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| Piaget's Stages of Cognitive Development |
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| Sensorimotor, Preoperational, Concrete operations, Formal operations |
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first stage of Piaget's cognitive development theory; age 0-2
obtain information through senses and motor skills
attains object permanence, ability to form mental representations, imaginative play |
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second stage of Piaget's cognitive development theory; age 2-6
interact with world by how things appear
development of symbolic function, beginnings of attainment of conservation, limited by egocentrism, animism, irreversibility, and centration |
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| giving human characteristics to inanimate objects |
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| cannot think about a process forward and backward |
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| have trouble focusing on more than one dimension |
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third stage of Piaget's cognitive development theory; age 6 or 7-11 or 12
stop relying on appearance and start using logical thought
onset of logical thinking, conservation, decentration, reversibility, ability to see others' points of view, classification, seriation |
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fourth stage of Piaget's cognitive development theory; age 11 or 12
ability to think in the abstract, flexibility, mental hypothesis testing, ability to consider alternatives in problem solving |
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| child will look for hidden object under the first place it was hidden |
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constructivist: children have an active role in constructing their cognition
children try to make sense of the world based on previous knowledge and experience; use to process new information
50/50 nature/nurture |
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| mental representations of a thing, place, person, etc. |
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| applying existing schemas to new information |
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children can learn tasks that do not have anything to do with problem solving
development comes from language
80/20 nurture/nature |
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| the role that the adult plays in offering a new concept or term |
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| Zone of proximal development |
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bottom level: what the child can do on their own
within zone: stages where child may need assistance
top level: tasks the child cannot do at all |
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| the assistance that is provided by the elder; should be gradually reduced as the child acquires the skill |
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| children working together with their peers and both children arrive at the solution |
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| the child starts as the observer because they are not capable of doing the task yet, then the adult walks them through the steps of the task, and then the child practices each step individually with the adult (ex: weaving a blanket- child watches, then works the pedals, then starts weaving, etc.) |
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children saying all their private thoughts out loud; most often during novel tasks; Piaget saw no value in this; disappears around age 10, peaks at age 4-6
Vygotsky— value = direct own behavior, acquire new skills, work through situations that are unfamiliar; thought that at age 10 it becomes internalized speech |
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| Information-Processing Model |
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Definition
Atkinson and Shiffrin, 1968
adult humans can only hold sensory information in the sensory registry for 250 milliseconds; sensory register narrows down what you focus on |
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age 0-4: spend only a short time involved in a task, can't focus on details, and are easily distracted
starts to improve around age 2-3.5
3-4: cognitive inhibition
6-10: better at selective attention- focus on aspects of a situation that are relevant to their goal
8-10: develop attentional strategies |
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| age 3-4; able to ignore distractions |
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| an experience that is highly emotional automatically transfers to long-term store |
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takes effort to get the material into long-term store for children
involves mnemonic strategies, rehearsal |
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generate a list of items and ask the person to recall them in any order
little ones use passive rehearsal |
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| children rehearse one thing one time; ball ball, horse horse; not very effective |
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used by older kids and adults; multi-item rehearsal
if you teach small children to memorize multiple items, they will have better memory |
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| used by Greek speakers; imagine a street and associated points in the speech with a visual image of walking down the street |
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| another word for schemata; starts out as primitive and grows and becomes rich with age |
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| gave college students that had no chess experience and third grade chess experts digits to remember, saying that they were chess positions; the children remembered more due to knowledge base |
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| Case; whenever you're engaging in a task where you have to process info, you only have a certain amount of attentional capacity to devote to the task and to remembering; adults tend to not use as much AC on the actual strategy, and use more AC on remembering (vice versa for children) |
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| overarching idea of knowing how your mind works, that your thoughts are different from everyone else's |
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| a subset of metacognitive skills; refers to a child's knowledge of how their memory works; gets better over time |
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| meanings associated with a word; takes a long time for children to get |
