INTRODUCTION TO CHILD DEVELOPMENT CHAPTERS 6 7 Hypothetical Deductive Reasoning problem hypothesis testable inferences test Analogical Problem Solving solution strategy for 1 problem apple to other problems 10 12 months Intelligence basic life function that allows us to adapt to our environments Cognition inner processes and products of the mind Cognitive change contributions brain development practice formation of central conceptual structures Brain Development biology imposes ceiling of cognitive development child cannot exceed upper limit of processing speed Operations mental representations logical rules young are incapable of this Cognitive Operations controlling attention suppressing impulses redirecting thought behavior coordinating info in working memory planning organizing monitoring Central Conceptual Structures networks of concepts permit advanced thinking Multistore Mind input from environment thought 5 sense to brain Intentional Goal Directed Behavior coordinating schemes deliberately to solve simple problems 8 12 months Reconstruction recording information while it is in the system being retrieved condense integrate add info Organization internal rearrangement of schemas to form interconnected cognitive systems Assimilation using current schemas to assess the world Recall generation mental representation of non present stimulus poorer than recognition in childhood Recognition noticing that a stimulus is identical similar to previously experienced stimuli fairly automatic Adaptation building schemas through environmental interaction Mental Representation internal info depiction Scripts description of what occurs when it occurs how we remember repeated events Schemas organized pattern of thought action changes with age Accommodation creating new or adjusting old schema Elaboration creating a relationship between information that isn t in the same category Rehearsal reputation to hold information in WM Equilibration changing balance of accusation and assimilation to produce more effective schema Cognitive Equilibrium ef ciently dealing withs timbale in an environment Displaced Reference words used to cue mental representations of non present objects Deferred Imitation copying actions of non present model from memory Case s theory Change and movement of Piaget s stages due to increase in WM usage Continuum of Acquisition understandings appear in certain situations different times not mastered at once accounts of uneven cognitive development Infancy sensory input and physical actions Middle childhood simple transformations of representations Adolescence complex transformations of representations Siegler s Model of Strategy Choice Metaphor of natural selection Children generate strategies some survive adaptive problem solving techniques Fuzzy Trace Theory when info is rst encoded we create a vague fuzzy version Theory Theory children observe events and use innate concepts to theorize cause test against experience Propositional Thought using abstract knowledge without referring to real world situations Epistemology how we come by knowledge Piaget studied genetic aspect Seriation ordering along a quantitative dimension Cardinality last word in counting sequence that indicates quantity of items increases child s ef ciency of counting Ordinality ordering based on quantities Transitive Inference seriate mentally A B B C A C Guided Participation shared between older and younger allows for diversity Intersubjectivity two different people arrive with different understandings arrive at one understanding Cooperative Learning small classmate groups aimed at common goal both less and more expert bene t Reciprocal Teaching teacher with 2 4 students form group and take turns leading scaffold Coconstructive Knowledge children learn from each other teachers Scaffolding temporary support that more capable peers use to help a child learn something bike training wheels Circular Reaction adapting rst schemes experience caused by motor activity and reputation Dual Representation is a candle that looks like a crayon a candle or a crayon Autobiographical Memory made up of representational one time events long lasting bc personal meaning Core Knowledge Perspective infants start life with innate knowledge systems that support development Violation of Expectation Method habituates baby to event and then tests knowledge Cognitive Self Regulation monitoring and controlling progress towards goal Cognitive Maps mental rep of large scale spaces Sociodramatic Play combines schemes with peers Emergent Literacy children s active efforts to construct literacy knowledge through experiences Phonological Awareness ability to re ect on and manipulate sound structure of spoken language Central Executive directs ow of info to enable complex thinking Executive Function set of cognitive operations necessary for self imitated behavior in hard situations Working Memory brie y held in mind while also engaging in effort to monitor manipulate it Short Term Memory Store retain attended to information so we can actively work on it to reach goals Semantic Memory knowledge hierarchical knowledge system concepts facts language meaning rules Production De ciency preschoolers fail to use helpful strategies Control De ciency young elementary kids produce strategies yet have dif culty executing them Utilization De ciency consistent strategy execution but less performance improvement than elders Effective Strategy Use mid elementary consistent strategy use improved performance Attention improves during early and middle childhood Infants attend novel and complex events Toddlers attend goal directed behaviors Young children organize based on reasons hat with head Older children organized baed on common properties Experts have more elaborately structured knowledge Episodic memory beings in infancy Semantic memory develops before episodic Women have earlier and more vivid memories than men Younger children are more prone to memory errors because of decreased language competence less skilled at Adults increase false reports when they suggest Asian classrooms teach math better due to more practice with parents ten two 12 shorter words so more help in Infantile amnesia reasons hippo change verbal memory processing increase of self image inhibition forget more easily etc WM once Deanna Kuhn coordinate theories with evidence