Jaymie TicknorDevelopmental Psychology 3620 Sect. 8537 October 2013Lecture #15Chapter #7 PowerpointCritique of Piaget: ages are not necessarily correctStages are not necessarily distinctSocial interaction and learning environment (assumed that cognitive abilities would unfold regardless; social interaction = catalyst)Cross cultural validity: difference in the rate at which children move through the stagesVygotsky (1896-1934):Children’s cognitive development is most influenced by their social worldAll learning is culturally based (language is the tool)Zone of proximal developmentReadiness to learn (assistance and guidance; between learning on their own and learning through assistance from adult)ScaffoldingWhat the adults/educators do to assist childrenPrivate speechThe self-directed talk transforming teaching into learningAttention: focus (selective attention) and maintain (sustained attention)Infancy: novelty preference; habituation (lose interest from repeated stimulus)Childhood: increase ability to direct and sustain attention; differences: genetic and social factorsLow SES → less stimulation, less support → higher impulsivity and less sustained attentionProcessing efficiency: automaticityAdolescence: multitasking mythMemory: infancy: Rovee-Collier’s paradigm3 month olds remember a stimulus for 1 week18 months old remember for 13 weeksInfantile amnesia: not remembering events before age 3Infants/toddlers remember things via emotion and actionSensory/visual memory vs. verbal encodingExecutive Function:Coordination of attention, memory, and behavioral responses for the purpose of attaining a certain goalInhibition: the ability to stay on task, ignore distractions, and/or inhibit impulsesCognitive Flexibility: the ability to switch focus as you need to in order to complete the
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