Objective sheet for Exam 2 03 29 16 The first exam will be given on Tuesday March 29th Remember that no make up exams are given without a documented valid University approved excuse A zero will be given for a missed exam You will have the entire class period to complete the exam Structure 50 multiple choice questions drawn from all readings and lecture Content 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 Cognition refers to the inner processes products of mind that lead to knowing It includes all mental activity such as attending remembering symbolizing categorizing planning etc Assimilation we use our current schemes to interpret the external world ex a kid uses this to keep in mind she can eat by bringing food to her mouth Accommodation we create new schemes or adjust old ones after noticing that our current way of thinking does not capture the environment completely ex A kid uses this by experimenting using the fork rather than her hands to get it in her mouth Schemes organized ways of making sense of experience Equilibration movement between equilibrium assimilate more and disequilibrium accommodate more 2 Sensorimotor stage know the key terms you don t need to know the specifics of the sensorimotor substages e g as listed in Table 6 1 and the lecture 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 Know the general conclusions based in the evaluation of sensorimotor stage section as also discussed in class The sensorimotor stage birth to 2 years it is when you think causing the children to build schemes with their eyes ears hands and other sensorimotor equipment They still can not carry out many activities mentally but they use circular reactions Violation of expectation method they may habituate babes to physical event expose them to the event until their looking declines to familiarize them with a situation in which their knowledge is tested They also may show babies an expected event verus an unexpected event Piaget assumed motor behaviors necessary before infants could comprehend but fold up research ex violation of expectation method shows they are actually quite capable before that 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 The preoperational stage ages 2 7 years old the most obvious change is an extraordinary increase in representational or symbolic activity Infants and toddler s mental representation are impressive but in early childhood representational capacities blooms Language is the most flexible means of mental representation The four main characteristics of this stage are make believe play drawing dual representation using a pen as a microphone and language SYMBOLIC THINKING The limitations of this stage include egocentrism and animistic They cant perform mental operations Egocentrism failure to distinguish others symbolic viewpoints from ones own Children with this perspective are unable to lie or understand deception Animistic 4 concrete operational know key terms including the accomplishments what children can do and limitations of this stage Concrete operational takes place 7 11 years old it is a major turning point in cognitive development where the child becomes more logical flexible and organized Three achievements during this stage Conversation takes provide clear evidence of operations mental actions that obey logical rules Decentration focusing on several aspects of a problem and relating them rather than centering on only one Reversibility the capacity to imagine the water being returned to the original container as proof of conversation Classification Seriation Spatial Reasoning Ability to order items along a quantitative dimension Transitive inference seriate mentally Mental rotations Directions improved Cognitive maps Limitations of Concrete Operational Thoughts Operations work best with concrete objects so there are issues with abstract ideas Continuum of Acquisition rather than coming up with general logical principles that they apply to all relevant situations school ages children seem to work out the logic of each problem separately Culture and schooling 5 formal operational know the two major features of this stage don t worry about the consequences of adolescent cognitive changes or follow up research sections Formal operational happens at 11 years or older and this is where they develop the capacity of abstract systematic scientific thinking The difference between this and concrete is concrete they can operate on reality but now they can operate on operations They come up with new more general logical rules through internal reflection Hypothetico deductive reasoning when they are faced with a problem they start with a hypothesis or prediction about variables that might affect an outcome from which they deduce logical testable inferences So its possibility to reality Propositional thought adolescent s ability to evaluate the logic of propositions verbal statements with our referring to real world circumstances Deductive Reasoning younger children struggle with this because it is not consistent with their own reality but adolescents are able to use propositional thought for ex either the swan is black or it is not black even though a child has never seen a black swan 6 You don t need to know anything from the Core Knowledge Perspective section other than understand how the violation of expectation method works Violation of Expectation method you habituate kids to a normal situation and see if they act surprised to an unexpected situation So expected event two container a hand picks up the black and white one and tips over the blue container and shows 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 other than you need to know what the zone of proximal development is or evaluation of Vygotsky s theory Vygotsky s Theory influences the profound effects of rich social and cultural contexts on their thinking It
View Full Document
Unlocking...