Life-Span Human Development Chapter 7
Cognition
Clinical method-a flexible question and answer technique used to discover how children think about problems.
1 schemes: are cognitive structures-organized patterns of action or thought that people construct to interpret their experiences.
2 organization: through it, children systematically combine existing schemes into new and more complex ones. Their minds contain logically ordered and interrelated actions and ideas.
3adaption: the process of adjusting to the demands of environment.
4 assimilation: process by which we interpret new experience in terms of existing schemes or cognitive structures.
5 accommodation: the process of modifying existing schemes to better fit new experiences.
6 equilibration: the process of achieving mental stability where our internal thoughts are consistent with the evidence we are receiving from the external world.
7 perspective taking:
8 disequilibration: when new events seriously challenge old schemes, or prove our existing understandings to be inadequate, we experience cognitive conflict.
9 object permanence: is the awareness that an object continues to exist even when it is not in view.
10 animism: the belief that inanimate objects move because of free will.
11 egocenticism
12 preoperational
13 adolescent
14 conservation: the recognition that certain properties of an object or substance do not change when its appearance is altered.
15 piaget's four stages of development and identify what develops at each stage. Conservation skills, mountain task.
The sensorimotor stage : birth to 2 deal with world directly through their perceptions (senses) and actions (motor skills). They are unable to use symbols (gestures, images, or words representing real object and events) to help them solve problems mentally.
The preoperational stage:2-
7 has now developed the capacity for symbolic thought but is not yet capable of logical problem solving. The 4 or 5-year-old can use words as symbols to talk about a problem and can mentally imagine doing something before actually doing it. However, according to Piaget, preschool children, are egocentric thinkers who have difficulty adopting perspectives other than their own and may cling to incorrect ideas. Simply because they want them to be true. Lacking the tools of logical thought, preoperational children must also rely on their perceptions and as a result are easily fooled by appearance. Piaget demonstrated this by administering his famous conservation of liquid quantity task. Preschool children fail to demonstrate conservation.
The concrete operations stage:7-11 are more logical than preschoolers. They use a trial-and-error approach to problem solving and do well on problems that involve thinking about concrete objects. Theses children can perform many important logical actions, or operations, on concrete objects in their heads (hence, the term concrete operations, and Piaget's description of the preschool child as preoperational). For example, they can mentally categorize or mentally add and subtract objects, and they can mentally coordinate the height and width of glasses in order to solve conservation problems correctly. They can also draw sound , general conclusions based their concrete or specific observations. However, they have difficulty dealing with abstract and hypothetical problems. Egocentric thought diminishes.
The formal operations stage: 11-11+ are able to think more abstractly and hypothetically than school age children. They can define justice abstractly, in terms of fairness, rather than concretely, in terms of the cop on the corner of the judge in the courtroom. They can formulate hypotheses or predictions in their heads, plan how to systematically test their ideas experimentally, and imagine the results of their experiments. It often takes some years before adolescents can adopt a thoroughly systematic and scientific method of solving problems and can think logically about the implications of purely hypothetical ideas. Then they may be able to devise grand theories about what is wrong with their parents or the federal government or analyze the long term consequences of choosing a particular career or using drugs.
16 describe Vygotky's theory and why does it represent a cultural historical perspective of children's development.
Cognitive growth in a sociocultural context and evolves out of the child's social interactions.
Reflected the city children's broader exposure to various aspects of culture.
The children acquire language by interacting with parents and other more experienced members of the culture and adopting their language and knowledge.
17 ZPD: zone of proximal development
The gap between what a learner can accomplish independently and what she can accomplish with the guidance and encouragement of a more-skilled partner.
18 MKO: somewhat self-explanatory; it refers to someone who has a better understanding or higher ability level than the learner, with respect to a particular task, process, or concept. Although the implication is that the mko is a teacher or an older adult, this is not necessarily the case. Many times, a child's peers or an adult's children may be the individuals with more knowledge or experience.
19 scaffolding: the more skilled person gives structured help to a less skilled learner but gradually reduces the help as the less-skilled learner becomes more competent.
