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PSYC 4220: Test 3
Appearance/Reality Distinction
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Children concrete in thinking, assume if appearance changes, so do underlying qualities
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Lack of Conservation
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Don't understand that quantity is unrelated to arrangement, physical appearance of objects
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Decentration
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Ability to focus on two aspects of reality or dimensions of a problem simultaneously
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Centration
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Focus on a single aspect of reality/problem
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Reversibility
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Process of mental undoing or reversing an action
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Egocentrism
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Tendency to view world solely from one's own perspective
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Three mountains task
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Shows children assume everyone sees what they see from their perspectives
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Theory of mind
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Knowledge and beliefs about how the mind works and influences behaviors
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Fast mapping
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connecting a new word with its meaning after only a brief encounter
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Syntactical bootstrapping
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Figure out meaning of words by observing how they're used in structure of sentence
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Overregularization
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Applying rules of grammar to exceptions where rules don't apply
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Autonomy vs Shame and Self-doubt (18-36mo)
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Need to exercise will, develop abilities to do things independently or doubt abilities
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Initiative vs Guilt (3-6 yrs)
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Need to initiate, carry out tasks successfully or will feel guilty because of their dependence
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Self-Concept
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A person's identity or set of beliefs about what one is like as an individual
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Categorical self
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Classifying oneself into social categories
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Sex
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Biological aspect of being male or female
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Gender
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behavioral, psychological, and social characteristics of males or females
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Gender Identity
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One's awareness of one's gender and implications of gender
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Kohlberg's Cognitive Development Theory
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Gender role development depends on cognitive development. Children actively socialize themselves.
1) Basic gender identity (2-3 yrs)- Children label their own gender
2) Gender Stability (4yr)- understanding that gender is stable over time
3) Gender Constancy (5-7 yrs)- understanding that gender is stable across situations
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Gender Typing
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Acquisition of info concerning sex-based characteristics that culture sets for males and females
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Gender stereotypes
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Overgeneralizations or beliefs about diferences between males and females
Men- instrumental- acting upon the world
Women- expressive- having characteristics associated with emotions or relationships
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Gender Segregation
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Tendency to play with one's own sex and think of the opposite sex as out group
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Perspectives on Gender- Biological
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Biological differences between sexes lead to gender differences
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Perspectives on Gender: social learning
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Gender roles develop through reinforcement, punishment, and observational learning/imitation
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Direct Tuition
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Reinforcing appropriate behaviors, punishing inappropriate behaviors, punishing inappropriate ones
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Perspectives on gender- Gender schema theory
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Gender role development occurs as children create gender schemes
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Next form in-group/out-group schema
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Label some things as for own gender and some thing as for other gender
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Vygotsky's Sociocultural Perspective
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Cognitive development highly influenced by social interaction, culture
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Tools of intellectual adaptation
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Methods of thinking, problem solving passed on in a culture because tools, values, beliefs of cultures are different, cognitive development not universal
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Zone of Proximal Development
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Gap between what person can accomplish alone vs with assistance of skilled partner
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Scaffolding
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Carefully tailoring help to level of learner
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Egocentric Speech
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Young children's speech that is not directed at other people
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Private speech
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Speech directed to self that guides thoughts and behaviors
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Evidence for Vygotsky
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Private speech starts as instructions given by more experienced person
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Concrete Operations
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7--11 yrs, can perform mental actions on objects, as long as they are not abstract... Understand conservation, decentration, acquire reversibility of thought
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Horizontal decalage
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Not all skills of each stage are mastered at once
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Relational Logic
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Logic used to understand relationships between objects
Seriation
Transitivity
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Seriation
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Mentally order objects along quantifiable dimension
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Transitivity
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Understand logic relationship of objects in a series
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Major Limitation
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Organized, logical thinking only when dealing with concrete, physical world
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Class Size
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More effective
Teachers spend more time teaching, giving individual attention
Students have better concentration, class participation, attitudes towards school
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Traditional Education
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Teacher is authoritative figure, has all the knowledge, students are evaluated the same way
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Constructivist
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Students construct own knowledge, students are active learning, guiding own learning
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Standardized tests
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Individual performance evaluated by comparing score to average score of large number of similar individuals
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Achievement Tests
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Tests designed to assess specific info learned in school
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Effective teachers
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Effective teachers typically similar to authoritative parents,
Caring relationships important to kids from low SES, at risk of learning difficulties
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Obesity
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Body weight 20% above average weight for age, height,
1 out of 8 kids in the US
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Causes of Obesity
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Genetics: at least one parent is obese.
Poor eating habits
Not enough exercise
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Treatment for Obesity
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Usually require family wide changes
Usually focuses on improving eating habits
Increasing physical activity
Limiting TV time
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Gross Motor Skill
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Improvement in balance, agility, force, reaction time
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Intelligence
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Capacity to understand the world, think rationally, use resources effectively
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Binet & Simon
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Created forerunner to modern IQ tests, assume general intelligence underlies performance on variety of tasks
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Sternberg's Triarchic Theory of Intelligence
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Componential intelligence
Experiential Intelligence
Contextual Intelligence
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Componential Intelligence
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Efficiency of analyzing and processing information
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Experiential Intelligence
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Insightful, creative intelligence
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Contextual Intelligence
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Practical intelligence needed to meet everyday challenges
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Autobiographical Memory
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Memory of a particular event of ones own life, achieves little accuracy until after 3 years old
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Scripts
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Broad representations in memory of events and the order in which they occur
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Moral Development
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Refers to changes in people's sense of justice and of what is right and wrong, and in their behavior related to moral issues
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Heteronomous Morality
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Rules are seen as invariant and unchangeable, ages 4-7
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Incipient cooperation Stage
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Children games become more social, learn actual formal rules of a game, play according to this shared knowledge, ages 7-10
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Autonomous Cooperation Stage
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Become fully aware of the game rules and that they can be modified if the people who play them agree, ages 10
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Encoding
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Child intially records the info in a form of usable memory
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Stored
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Places and maintained in the memory system |
Retrieval
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Materiel in memory storage is located, brought to awareness, and used
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Sensory Memory
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Refers to initial, momentary storage of info that lasts only an instant
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Short Term Memory
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Info is stored for 15-20 secs according to its meaning
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Long Term Memory
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Info stored relatively permanently, may be difficult to retrieve
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Metamemory
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An understanding about the processes that underlie memory, also emerges and improves during middle childhood
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Control Strategies
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Conscious, intentionally used tactics to improve cognitive processing
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