Term
|
Definition
| Children's thinking after age 7 seems to be quite different from their thinking before age 5. |
|
|
Term
| Signs of 5-to-7 shift; Piaget's thinking |
|
Definition
| Understand the world around them. People have different POV. Less egocentric. |
|
|
Term
| What affects the timing of the 5-to-7 shift according to Sameroff? |
|
Definition
| School, home, culture, and characteristics of the child. Achieve 5-7 shift social > not social |
|
|
Term
| Patterns of behavior changes in different cultures; Barbara Rogoff |
|
Definition
| Changes in what children do think between 5 and 7 vary widely across different cultures that engage children in different kinds of social activities |
|
|
Term
| culture and children's cognitive abilities according to Rogoff |
|
Definition
| once a child can feel what another child feels, they can become caregivers. Some educate at 2, others educate at 15. 5-7 shift depends on family expectations and roles. |
|
|
Term
| changes in myelination, coordination linked to synaptic pruning, strengthening of certain pathways |
|
Definition
myelination-speeds transmission of nerve impulses
synaptic pruning-nonfunctional synapses die off
strengthening-better control of attention, solve complex problems, form explicit plans, engage in self reflection |
|
|
Term
| brain changes of mdl child: focused attention, delay of gratification, planning, self awareness |
|
Definition
| permits the frontal lobes to coordinate the activities of other brain centers in a more complex way. better control. |
|
|
Term
| concrete operations. 6-12 concrete operational stage of cog dev |
|
Definition
| coordinated mental actions that fit into a logical system in a way that creates greater way of thinking. |
|
|
Term
| hallmarks; conservation, reversible thinking, decentered thinking, compensation |
|
Definition
conservation-properties of object remain the same when it looks altered. ex- liquid tall, thin glass = liquid short, fat glass
reversible thinking-children realize certain operations can reverse the effects of others
decentered-consider 2+ attributes of an object at a time and can form categories according to criteria
compensation-mentally compare changes in 2 aspects of a problem and see how one compensates for the other |
|
|
Term
|
Definition
| the mental process of combining, separating, or transforming information in a logical manner |
|
|
Term
| different kinds of conservation; conservation of # and conservation of volume |
|
Definition
#- recognizing the one-to-one correspondence bewteen sets of objects of equal number
volume- understanding that the amount of liquid in a container remains the same despite being poured into a differently shaped container |
|
|
Term
|
Definition
children can communicate more effectively about objects a listener cannot see.
children can think about how others perceive them.
children understand that a person can feel one way and act another. |
|
|
Term
| logical thinking mid child vs. prelogical thinking erl child |
|
Definition
mid- children can regulate their interactions with each other through rules and begin to play rule-based games.
mid-children can take intentions into account in judging behavior and believe the punishment must fit the crime. |
|
|
Term
| superordinate and hierarchial |
|
Definition
hier- the addition of classes
super-naturally occurring collection rather than an abstract class
easy time thinking about the relationship between levels in the system |
|
|
Term
|
Definition
underestimated cognitive development.
He believed children do not fully understand the reality of situations.
He blieved children base everything on appearance.
He believed they only focus on a single aspect.
He believed they are still egocentric.
Children know other people have outlooks. |
|
|
Term
|
Definition
control processes: rehearsal, attention, decision making, retrieval strategies--> sensory register/short term(working) memory/long term storage.
environmental input->sensory register->working memory<->long term storage |
|
|
Term
| sensory register, working memory, long term memory |
|
Definition
sensory- stores incoming information for fraction of second
short term- retained for several seconds
long term- memory of past experiences
*if info is not combined with information in long term, it is easily forgotten |
|
|
Term
| rehearsal, organization, and elaboration |
|
Definition
rehearsal- the process of repeating to oneself the material that one is trying to memorize
organization-a memory strategy in which materials to be remembered are mentally grouped into meaningful categories
elaboration-a memory strategy that involves making connections between two or more things to be remembered |
|
|
Term
| metacognition, megamemory |
|
Definition
metacognition- the ability to think about one's own thought processes
metamemory- the ability to think about one's memory processes |
|
|
Term
|
Definition
| linguistic/musical/logical(mathematical)/spatial/bodily(kinesthetic)/ naturalist/interpersonal/intrapersonal |
|
|
Term
| gardner's theory defines intelligence |
|
Definition
intelligence is composed of several distinct and separate abilities.
multiple intelligences concide with a different cognitive module and follows its own path. |
|
|
