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Cognition
Cognition and development
| Question | Answer |
|---|---|
| What are the stages of development according to Piaget? | Sensorimotor (0-2yrs) Pre-operational (2-7yrs) Concrete operational (7-11yrs) Formal operational (11+yrs) |
| What are the functional invarients? | Process of adaptation (assimilation, accommodation) Process of equilibrium (equilibrium and disequilibrium) |
| What are the variant structures? | Schemas Operations |
| Research in sensorimotor stage | Piaget's observation of own children, object permanence develops at 8 months. Children aged 1-4 months will still look for objects if lights in a room are turned out. |
| Research in pre-operational stage | Three mountains task Piaget's conservation task Hughes policeman study McGarrigle and Donaldson's naughty teddy study |
| Characteristics of pre-operational stage | Centration, transductive reasoning, animistic thinking, seriation, egocentrism, unable to conserve, GSF still developing |
| Characteristics of sensorimotor stage | Object permanence developed at 7-8months GSF developed |
| Characteristics of concrete operational stage | Learn to conserve in stages (decalage) Less egocentric Class inclusion Perform complex tasks if objects physically present |
| Characteristics of formal operational stage | Logical operations and abstract reasoning Think about hypothetical situations Inferential reasoning |
| Evaluation of Piaget | Research support - three mountains - object permanence |
| What levels does Vygotsky believe children learn on? | Cultural level - knowledge passed down generations, most importantly language. Interpersonal level - interactions between individuals (inter-psychological then intra-psychological) |
| What is the ZPD? | Zone of proximal development - area between the child's current ability and their potential ability. |
| How can a child pass through the ZPD? | Interactions with the environment, cultural influences, scaffolded help from a MKO |
| What is the process for effective scaffolding? | A - assess current knowledge R - relate new information to already understood concepts B - break down information into small manageable chunks V - verbal cues and prompts to help the learner |
| What happens if a task is too difficult / easy according to Vygotsky? | Easy = bored Difficult = anxious |
| What are the stages in semiotics (Vygotsky)? | External speech (0-3yrs) - pre-intellectual language Egocentric speech (3-7yrs) - self-talking, tied to mental processes Internal speech (7+yrs) - language only used for communication |
| Purpose of semiotics | Vygotsky believed that they helped in cognitive development |
| Evaluation of Vygotsky | Wood+Middleton saw interactions of 4 year olds with mothers when going through ZPD. Piaget=kids cannot perform tasks out of their age range Applicable as culture fair Agrees Piaget, both say info is from interactions with the environment /interactions. |
| What is the violation of expectation technique? | Way to test for object permanence. Children will look for longer at things they haven't previously experienced. |
| Method of violation of expectation technique | Child shown a possible situation repeatedly until they demonstrate it is no longer a new experience by looking away Child then shown a similar but an impossible scenario Time spent looking at each scenario is recorded |
| What does core knowledge theory suggest? | That humans have the innate ability to understand objects. Suggests children have the innate ability to: perceive boundaries of objects, perceive objects even when out of view, predict the movement of an object. Suggests that OP could be an innate ability |
| Research into object permanence | Baillargeon - 3 month olds, truck roll down track behind screen Aguair and Baillargeon - 2.5yr olds, mini mouse passes behind screen |
| Evaluation of Baillargeon | Research support (Baillargeon) Real world application as cognitive developmental ability is difficult to assess. |
| What is meant by social cognition? | The mental processes by which individuals process and understand information relating to themselves and others |
| What is meant by perspective taking? | The ability to assume another persons perspective and understand their thoughts/ feelings. |
| Stages in the role-taking theory | Stage 0 - egocentric (3-6yrs) Stage1 - social informational role taking (6-8yrs) Stage 2 - self-reflective role taking (8-10yrs) Stage 3 - mutual role taking (10-12yrs) Stage 4 - social and conventional system role taking (12-15yrs) |
| Evaluation of Selman's level of perspective taking | +Research from Selman (40kids 4-6yrs), given info about a scenario that person in it didn't have and asked to predict behaviour. However, investigator + researcher bias +Applicable, interpersonal dilemmas provide way of assessing perspective-taking. |
| What is theory of mind? | The ability to attribute mental states to oneself and others and understand that people may have different mental states than their own. |
| What age does ToM develop? | Around 4 years old |
| How can autism be characterised? | reduced social contact, reduced or abnormal use of language, unusual behaviour |
| ToM as an explanation for autism | People with autism do not develop ToM at 4 years old, so unable to imagine that someone is experiencing different feelings and thoughts |
| Aim and method of Sally-Anne study | Aim: to assess the lack of ToM as an explanation for autism Method: Natural experiment, 20 ASD, 14 Downs, 27NT. Sally places marble in basket, Anne moves it into box, Sally returns. Asked two control Qs and false belief question. |
| Results and conclusion of Sally-Anne study | Results of false belief: 20% ASD, 86% down syndrome, 85% neurotypical Conclusion: Autistic children lack ToM, so cannot attribute mental states to others |
| Evaluation of Sally-Anne study | Highly applicable - diagnose autism, beneficial to society. However, only used on children aged 4-6yrs Lacks ecological - artificial tasks, people with autism don't attribute beliefs to inanimate objects. However, same when repeated using humans. |
| Evaluation of ToM | Research support from Sally-Anne - children with autism lack ToM Real-world applications - used to explain lack of pretend play in autistic children (children must hold contradictory beliefs). However, reductionistic as some kids have advanced maths skil |
| Outline mirror neurons | Fire when action is observed or repeated, found in brain areas associated with social cognition, allow people to simulate other's behaviour, defects in system associated with autism, first identified in monkey brains |
| Evaluation of mirror neurons | Applicable - useful in understanding problems associated with ASD, explanation of behaviour can be developed, however its an oversimplification (other factors) Not generalisable to humans, research carried out on monkeys. However, support from EEG scans. |
Created by:
Charlotte_05
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