20 how are Piaget and Vygotsky alike? Different?
Vygotsky was rejecting Piaget's view of children as independent explorers in favor of the view that they learn more sophisticated cognitive strategies through their interactions with more mature thinkers. To Piaget, the child's level of cognitive development determines what he can learn; to Vygotsky, learning in collaboration with more knowledgeable companies drives cognitive development.
The computer, then, was a tool that changed the nature of the problem solving activity and influenced performance.
Piaget and Vygotsky both noticed that preschool children often talk to themselves as they go about their daily activities.
Piaget regarded such speech as egocentric, further evidence that preoperational thinkers cannot yet take the perspectives of other people (in this case, their conversation partners) and therefore have not mastered the art of social speech. He did not believe that egocentric speech played a useful role in cognitive development.
In contrast, Vygotsky called children's recitations private speech- speech to oneself that guides one's thought and behavior. He saw it as the forerunner of the silent thinking in words that adults engage in everyday.
Piaget :cognitive structure develop
Fischer: skills levels change and develop according to task and context.
Piaget: 4 stages, believed that thinking underwent fairly dramatic qualitative-abrupt-change from one stage to the next.
Fischer:4 tiers, may not seem stage like. Under conditions with little support, children's development may appear to be gradual and linear as they slowly work themselves through the levels of acquiring a skill. But under conditions of high support, change may occur swiftly and more closely resemble stages, as children master several levels within a short period of time.
Vygotsky: zone of proximal development
Social interaction(learning) precedes development; consciousness and cognition are the end product of socialization and social behavior.
Fischer: uses the concept above to explain how cognition advances from one level to another; developmental range
Piaget: was interested in uncovering universal stages of cognitive development. Culture does not impact the stages. Children everywhere go through the same stages no matter what their cultural background is.
Fischer: interested in the variability of performance as research has repeatedly shown that people demonstrate inconsistent skills.
21 sensation: is the process by which sensory receptor neurons detect information and transmit it to brain. Ex. Light, sound, odor bearing molecules in the air.
22 perception: the interpretation of sensory input comes into play:recognizing what you see, understanding what is said to you, knowing that the odor you have detected is a sizzling steak.
23 habituation: the same stimulus is repeated presented until the infant grows bored with what has become familiar and disengages. (Ex. Looks away.) researchers can measure how long (ex. How many trials) until an infant becomes bored. They can also measure how distinct a second new stimulus needs to be in order to recapture the infant's attention.
24 what do newborns have? Are they the same as adults?
25what about smell? Give examples of what infants can smell and respond to.
Infants have a keen sense of smell and respond positively to pleasant smells and negatively to unpleasant smells.
Young infants recognize familiar odors.
Newborns will turn toward of a pad that is: saturated with their own amniotic fluid, with their own mother's milk or her perfume.
26 what about taste? Touch? Pain? Sight? Hearing?
Newborns also have a highly developed sense of taste. They can differentiate salty, sour, bitter and sweet tastes. Most infants seem to have a "sweet tooth". But at 4 months, infants will have a salty preference.
Newborns are sensitive to touch, many areas of the newborn's body respond reflexively when touched.
The infant's nervous system is definitely capable of experiencing pain. Receptors for pain in the skin are just as plentiful in infants as they are in adults.
Vision is the least mature of all the senses at birth because the fetus has nothing to look at, so visual connections in the brain can't form until birth.
Newborn visual acuity is 20/400-20/800
20/200 or worse defines legal blindness in adults.
6 months, infants acuity is 20/25
1year, 20/20
Hearing is the most mature sense at birth. In fact, some sounds trigger reflexes even without conscious perception. But they cannot hear as well as adults. The auditory threshold refers to the quietest sound that a person can hear. 4 times louder than adults can hear.
27 what about Perception? How do infants perceive the world?
They recognize that an object remains the same size despite its distance from the observer.
Infants are not born with depth perception, it must develop. To create a 3-D view of the world, the brain combines information from the separate images of the two eyes, retinal disparity.
