guidance from adults Scaffolding What the adults educators do to assist children or using a calculator or algebra tiles until they are comfortable enough with a concept to do it on their own Private speech The self directed talk transforming teaching into learning Goal directed Key Components for Processing Information Attention Memory Executive Function Attention Focus selective attention and maintain sustained attention Infancy Novelty preference we are attracted to new things new toys Habituation We are not satisfied with just one thing we want new things to stimulate our intelligent development Bring a new mobile toy to an infant and it is attracted to it but after 3 days it gets used to it Childhood Increase ability to direct and sustain attention Differences genetic and social factors Low SES parents less stimulation less support higher impulsivity and less sustained attention Adolescence Multitasking Myth ADHD Attention Deficit Hyperactivity Disorder 3 7 of children more boys than girls Types themselves even when inappropriate Combined Causes Inattentive type Hyperactive impulsive type feel jumpy can t sit still Can t control NOT environmental 1 Brain structure hypothesis some scientists believe it is a brain structure that is deviated from normal development Genetic 2 Dopamine hypothesis A particular neurotransmitter was not secreted enough which leads to inattentive or impulsive symptoms Memory Infancy Rovee Collier s paradigm 3 month olds remember a stimulus for 1 week 18 month olds remember for 13 weeks Infantile amnesia Not remembering events before age 3 Infants toddlers remember things via emotion and action Sensory visual memory vs verbal encoding
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