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life span 2
| Question | Answer |
|---|---|
| what's a schema | a mental framework used to organize and interpret information |
| 3 parts of a schema | assimilation, accommodation, equilibration |
| what's accomodation | adjusting schemas to fit new experiences |
| what's assimilation | fitting new experiences into existing schemas |
| what's equilibration | the balance between assimilation and accomodation |
| piagets 4 stages of cognitive development | sensorimotor (birth-2yrs), preoperational (2-6yrs), concrete operational (6-11yrs), Formal operational (12-18yrs) |
| substages of sensorimotor stage | 6 substages |
| list the basic part of each substage | reflexes, primary circular reactions, secondary circular reactions, coordination of secondary reactions, object permanence, tertiary circular reactions, and mental representation |
| circular reactions | repetitive behaviors that build sensorimotor understanding and |
| what is primary circular reactions | focused on body |
| what is secondary circular reactions | involves external objects |
| what is tertiary circular reactions | experimenting with new actions |
| what is object permanence | understanding that objects continue to exist even when unseen |
| criticisms of sensorimotor stage | underestimates children's abilities- research shows children may have an earlier understanding of object permanence |
| what is the main idea of sensorimotor stage | infants learn through sensory input and motor actions; knowledge develops through circular reactions |
| what is the main idea of preoperational stage | children use language and symbols but think intuitively rather than logically |
| egocentrism | inability to take another's persepctive |
| animism | belief that inanimate objects are alive |
| centration | focusing on one aspect of a situation |
| irreversibility | failure to understand that actions can be reveresed |
| conservation errors | belier that quantity changes when appearance does |
| criticisms of the preoperational stage | overstated egocentrism, knowledge depends on discovery learning: limited environmental support can delay it |
| main idea of the concrete operational stage | children think logically about concrete, tangible objects and events |
| in concrete operational stage children understand | conservation, reversibility, classification, seriation (order objects by size/number), transitive inference |
| criticisms of the concrete operational stage | piaget underestimated cultural and contextual influences, stage progression is more gradual and domain-specific |
| main idea of formal operational stage | adolescents can think abstractly and hypothetically, reason about possibilities |
| what is formed during formal operational stage | perspective taking (theory of mind), hypothetical deductive reasoning |
| criticism of formal operational stage | not all individuals reach full formal operational thought, performance fluctuates depending on familiarity with content |
| what is the zone of proximal development (ZPD) | range between what a child can do independently and what they can do with help |
| what is scaffolding | temporary support provided to help reach higher competence |
| how do we create a "culture of learning" | pass on cultural tools - physical: computers, pens Mental: ways of solving problems, |
| what is postformal thinking | adult stage beyond piaget; integrates logic with practical experience and emotion |
| three types of postformal thinking | dualistic, relativistic, and reflective judgment |
| dualistic thinking | knowledge viewed in absolutes |
| relativistic thinking | knowledge viewed as depended on context and thinker |
| reflective judgement | synthesizes contradictions among perspectives |
| information processing model (atkinson and Shiffrin) | a model describing how info moves through three memory stores |
| what are three memory stores in the info processing model | sensory memory, working memory, and long term memory are |
| describe the info processing model | external stimuli (input) - sensory memory - working memory - long term memory- procedural memory |
| what part of the information processing model can go back and forth between short term and long term memory | elaborative rehearsal |
| iconic vs echoic memory | iconic- visual info echoic- auditory info |
| what type of sensory memory is faster | iconic memory |
| memory where things are temporarily stored | short term memory |
| describe short term memory | limited capacity 7 +- 2 items, subject to interference from distractions or complex tasks, central to learning |
| normal development trajectories of working memory | steadily improves through childhood, peaks in adulthood, and may decline slightly with age |
| parts of long term memory | episodic, semantic, and procedural |
| episodic memory | specific experiences or events |
| semantic memory | general world knowledge |
| procedural memory | how to do things |
| difference in child and adult brain | children thinking mostly driven by limbic system- emotions, greater risk taking. Adult brain prefrontal cortex, can control impulses |
| selective attention | the ability to focus on relevant info while ignoring distractions (improves greatly b/w 6-10 |
