DEP 3103 Exam 2 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 assimulation and accommodation Cognition inner processes and products of the mind that lead to knowing including all mental activity Constructive approach Piaget s view of seeing children as discovering or constructing virtually all knowledge about their world through their own activity Schemes organized ways of making sense of experience Mental representations internal depictions of information that the mind can manipulate Adaptation building schemes through direct interaction with the environment Consists of assimilation using our current schemes to interpret the external world and accommodation creating new schemes or adjusting old ones after noticing our current way of thinking doesn t capture the environment completely Equilibration back and forth movement between equilibrium steady comfortable state not changing much and disequilibrium cognitive discomfort rapid cognitive change Organization internal process of forming new schemes rearranging them and linking them with other schemes to create a strongly interconnected cognitive system 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 lecture text Sensorimotor stage first two years of life toddlers think with their eyes ears hands etc b c they can t yet carry out many activities mentally Circular reaction special means of children adapting their first schemes stumbling onto a new experience caused by the baby s own motor activity It is circular because as the infant tries to repeat the event again and again a sensorimotor response that originally occurred by chance strengthens into a new scheme Intentional behavior coordinating schemes deliberately to solve simple problems Object permanence understanding that objects still exist when they re out of sight A not B search error If they reach several times for an object in one hiding place A and it is moved to another B they still search for it in the first hiding place A Mental representation internal mental depictions of information Deferred imitation ability to remember and copy the behavior of models who are not present Make believe play children act out everyday and imaginary activities Categorization helps infants make sense of experience Before 6 months perceptual after 6 months conceptual 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 o Violation of expectation method when researchers habituate babies to a physical event exposing them until they re desensitized to it to familiarize them with a situation in which their knowledge will be tested Or when they show babies an expected event one that follows physical laws and an unexpected event Heightened attention to the unexpected event shows that the infant is surprised by a deviation from physical reality and therefore is aware of that aspect of the physical world o Inferred imitation imitating rationally by inferring others intentions o Analogical problem solving applying a solution strategy from one problem to other relevant problems o Displaced reference realization that words can be used to cue mental images of things not physically present emerges around first birthday Experiments from class o Object permanence experiment babies were given 2 test events 1 expected short carrot moved behind a screen and could not be seen and reappeared on the other side and an unexpected event tall carrot moved behind the screen and could not be seen although it was tall enough to be seen through the window but reappeared on the other side Infants 2 to 3 months looked longer at the unexpected event showing that they were aware that an object moved behind a screen would continue to exist o Object permanence experiment 2 a ball rolled behind a block and came out on the other side It also disappeared before going behind the block and reappeared after coming out on the other side It also became smaller before the block and bigger after the block Babies were more likely to look at the first situation interpreting a ball simply rolling behind a barrier as continuing to exist o Deferred imitation experiment infants copied actions by taking off a puppet s glove ringing a bell inside and replacing the glove and doing the same actions on different puppets o Categorization experiment 3 month olds kicked a mobile only with the letter A After the letters changed they no longer kicked o Categorization experiment 2 infants were habituated to a bunch of animal toys and presented with a dog and a car looked longer at the car This means they distinguish it o Video deficit effect 40 of US 3 month olds watch TV 90 by age 2 and infants confused video games with reality Video deficit effect on toddlers poorer skill performance deferred imitation and word learning poorer problem solving Experts recommend against mass media exposure before age 2 o Preoperational stage years 2 to 7 Increase in representational symbolic activity o Sociodramatic play make believe with others that is under way by the end of the second year and increases rapidly in complexity during early childhood o Dual representation viewing a symbolic object as both an object and a o Operations mental representations of actions that obey logical rules o Egocentrism failure to distinguish others symbolic viewpoints from symbol one s own 3 Preoperational stage know the key terms o Animistic tendency to attribute thoughts feelings and emotions to inanimate objects o Conservation idea that certain physical characteristics of objects remain the same even when their outward appearance changes o Centration focusing on one aspect of a situation but neglecting other important features them o Decentration focusing on several aspects of a problem and relating o Reversibility ability to go through a series of steps in a problem and mentally reverse direction to return to the starting point o Hierarchical classification organization of objects into classes and subclasses on the basis of similarities and differences know the features of this stage including the limitations of cognitive thinking hallmarked by this stage e g egocentric thinking don t worry
View Full Document
Unlocking...