Developmental Psych 2-28-13Preoperational Stage2-7 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 II2-7 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-Give human characteristics to inanimate or natural things-Makes perfect sense when, in children’s TV shows, a character’s best friends are animals -Conservation-Quantity of something remains the same regardless of changes in its appearance -in this stage kids don’t realize this. Ex., two glasses of water, 2 rows ofquartersConcrete Operations 7-12 yearsThink logically, conservation-Reversibility-Ability to reverse operations mentally-Pay attention to the process and how-Classification-Ability to classify objects into categories-Questions asked in the “guess who” gameSeriation-Put objects in order by height, weight, etc…. cannot process or handle abstract thinking; can’t go beyond the surface levelFormal Operations12 years and upAbstract 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 directedKey Components for Processing Information -Attention-Memory-Executive FunctionAttention-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:-Inattentive type-Hyperactive/impulsive type; feel jumpy, can’t sit still. Can’t control themselves, even when inappropriate -Combined-Causes:-NOT environmental1) 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 symptomsMemory-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
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