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Cognition
Human psychology. Life Span Human Dev. Carol K. Sigelman. Elizabeth A. Rider
| Question | Answer |
|---|---|
| Cognition | The activity of knowing and the processes through which knowledge is acquired and problems are solved. |
| Genetic epistemology | The study of how humans come to know reality and basic dimensions of it such as space, time, and causality. |
| Clinical Method | A flexible question-and-answer technique used to discover how children think about problems. |
| Piaget's definition of intelligence | A basic life function that helps an organism adapt to its environment. |
| Schemes (schema) | Cognitive structures- organized patterns of action or thought that people construct to interpret their experiences. (using mental symbols such as images & words to represent or stand for aspects of experieces) |
| Organization | Children systematically combine existing schemes into new & more complex ones. (logically ordered & interrelated actions & ideas) |
| Adaptation | The process of adjusting to the demands of environment. |
| Assimilation | The process by which we interpret new experiences in terms of existing schemes or cognitive structures. |
| Accomodation | The process of modifying existing schemes to better fit new experiences. |
| Three Core Ideas of Piaget's Theory of Development | 1. Child plays active role in own development 2. Children go through an invariant series of stages 3. Schemes change as a result of two processes (adaptation & organization) |
| Equilibrium | The process of achieving mental stability where our internal thoughts are consistent with the evidence we are receiving from the external world. |
| Piaget's Stages of Development | 1. Sensorimotor 2. Preoperational 3. Concrete Operations 4. Formal Operations |
| Sensorimotor | 0-2 years. Thinking only in terms of here & now, action based. |
| Reflex Activity (Sesorimotor subst) | Birth- 1 month. Indiscriminate performance of reflexive ations. Sensorimotor egocentrism. Active exercise & refinement of inborn reflexes (accomodate sucking to fit the shapes of diff't objects) |
| Primary Circular Reactions (Sensorimotor subst) | 1-4 months. Repetition of behaviors involving the baby's body that leads to interesting results. (Repeatedly suck a thumb, kick legs, blow bubbles) |
| Secondary Circular Reactions (Senso. subst) | 4-8 months. Repetition of behaviors involving external objects. (Repeatedly shake a rattle to make and interesting noise or bat a mobile to make it wiggle) |
| Coordination of Secondary Schemes (Sen. subst) | 8-12 months. Intentional, goal directed behavior. Beginnings of object permanence, but still make A, not B, error. Combination of actons to solve simple problems. (bat aside a barrier to grasp an object) First evidence of intentionality |
| Tertiary Circular Reactiions | 12-18 months. Creative exploration of external thoughts. Experimentation to find new ways to solve problems or produce interesting outcomes. (Explore bath-water by gently patting it then hiting it vigorously & watching the results/ stroke, pinch a cat. |
| Beginning of Thought (Senso. subst) | 18-24 months. Internal images of absent objects & events. Deferred imitation. First evidence of insight; solve problems mentally, using symbols to stand for objects & actions. Visualize how a stick can be used. (move an out of reach toy closer) |
| Circular Reactions | Newborns will suck to produce interesting events |
| Object Permanence | 3 1/2 year olds are surprised when an out of site object appears. A-not-B error. The likelihood of 8-12 month olds to search for an object in the place where they last found it (A) rather than in its new hiding place (B) |
| Preoperational Stage | 2-7 years. Preschoolers. Do not understand conservation. |
| Conservation (preop stage) | Certain properties of an object or substance do not change when its appearance is altered in some superficial way. |
| Operations (Preop stage) | Mental representation of an action that obeys logical rules (reversibility) |
| Decentration | The ability to focus on 2 or more dimensions of a problem at once |
| Centration | The tendency to center attention on a single aspect of the problem |
| Reversibility | The process of mentally undoing or reversing an action |
| Preoperational egocentrism | inability to distinguish perspective of another from own |
| Animistic thinking | think that inanimate objects have thoughts or feelings |
| Concrete Operational Stage | 7-11 years. Less egocentric. Elementary school. adding & substracting, perform mental actions on objects, classifying, arranging objects from largest to smallest. |
| Horizontal decalage (Concrete op. stage) | Different cognitive skills related to the same stage of cognitive development emerge at diff't times. |
| Formal Operational Stage | 11-12. Mental actions on ideas. think about ideas logically. more hypothetical and abstract. Children in less materialistic cultures show delays in conservation. Formal reasoning does not appear in nonliterate societies. |
| Propositional thought (formal op stage) | can think logically about hypothetical ideas |
| Adolescent egocentrism (formal op stage) | Can't distinguish abstract ideas of other's perspectives from own. |
| Evaluation of Piaget | Understimated children's abilities. Failed to distinguish between competence & performance. Understimated social influences. |
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