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Psy 200
Ch. 5: Cognitive Development in Infancy & Toddlerhood
| Question and term | answer and definition |
|---|---|
| Piaget's first stage, SENSORIMOTOR stage | Spans from birth to two years old. Piaget believed that infancts and toddlers "think" with their eyes, ears, hands, and other sensorimotor equipment. They cannot yet carry out many activities inside their heads. |
| Schemes | Specific psychological structures. Organized ways of making sense of experience. |
| At first schemes are.... | A sensorimotor action pattern. |
| Example, of schemes being a sensorimotor action pattern | At 6 months, Timmy dropped objects in a fairly rigid way, simply letting go of a rattle or teething ring and watching with interest. By 18 months, his "dropping scheme" had become deliberate and creative. In tossing objects down the basement. Soon, instea |
| Evidence of thinking before he acts. | Change marks the transition from sensorimotor to preoperational thought. |
| Adaptation and Organization | Account for changes in schemes. |
| Adaptation | Involves building schemes through direct interaction with the environment. |
| Complementary activities. | Assimilation and accommodation. |
| During Assimilation: | We use out current schemes to interpret the external world. |
| Assimilation Example | When Timmy dropped objects, he was assimilating the m to his sensorimotor "dropping scheme". |
| In Accommodation: | We create new schemes or adjust old ones after noticing that our current ways of thinking do not capture the environment completely. |
| Cognitive equilibrium | When children are not changing much, they assimilate more than they accommodate, a steady comfortable state. |
| Disequilibrium: | During rapid cognitive change, however, children are in a state of disequilibrium, or cognitive discomfort. "Realizing that new information does not match their current schemes, they shift from assimilation toward accommodation. |
| Organization | A process that takes place internally, apart from direct contact with the environment. Once children form new schemes, they rearrange them, linking them with other schemes to create strongly interconnected cognitive system. |
| Example of Organization | Eve Timmy will relate "dropping" to "throwing" and to his developing understanding of "nearness" and "farness". |
| Circular Reaction: | Provides a special means of adapting their first schemes. I involves stumbling onto a new experience caused by the baby's own motor activity. The reaction is "circular" because, as the infant tries to repeat the even again and again, a sensorimotor respon |
| 8 to 12 months olds can engage in? | Intentional, or goal-directed, behavior, coordinating schemes deliberately to solve simple problems. |
| Object performance | the understanding that objects continue to exist when out of sight. |
| Mental representation | internal depictions of information that the mind can manipulate. |
| Deferred imitation | the ability to remember and copy the behavior of models who are not present. |
| Make-believe play | in which children act out everyday and imaginary activities. |
| Violation-of-expectation method | its a method in which you examine a participant's reaction when something they think is going to happen doesn't. |
Created by:
cindytor
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