Objective Sheet Study Guide for Exam 2 DEP3103 Child Psychology Chapter 6 Cognitive Development Piagetian Core Knowledge and Vygotskian Perspective 1 Know the key terms introduced in the beginning of the chapter e g the difference between assimilation and accommodation Assimilation using current schemes to interpret the external world Horse camel Accommodation create new schemes or adjust old ones when environment changes Lumpy Horse camel Equilibration back and forth movement between equilibrium and disequilibrium Adaption building schemes through direct interaction with the environment Mental Representations internal depictions of info that the mind can manipulate Schemes psychological structures that organize ways of making sense of experience 2 Sensorimotor stage know the key terms you don t need to know the specifics of the sensimotor substages e g as listed in Table 6 1 and the text Know the follow up research section but concentrate on key terms as well as the experiments I went over in class You don t need to know the milestones table Don t worry about the evaluation of preoperational stage section Sensorimotor Stage first 2 years of life Belief that infants and toddlers think with their eyes ears hands and other sensorimotor equipment Cannot carry out many mental activities yet Circular Reaction special means of adapting their first schemes Stumbling onto a new experience caused by the baby s own motor activity Intentional Behavior coordinating schemes deliberately to solve simple problems Object Permanence understanding that objects continue to exist when they are out of sight Not yet complete present Deferred Imitation ability to remember and copy the behavior of models who are not Make Believe Play children act out everyday and imaginary activities Violation of expectation method Habituating a baby to an event to familiarize them with a situation where their knowledge will be tested Or show them an expected event and an unexpected event and if their attention is heightened at the unexpected event shows that the infant is a surprised by a deviation from reality Aware of the aspect of the physical world Analogical problem solving applying a solution strategy from one problem to other relevant problems Displaced reference realizing that words can be used to cue mental images of things not physically present Around the 1st birthday 3 Preoperational stage know the key terms know the features of this stage including the limitations of cognitive thinking hallmarked by this stage e g egocentric thinking don t worry about the evaluation of preoperational stage section Preoperational Stage 2 7 years Most obvious change is extraordinary increase in representational or symbolic activity Sociodramatic play make believe with others that is under way by the end of the 2nd year and increases rapidly in complexity Dual Representation viewing a symbolic object as both an object in its own right and a symbol Limitations of preoperational thought o Young children are not capable of operations which are mental representations of actions that obey logical rules Their thinking is rigid limited to one aspect of a situation at a time and strongly influenced by the way things appear at the moment o Egocentrism failure to distinguish others symbolic viewpoints from one s own o Conservation certain physical characteristics of objects remain the same even when their outward appearance changes o Centration focus on one aspect of a situation neglecting other features o Reversibility ability to go through a series of steps in a problem and then mentally reverse direction returning to starting point 4 Concrete operational know key terms including the accomplishments what children can do and limitations of this stage Concrete Operational 7 11 years Marks a major turning point in cognitive development Thought becomes far more logical flexible and organized The child is now capable of decentration and reversibility which focuses on several aspects rather than centering on just one Seriation ability to order items along a quantitative dimension such as length or weight Transitive inference concrete operational child can also seriate mentally Cognitive Maps mental representations of familiar large scale spaces Limitations of Concrete Operational o Children think in an organized logical fashion only when dealing with concrete information they can perceive directly Their mental operations work poorly with abstract ideas that are not apparent in the real world o Continuum of acquisition is the gradual mastery of logical concepts Children usually grasp conservation of numbers then liquid and mass then weight 5 Formal operational know the two major features of this stage don t worry about the consequences of abstract thinking or follow up research sections Formal Operational children develop the capacity for abstract systematic scientific thinking They can come up with new more general logical rules through internal reflection Hypothetico deductive reasoning when faced with a problem they start with a hypothesis from which they deduce logical testable inferences and then systematically isolate and combine variables to see which one works Propositional thought ability to evaluate the logic of propositions without referring to real world circumstances Formal operational requires language based systems that do not stand for real things Also involves verbal reasoning about abstract concepts 6 Don t worry about the Piaget in education section 7 You don t need to know anything from the Core Knowledge Perspective section other than understanding how the violation of expectation method works Violation of expectation method Habituating a baby to an event to familiarize them with a situation where their knowledge will be tested Or show them an expected event and an unexpected event and if their attention is heightened at the unexpected event shows that the infant is a surprised by a deviation from reality Aware of the aspect of the physical world 8 Vygotsky understand the basic ideas behind the theory including the ways that it differentiates from Piaget s theory know the key terms understand the importance of make believe play don t worry about Vygotsky and education Vygotsky viewed the child as active seekers of knowledge but he emphasized the profound effects of rich social and cultural contexts on their thinking Infants are endowed with basic perceptual attention and memory capacities and as they grow older they
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