| executive functioning | higher order cognitive processes that coordinate attention, working memory, and decision making |
| memory development of infancy | attention improves with age, working memmory appears, long term memory possible as early as 3 months, |
| memory development of childhood | semantic memory expands, recognition, scripts, autobiographical memory, |
| memory development of adolescence | metacognition- thinking about ones thinking |
| memory development of adulthood | working memory capacity declines, episodic memory declines, cognitive reserve helps offset decline |
| encoding | the process of transforming info from working memory into a form that can be stored in long-term memory |
| 3 types of encoding | acoustic, visual and semantic, elaborative rehearsal |
| benefit of encoding | deeper more meaningful processing |
| retrieval | the process of bringing stored info from long term memory back into working memory when needed |
| types of retrieval | recall, recognition, relearning |
| benefit of retrieval | strengthens memory by reactivating neural connections |
| what is the historical importance of intelligence testing | wanted to test children and those in the army |
| what are the flaws of early attempts at measuring intelligence | education standards, nutrition, medical advances, stimulating environments, and testing familiarity |
| Wais testing | modern intelligence test measuring multiple cognitive domains rather than a single score |
| intelligence quotient | standardized score, represents performance relative to age peers |
| giftedness | IQ greater than 130 |
| intellectual disabilities | IQ less than 70 |
| learning disabilities | normal average IQ but difficulty in specific academic areas |
| learning disabilities can be | dyslexia, dyscalculia, dysgraphia |
| crystalized intelligence | accumulated knowledge and verbal skills acquired through experience and education |
| fluid intelligence | ability to reason abstractly and solve problems without prior knowledge |
| difference between fluid and crystallized | crystalized you use info you already possess to solve a problem in fluid you don't use prior knowledge and independently solve a problem |
| health disparities in standardized testing | socioeconomic, cultural, and educational differences. |
| classic aging patterns | older adults show decline in fluid intelligence (negative cohort) but increases or stability in crystalized intelligence |
| reasons classic aging pattern might occur | slower processing speed, sensory decline, less familiarity with new technology |
| positive cohort effects | later born generations perform better on IQ due to better education nutrition and technology (flynn effect) |
| negative cohort effects | older generations may perform worse not because of age, but because they had fewer learning opportunities earlier in life |
| 2 modern theories of intelligence are | gardner's multiple intelligences and Sternberg's triachic theory |
| Gardner's multiple intelligences theory | intelligence is multifaceted |
| Sternberg's triarchic theory | three interacting types of intelligece: analytical, creative, practical |
| the 5 foundations of language | morphology, phonology, syntax, semantics, pragmatics |
| phonology | sound system |
| morphology | ways that sounds can be combined with |
| syntax | knowledge of sentence structure |
| semantics | meaning of words |
| pragmatics | understanding how to use language to communicate |
| language milestones in infancy | 0-6: crying, lauging cooing 6-7: babbling 9-10: in language babbling 12-18: first words, holophrases 16-24: naming explosion |
| underextension | applying a word too narrowly |
| overextension | applying a word to broadly |
| logical extension | when learning a word, applying it to similar category items |
| mutual exclusivity assumption | assuming each object has only one labet |
| private speech | self-directed speech |
| Piaget's view on private speech | viewed as egocentric |
| Vygotsky's view on private speech | viewed as essential for self-regulation and internal thought |
| metalinguistic awareness | understanding language as a system; being able to reflect on language structure |
| code switching | alternating between languages or speech styles based on the setting or conversation partner |
| pragmatic skills | adjusting speech for different contexts |
| theories of language development | nativist, interactionist, learning theory |
| nativist theory | human brain has innate capacity to learn language |
| learning theory | language is learned through operant conditioning and modeling |
| interactionist theory | language develops through a combination of biological readiness and social interaction |
| Broca's area | speech production and expression |
| wernicke's area | language comprehension |
| infant directed speech (motherese) | exaggerated tone, repetition, short sentences, and high pitch |
| cultural differences in language learning | Asian parents emphasize social words, US parents emphasize object words |
| bilingualism | executive functioning skills, liked to low SES- delayed language development, |
| infant directed speech - recasting | restating children's sentences into new grammatical forms |
| infant directed speech - expansions | enriched versions of children's statements |
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