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Cognitive Developmen
| Question | Answer |
|---|---|
| Flashcard 1 | |
| Q: What does developmental psychology study? | |
| A: | |
| The biological, cognitive, social, and emotional changes that occur in people over time. It is not confined to childhood or adolescence and uses various research methods. | |
| Flashcard 2 | |
| Q: Who was Jean Piaget, and what was his contribution to developmental psychology? | |
| A: | |
| Jean Piaget (1896-1980) was a highly influential theorist in cognitive development, with a focus on genetic epistemology. He proposed that cognitive abilities develop through interaction between innate capacities (nature) and environmental events (nurture | |
| Flashcard 3 | |
| Q: What are the basic concepts of Piaget's theory? | |
| A: | |
| • Schemas: Mental operations that can be applied to objects, beliefs, ideas, etc. | |
| • Assimilation: Incorporating new information into existing schemas. | |
| • Accommodation: Adjusting schemas to fit new information or experiences. | |
| Flashcard 4 | |
| Q: What is Piaget's theory of constructivism? | |
| A: | |
| Piaget’s theory emphasizes that schemas (mental structures) are internally constructed by the child. Knowledge is actively built by the learner, challenging earlier behavioral theories that viewed learning as passive. | |
| Flashcard 5 | |
| Q: What are Piaget's four stages of cognitive development? | |
| A: | |
| 1. Sensorimotor (Birth to 2 years) | |
| 2. Preoperational (2 to 7 years) | |
| 3. Concrete Operational (7 to 12 years) | |
| 4. Formal Operational (12 years and older) | |
| Flashcard 6 | |
| Q: What happens during the Sensorimotor stage of cognitive development? | |
| A: | |
| • Learning occurs through sensory and motor experiences. | |
| • Development of object permanence (understanding that objects continue to exist even when out of sight). | |
| • Achievement of internal representation or representational thought. | |
| Flashcard 7 | |
| Q: What are key features of the Preoperational stage? | |
| A: | |
| • Emergence of representational skills (e.g., drawings). | |
| • Rapid language development between ages 2 and 4. | |
| • Egocentrism: Difficulty in seeing things from another person's perspective. | |
| • Failure to conserve: Children struggle to understand that quantity remains the same despite changes in appearance (e.g., liquid conservation task). | |
| Flashcard 8 | |
| Q: What is the Concrete Operational stage? | |
| A: | |
| • Development of concrete operations (logical thinking about physical objects). | |
| • Success in conservation tasks and perspective-taking. | |
| • Ability to classify and order objects (e.g., understanding family relationships). | |
| • Reversibility: Ability to understand that actions can be reversed (e.g., reversing changes in quantity). | |
| Flashcard 9 | |
| Q: What happens in the Formal Operational stage? | |
| A: | |
| • Begins at age 12 and older. | |
| • Ability to reason about abstract and hypothetical concepts. | |
| • Hypothetico-deductive reasoning: Ability to form hypotheses and systematically test them. | |
| Flashcard 10 | |
| Q: What are some critiques of Piaget's theory? | |
| A: | |
| • Some modern research challenges Piaget’s assumptions about the universality and timing of developmental stages. | |
| • Other theories, like Vygotsky's sociocultural theory, compete with Piaget’s ideas. | |
| Flashcard 11 | |
| Q: What is the violation of expectancy paradigm used by Baillargeon et al. (1985)? | |
| A: | |
| A study to test object permanence in 5-month-old infants. Infants looked longer when a drawbridge moved through an obstacle, indicating they expected the object to remain in place, suggesting early object permanence. | |
| Flashcard 12 | |
| Q: What was the Three Mountain Task and what did it show? | |
| A: | |
| A test of egocentrism, where children were asked what a dog could see from different perspectives of mountains. Younger children (4-5 years) failed to understand that the dog would have a different perspective than themselves, showing difficulty in perspe | |
| Flashcard 13 | |
| Q: What did the naughty teddy experiment by McGarrigle and Donaldson (1975) show? | |
| A: | |
| It challenged Piaget's conservation of number task. Children were more accurate when the researcher’s action (spreading coins apart) was replaced by a playful action (naughty teddy), showing that preoperational children might understand conservation when | |
| Flashcard 14 | |
| Q: What is Vygotsky's sociocultural theory of cognitive development? | |
| A: | |
| Vygotsky emphasized internalization, the process by which children absorb knowledge from their social environment. | |
| • Zone of Proximal Development (ZPD): The range of tasks a child can perform with guidance. Children learn best when tasks are within their ZPD, not too easy or too hard. | |
| • Knowledge acquisition occurs through collaboration with more knowledgeable others (e.g., adults, peers). | |
| Flashcard 15 | |
| Q: What is the Zone of Proximal Development (ZPD)? | |
| A: | |
| The difference between what a child can do independently and what they can do with help. Tasks in the ZPD promote learning when the intervention is appropriately challenging. |
Created by:
lg06
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