Term
| What were the two types of change that Piaget described? |
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Definition
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Term
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Definition
o Assimilation: Incorporate new information into an existing schema
o Accommodation: Modify that schema to account for new information. |
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Definition
o Knowledge gets organized into increasingly complex structures
o Extensive organization leads to new abilities that pass through stages |
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Term
| What were the four stages of development that Piaget described?\ |
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Definition
-Sensorimotor
-Preoperational
-Concrete Operational
-Formal Operational |
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Term
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Definition
| (birth until 1-1 ½ years): Sensory and motor actions, initially reflexes quickly differentiate by means of accommodation and coordinate to form adaptive ways of acting on the environment. Typical achievements and behaviors include sucking, grasping, etc. |
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Term
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Definition
| (1 ½-7 years): Symbols stand for or represent objects and events, butt communication and thought remain relatively inflexible. |
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Term
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Definition
| (7-11 years): Cognitive operations permit logical reasoning about concrete objects, events, and relationships. |
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Term
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Definition
| (11 + years): Operations can be performed on operations. Thought becomes abstract, and all possible outcomes can be considered. |
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Term
| What did Vygotsky see as the two most important contributors to development? |
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Definition
| Vygotsky thought that social and cultural contributions were most important in influencing development. |
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Term
| How do scaffolding and the zone of proximal development fit into Vygotsky’s theory? |
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Definition
| Vygotsky said the scaffolding was important because it was a framework a caregiver could use to help a child develop in particular ways. The zone of proximal development is the difference between what the learner can do alone and what they can do with help. |
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Term
| What were some of the elementary mental functions that Vygotsky acknowledged? |
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Definition
• Vygotsky acknowledged innate abilities
o Basic attention
o Perception
o Involuntary Memory |
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Term
| What is a mediator in this theory and what are some examples from our society? |
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Definition
| A mediator is a psychological tool that facilitates thinking and development such as symbols, language, mnemonics, writing, technology, and culture. |
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Term
| According to information processing theory development involves increases in what? |
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Definition
• Development involves increases in:
o Capacity:
o Efficiency:
o Speed of processing: |
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Term
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Definition
| How much information can be held |
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Term
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Definition
| The more efficiently information is processed the more likely it is to be stored. |
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Term
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Definition
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Term
| According to information processing theory what are the three main forms of attention? |
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Definition
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Term
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Definition
| Paying attention to certain things at the exclusion of others |
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Term
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Definition
| In one direction and ingnore the rest of the stimulus coming in. |
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Term
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Definition
| Scan around the room and select something else to sustain to. |
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Term
| What does the dynamic system suggest about the systems involved in development? |
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Definition
• Numerous systems active and interactive
o Interactions within and between domains
• Development proceeds through the interactions of many factors – both internal and external.
o Neural development, experience, cognitive abilities, motivation.
• Systems are self-organizing, forming coherent patterns within and between systems (nodes within networks)
• Capable of influencing |
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Term
| What are some of the internal and external factors involved in development? |
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Definition
• Internal Factors:
o Neural development
o Cognitive abilities
o Motivation
• External Factors:
o Experiences |
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Term
| How does the principle of self-organization account for patterning between systems? |
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Definition
| • Systems are thought to be self-organizing based on their activity and experience |
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Term
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Definition
o Strong emphasis on controctivism, several stages
o Cognition directs language acquisition |
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Term
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Definition
o Soft nativist perspective followed by c, but no stages
o Language is key – plays powerful role in shaping thought |
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Term
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Definition
o Most constructive – connections exist but all else is learned
o No stages – quantitative improvements in processing factors |
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Term
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Definition
| Arousal leads to GENERAL increase in receptivity |
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Term
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Definition
| Attention leads to SELECTIVE increase in receptivity |
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Term
| Which model task has been useful in studying attention and its development? |
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Definition
| Spatial Orienting Task: Model task for measuring attention and alertness |
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Term
| What is the subtractive technique and how is it useful in studying attention? |
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Definition
| Based on the assumption that mental operations can be measured by decomposing complex covnitive taks in sequences of simpler tasks. |
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Term
| What is a cost-benefit analysis and what does it measure in relation to attention? |
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Definition
| The cost-benefit analysis is an infant version of the spatial orienting task. It studies the development of attention orienting and developing. |
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Term
| What is inhibition of return and what are the two possible explanations for this result? |
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Definition
| • The inhibition of return is that the baby will be slower or less likely to return to a snowman. Two possible explanations for the inhibition of return is either that the baby has a knowledge of location or an inhibitory mechanism! |
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Term
| How many circuits have been implicated in relation to the components of attention? |
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Definition
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Term
| How do these circuits provide support for the nodes within networks perspective? |
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Definition
| • Each circuit provides for a different component of attention in a different section of the brain. |
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Term
| What are the three main aspects of cognitive control that we discussed? |
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Definition
-Alerting
-Orienting
-Executive |
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Term
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Definition
| Respond to external stimuli |
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Term
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Definition
| Bring the perceptual systems to bear on the stiumli |
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Term
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Definition
| Taking control, dealing with new or challenging/dangerous shit |
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Term
| What is the A not B task and what does it teach us about development of control? |
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Definition
| The A not B task involves a little baby and how they reach through the glass to get something under it and how they learn that the hole is in the back when they’re way older. |
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Term
| Why is the notion of a prepotent tendency so important in thinking about control? |
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Definition
| Prepotent Response is the tendency to reach straight for the toy. It shows us that the activation region of the brain is present but not the inhibition. |
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Term
| What do we mean when we talk about conflict, in relation to control? |
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Definition
| Different stimuli interfere with our ability to maintain attention |
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Term
| What is the delay of gratification task and what did it teach us about control? |
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Definition
| • Delay of gratification is a paradigm used to assess control on a longer time scale. |
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Term
| What do the card sorting tasks teach us about control and the underlying mechanisms? |
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Definition
| • They teach us that children need to represent rules hierarchically to play games correctly and that children have a hard time inhibiting their behavior once they learn a rule. |
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Term
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Definition
| Ability to identify whether a stimulus had previously been encountered. |
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Term
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Definition
| Ability to reproduce stimuli that one had previously encountered |
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Term
| • The Speed Processing Theory |
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Definition
| Indicates how fast the thinker can execute the mental operations needed by the task at hand. |
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Term
| What do we mean by cognitive flexibility and why does its development take so long? |
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Definition
| • Cognitive flexibility is the ability to switch between information based on task demands and internal goals. |
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