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Exam 2 Review Part 1Chapter 6- LearningWhat Piaget’s Theory of Cognitive Development and the concepts relating to his proposed Processes of Development• Process of Development: ⁃ theory of how biology and experience sculpt cognitive development ⁃ Piaget thought that we build mental structures that help us to adapt to the world⁃ Adaptaton: adjusting to new environmental demands⁃ children actively construct their own cognitive worlds⁃ Schemes: actions or mental representations that organize knowledge ⁃ behavioral schemes (physical activities) characterize infancy⁃ mental schemes (cognitive activities) develop in childhood⁃ two processes for how children use and adapt their schemes:⁃ assimilation: incorporating new information into existing schemes ⁃ accommodation: adjusting schemes to fit new information and experiences ⁃ to make sense of their world, children cognitively organize their experiences⁃ organization: grouping of items into categories, isolated behaviors into a higher-order more smoothly functioning cognitive system ⁃ equilibrium: mechanism to explain how children shift from one stage of thought to the next⁃ shift occurs as children experience cognitive conflict or disequilibrium in trying to understand the world • Sensorimotor Stage: ⁃ from birth to about 2 years ⁃ infants construct an understanding of the world by coordinating sensory experiences with physical, motoric actions⁃ 6 substages:⁃ simple reflexes: ⁃ correspond to the 1st month after birth⁃ sensation and action are coordinated primarily through reflexive behaviors⁃ infant initiates action and actively structures experiences in the 1st month of life⁃ 1st habits and primary circular reaction:⁃ develop between 1-4 months of age⁃ infant coordinates sensation and 2 types of schemes:⁃ habits and primary circular reaction:⁃ habits: scheme based on a reflex that has become completely separated from its eliciting stimulus ⁃ circular reaction: repetitive actions⁃ primary circular reaction: scheme based on the attempt to reproduce an event that initially occurred by chance⁃ these are stereotyped: ⁃ infant repeats them the same way each time⁃ during this substage, the infant's own body remains the infant's center of attention⁃ no outward pull by environmental events⁃ secondary circular reaction: ⁃ develop between 4-8 months of age⁃ infant becomes more object-oriented, moving beyond preoccupation with self⁃ infant also imitates some simple action⁃ although directed toward objects in the world, the infants schemes are not intentional or goal-directed⁃ coordination of secondary circular reactions: ⁃ develops between 8-12 months of age⁃ infant must coordinate vision and touch⁃ actions became more outwardly directed⁃ significant changes- coordination of schemes and intentionality⁃ tertiary circular reactions, novelty, and curiosity: ⁃ develop between 12-18 months of age⁃ tertiary circular reactions: schemes in which infant purposely explores new possibilities with objects, continually doing new things to them and exploring the results⁃ Piaget says that this stage marks the starting point for human curiosity and interest in novelty⁃ internalization of schemes: ⁃ develops between 18-24 months of age⁃ infant develops ability to use primitive symbols⁃ symbol: internalized sensory image or word that represents an event⁃ symbols allow the infant to manipulate and transform the represented events in simple ways⁃ Evaluation:⁃ the data do not always support Piaget's claim that certain processes are crucial in stage transitions⁃ A not B error: mistake made by infants of selecting a familiar hiding place (A) rather than a new hiding place (B) as they process into the 4th substage; does not show up consistently ⁃ Perceptual Development and Expectations⁃ theorists such as Eleanor Gibson and Elizabeth Spelke believe that infants perceptual abilities are highly developed very early in development⁃ research also suggests that infants develop the ability to understand how the world works at a very early age⁃ researchers believe that infants see objects as bounded, solid, and separate from their background by 3-4 months of age, much earlier than Piaget envisioned⁃ many researchers conclude that Piaget wasn't specific enough about how infants learn about their world and that infants are more competent than Piaget thought• Preoperational Stage⁃ the cognitive world of the preschool child is creative, free, and fanciful⁃ the child does not yet perform operations in this stage⁃ operations: internalized actions that allow children to do mentally what before they could do only physically⁃ operations are reversible mental actions⁃ preoperational thought: the beginning of the ability to reconstruct in thought what has been established in behavior⁃ lasts approx. 2-7 years of age⁃ children begin to represent the world with words, images, and drawings⁃ symbolic thought goes beyond simple connections of sensory information and physical action⁃ stable concepts are formed, mental reasoning emerges, egocentrism is present, and magical beliefs are constructed⁃ The Symbolic Function Substage:⁃ 1st substage of pre-operational thought⁃ occurs roughly between the ages 2-4⁃ young child gains ability to mentally represent an object that is not present⁃ egocentrism:⁃ the inability to distinguish between ones own perspective and someone else's perspective⁃ Piaget and Barbel Inhelder studied children's egocentrism by devising the three mountains task ⁃ Animism: belief that inanimate objects have lifelike qualities and are capable of action ⁃ The Intuitive Thought Substage⁃ 2nd substage of pre-operational thought⁃ occurs approx. between 4-7 years of age⁃ children begin to use primitive reasoning and want to know the answers to many types of questions⁃ this substage is called intuitive because young children seem so sure about their knowledge and understanding yet are unaware of how they know what they know ⁃ Centration: centering of attention on one characteristics to the exclusion of all others⁃ Conservation: awareness that altering on objects or substances appearance does not change its basic properties • Concrete Operational Stage⁃ lasts approx. from 7-11 years of age⁃ logical reasoning replaces intuitive reasoning⁃ children at this stage can perform concrete operations, which are


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FSU DEP 3103 - Exam 2 Review Part 1

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