DEP 3053: Ch. 7 Theories of Cognitive Development
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Created by:
jussme on July 20, 2011
Subjects:
dep 3053, development psychology
Description:
A combination of important highlights derived from the lecture notes and key points from the class textbook.
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35 terms
Terms | Definitions |
|---|---|
 Piaget's sensorimotor stage | in this stage the infants develops concepts of causality, object permanence, and spatial cognition |
| reflex ability (sensorimotor stage 1) | a period when an infant's action are confined to exercising innate reflexes, assimilating new objects into reflexive schemes and accommodating their reflexes to novel objects |
| primary circular reactions (sensorimotor stage 2) | a pleasurable response, centered on the body, that is discovered by chance and is performed repeatedly (example: sucking their thumbs) |
| secondary circular reactions (sensorimotor stage 3) | a pleasurable response, centered on an external object, that is discovered by chance and is performed repeatedly (rubber duck squeaking) |
| coordination of secondary reactions (sensorimotor stage 4) | infants begin to coordinate two or more actions to achieve simple objectives |
| tertiary circular reactions (sensorimotor stage 5) | infants experiment with objects and try to invent new methods of solving problems or reproducing interesting events |
| symbolic problem solving (sensorimotor stage 6) | infants gain the ability to solve simple problems on a mental, or symbolic, level without having to rely on trial-and-error experimentation |
| A not B error | Baby searches for object, looks under box "A", and finds the object. Then, in the critical trial, the experimenter moves the object under box "B", also within easy reach of the baby who looks under box "A" even though they saw the researcher move the object under box "B", and box "B" is just as easy to reach. |
| Piaget's explanation for A not B error | Babies are egocentric and think that their actions are responsible for the existence of the object |
| Diamond's explanation for the A not B error | Baby becomes used to finding object under point A and forgets that it is under point B; baby is unable to move hand toward B (frontal lobe immature) looks at B when reaching for A |
| Piaget's criteria for achieving object permanence | passing the invisible displacement task |
| evidence Piaget underestimated OP | Baillargeon study: infants showed surprise in situations that a doll would disappear and reappear in a way that would not adhere to the laws of physics indicating an understanding that the doll should have stayed hidden and not appear to transport |
| Piaget's pre-operational stage | marked by the appearance of symbolic function/skills (object permanence, language usage, symbolic play, deferred imitations, problem-solving in head); individuals are limited by egocentrism and confusion between appearance and reality |
| Piaget's concrete-operational stage | have mental actions that are reversible, are able to think logically about mental representations, limit logic to concrete concepts, have declining egocentrism; hold class-inclusion, seriation, and conservation |
| class-inclusion | the understanding that an object can belong to two categories simultaneously |
| seriation | being able to order a series of objects into a linear sequence |
| conservation | quantity of something held does not change despite the transformation of its appearance |
| Formal-operations | can reason abstractly independent of semantic content, interpropositional reasoning (if a then b reasoning), and hypothetical deductive reasoning |
| major criticisms of Piaget's theory | underestimated the ability of infants and preschoolers, overestimated the ability of adolescents, equilibration is a vague concept, cognition is not as stage-like, and underestimated the role of the social world |
| Domains of knowledge included within core knowledge | privileged domains, objects, math, theory of the mind, common movement principle, object permanence, principles become elaborated with experience |
| theory of mind (TOM) | people's understanding of the mental states (intentions, desires, beliefs) of other people |
| infants TOM | understand intentions, follows points and eye gaze, use language to refer to others' mental states |
| preschoolers TOM | perception leads to knowledge, don't understand different sensory experiences lead to different knowledge, mental states affect actions, thoughts are private and can think about things that don't exist |
| 5 year olds TOM | can understand false beliefs |
| false-belief task | the child must infer that another person does not possess knowledge that he or she possesses |
| autism and TOM | only deficit in social aspects in which the core knowledge theory is based on don't understand eye gaze/pointing behavior, don't engage in joint attention (sharing attention between two people and an object), can't predict behavior from beliefs, fail false belief tasks (trouble with mental causality) but can understand physical causality |
| Vygotsky and TOM | Children learn about the mental states of others through interactions with other people; allows for social learning to occur |
| Main points of Vygotsky's perspective | children co-construct their knowledge with others, culture influences development, and language is critical for development |
| scaffolding | the tendency of more expert participants to carefully tailor the support they provide to the novice learner's current situation so that he can profit from that support and increase his understanding of a problem |
| guided participation | the active participation in culturally relevant activities alongside more skilled partners who provide necessary aid and encouragement |
| intersubjectivity | shared minds; reflected in joint attention (shared attention between people and objects), emerges after 9 months |
| copy theory of mind | what is shown in the mind is a copy of the outside world |
| representational theory of the mind | the mind represents the outside world |
| role of intersubjectivity in zone of proximal development | children must understand adult behavior in order to successfully learn from their lessons |
| zone of proximal development | the range of tasks that are too complex to be mastered alone but can be accomplished with guidance and encouragement from a more skilled partner |
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