Face recognition
Clinical method-a flexible question and answer technique used to discover how children think about problems.
1 schemes: are cognitive structures-organized patterns of action or thought that people construct to interpret their experiences.
2 organization: through it, children systematically combine existing schemes into new and more complex ones. Their minds contain logically ordered and interrelated actions and ideas.
3adaption: the process of adjusting to the demands of environment.
4 assimilation: process by which we interpret new experience in terms of existing schemes or cognitive structures.
5 accommodation: the process of modifying existing schemes to better fit new experiences.
6 equilibration: the process of achieving mental stability where our internal thoughts are consistent with the evidence we are receiving from the external world.
7 perspective taking:
8 disequilibration: when new events seriously challenge old schemes, or prove our existing understandings to be inadequate, we experience cognitive conflict.
9 object permanence: is the awareness that an object continues to exist even when it is not in view.
10 animism: the belief that inanimate objects move because of free will.
11 egocenticism
12 preoperational
13 adolescent
14 conservation: the recognition that certain properties of an object or substance do not change when its appearance is altered.
15 piaget's four stages of development and identify what develops at each stage. Conservation skills, mountain task.
The sensorimotor stage : birth to 2 deal with world directly through their perceptions (senses) and actions (motor skills). They are unable to use symbols (gestures, images, or words representing real object and events) to help them solve problems mentally.
The preoperational stage:2-
7 has now developed the capacity for symbolic thought but is not yet capable of logical problem solving. The 4 or 5-year-old can use words as symbols to talk about a problem and can mentally imagine doing something before actually doing it. However, according to Piaget, preschool children, are egocentric thinkers who have difficulty adopting perspectives other than their own and may cling to incorrect ideas. Simply because they want them to be true. Lacking the tools of logical thought, preoperational children must also rely on their perceptions and as a result are easily fooled by appearance. Piaget demonstrated this by administering his famous conservation of liquid quantity task. Preschool children fail to demonstrate conservation.
The concrete operations stage:7-11 are more logical than preschoolers. They use a trial-and-error approach to problem solving and do well on problems that involve thinking about concrete objects. Theses children can perform many important logical actions, or operations, on concrete objects in their heads (hence, the term concrete operations, and Piaget's description of the preschool child as preoperational). For example, they can mentally categorize or mentally add and subtract objects, and they can mentally coordinate the height and width of glasses in order to solve conservation problems correctly. They can also draw sound , general conclusions based their concrete or specific observations. However, they have difficulty dealing with abstract and hypothetical problems. Egocentric thought diminishes.
The formal operations stage: 11-11+ are able to think more abstractly and hypothetically than school age children. They can define justice abstractly, in terms of fairness, rather than concretely, in terms of the cop on the corner of the judge in the courtroom. They can formulate hypotheses or predictions in their heads, plan how to systematically test their ideas experimentally, and imagine the results of their experiments. It often takes some years before adolescents can adopt a thoroughly systematic and scientific method of solving problems and can think logically about the implications of purely hypothetical ideas. Then they may be able to devise grand theories about what is wrong with their parents or the federal government or analyze the long term consequences of choosing a particular career or using drugs.
16 describe Vygotky's theory and why does it represent a cultural historical perspective of children's development.
Cognitive growth in a sociocultural context and evolves out of the child's social interactions.
Reflected the city children's broader exposure to various aspects of culture.
The children acquire language by interacting with parents and other more experienced members of the culture and adopting their language and knowledge.
17 ZPD: zone of proximal development
The gap between what a learner can accomplish independently and what she can accomplish with the guidance and encouragement of a more-skilled partner.
18 MKO: somewhat self-explanatory; it refers to someone who has a better understanding or higher ability level than the learner, with respect to a particular task, process, or concept. Although the implication is that the mko is a teacher or an older adult, this is not necessarily the case. Many times, a child's peers or an adult's children may be the individuals with more knowledge or experience.
19 scaffolding: the more skilled person gives structured help to a less skilled learner but gradually reduces the help as the less-skilled learner becomes more competent.
20 how are Piaget and Vygotsky alike? Different?
Vygotsky was rejecting Piaget's view of children as independent explorers in favor of the view that they learn more sophisticated cognitive strategies through their interactions with more mature thinkers. To Piaget, the child's level of cognitive development determines what he can learn; to Vygotsky, learning in collaboration with more knowledgeable companies drives cognitive development.
The computer, then, was a tool that changed the nature of the problem solving activity and influenced performance.
Piaget and Vygotsky both noticed that preschool children often talk to themselves as they go about their daily activities.
Piaget regarded such speech as egocentric, further evidence that preoperational thinkers cannot yet take the perspectives of other people (in this case, their conversation partners) and therefore have not mastered the art of social speech. He did not believe that egocentric speech played a useful role in cognitive development.
In contrast, Vygotsky called children's recitations private speech- speech to oneself that guides one's thought and behavior. He saw it as the forerunner of the silent thinking in words that adults engage in everyday.
Piaget :cognitive structure develop
Fischer: skills levels change and develop according to task and context.
Piaget: 4 stages, believed that thinking underwent fairly dramatic qualitative-abrupt-change from one stage to the next.
Fischer:4 tiers, may not seem stage like. Under conditions with little support, children's development may appear to be gradual and linear as they slowly work themselves through the levels of acquiring a skill. But under conditions of high support, change may occur swiftly and more closely resemble stages, as children master several levels within a short period of time.
Vygotsky: zone of proximal development
Social interaction(learning) precedes development; consciousness and cognition are the end product of socialization and social behavior.
Fischer: uses the concept above to explain how cognition advances from one level to another; developmental range
Piaget: was interested in uncovering universal stages of cognitive development. Culture does not impact the stages. Children everywhere go through the same stages no matter what their cultural background is.
Fischer: interested in the variability of performance as research has repeatedly shown that people demonstrate inconsistent skills.
21 sensation: is the process by which sensory receptor neurons detect information and transmit it to brain. Ex. Light, sound, odor bearing molecules in the air.
22 perception: the interpretation of sensory input comes into play:recognizing what you see, understanding what is said to you, knowing that the odor you have detected is a sizzling steak.
23 habituation: the same stimulus is repeated presented until the infant grows bored with what has become familiar and disengages. (Ex. Looks away.) researchers can measure how long (ex. How many trials) until an infant becomes bored. They can also measure how distinct a second new stimulus needs to be in order to recapture the infant's attention.
24 what do newborns have? Are they the same as adults?
25what about smell? Give examples of what infants can smell and respond to.
Infants have a keen sense of smell and respond positively to pleasant smells and negatively to unpleasant smells.
Young infants recognize familiar odors.
Newborns will turn toward of a pad that is: saturated with their own amniotic fluid, with their own mother's milk or her perfume.
26 what about taste? Touch? Pain? Sight? Hearing?
Newborns also have a highly developed sense of taste. They can differentiate salty, sour, bitter and sweet tastes. Most infants seem to have a "sweet tooth". But at 4 months, infants will have a salty preference.
Newborns are sensitive to touch, many areas of the newborn's body respond reflexively when touched.
The infant's nervous system is definitely capable of experiencing pain. Receptors for pain in the skin are just as plentiful in infants as they are in adults.
Vision is the least mature of all the senses at birth because the fetus has nothing to look at, so visual connections in the brain can't form until birth.
Newborn visual acuity is 20/400-20/800
20/200 or worse defines legal blindness in adults.
6 months, infants acuity is 20/25
1year, 20/20
Hearing is the most mature sense at birth. In fact, some sounds trigger reflexes even without conscious perception. But they cannot hear as well as adults. The auditory threshold refers to the quietest sound that a person can hear. 4 times louder than adults can hear.
27 what about Perception? How do infants perceive the world?
They recognize that an object remains the same size despite its distance from the observer.
Infants are not born with depth perception, it must develop. To create a 3-D view of the world, the brain combines information from the separate images of the two eyes, retinal disparity.
Face recognition
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