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| meanings associated with a word; takes a long time for children to get |
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| smallest units of sound (single letters) |
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| infants put phonemes together in ways that match the language they are surrounded by |
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| the beginnings of words; "puh" for "pink blanket" |
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| 12 months; saying one word to mean a phrase; "cookie" means "I want that cookie", or "bottle" mean "the bottle is over there" |
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| correct order of words in a sentence; knowing how to form plurals and past tense, etc. |
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| 18-24 months; only use the most critical words; "want cookie" or "no bath"; still putting nouns and verbs together properly |
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| 2.5-5 years; forming more grammatically correct phrases "where is kitty" |
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| 3 years; putting words in right order, using adjectives as adjectives etc. |
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| forming incorrect plurals or past tense with irregular verbs and nouns; "I runned away" or "I saw deers" |
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| 18 months; children pick up the gist of a word even after singular exposure to it; learn about 10 words per day until high school graduation |
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| use assumptions based on context to come up with meanings for words |
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| overapplying a newly learned vocabulary word; an ostrich applies to every animal in a cage |
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| underapplying a newly learned vocabulary word; the family's pet parrot is the only parrot anywhere, so parrots at the zoo or on TV are not parrots |
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| Syntactical bootstrapping |
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| using the syntax in the sentence to help figure out the meaning of a word |
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| the etiquette of language; the proper social rules of discourse; turn-taking, question and answer |
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| when you ask a rhetorical question, the child starts to understand it does not require an answer; "do you have to jump on your bed?" "how many times have I told you to put your shoes away?" |
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| Referential communication |
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| modifying language in order to be understood |
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| we see different stages of language development at the same ages across cultures |
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| happens when children are content and alone; hypothesized that this is reinforcing, that they like to hear themselves |
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Berko; proves child's extraction of grammar rules
make up words that don't exist, but children can still apply grammar
"This is a wug. Now here comes another wug. Now there are...two wugs." |
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used children's universal errors in language to show that they are primed to learn language through grammar vs. just learning their parents' language
language acquisition device |
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| Language acquisition device (LAD) |
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| children are primed to pick up on human voices and languages; born with innate predisposition to acquire language; universal pattern of language development |
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| creation of a language from two previous languages so that people of different areas can communicate |
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| parents scaffold language to accommodate their children's level of speech |
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| Social referencing; conducted experiments with babies learning to crawl; mother's facial expression convinced them to cross a short visual cliff |
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put rouge on a 16-month-old boy's nose, and he thought his reflection in the mirror was his sister; did same test on an 18-month-old, and he looks embarrassed
sense of self develops around 18 months |
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| studied cautious children vs outgoing children; some are just born with a predisposition for one or the other |
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| wanted to isolate the features of the face that would be associated with each emotion— children universally respond with same expressions, suggesting it is biological |
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| infants crawling for more than a month would not cross the deep visual cliff, even with their parents smiling at them |
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| child looks to mother in difficult situations |
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| a dominant way of responding to the environment |
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ongoing study in child development
1956- NY Longitudinal Study
141 children participated- wanted to assess and measure temperament
developed nine categories of temperamental characteristics (page ); gave the list to parents and asked them to report on their child's temperament (activity level, rhythmicity, approach or withdrawal, adaptability, threshold of responsiveness, intensity of reaction, quality of mood, distractibility, attention span and persistence)
in their sample, approximately 40% had an "easy temperament" (moderate degree of activity, regular eating and sleeping, normal caution, good adaptability); 10% had a "difficult temperament" (had extreme reactions to novel stimuli, hard time adjusting to novel situations, did not eat and sleep regularly); 15% were "slow to warm up" (cautious at first, slow to respond; but with repeated exposure, eventually warmed up)
Developmental outcomes will be best for the child if the parenting style matches the temperament |
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emotional tie to a caregiver
Bowlby |
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page 303-
observed children in post-WWII Europe; found that orphaned children were sad and sick, despite normal caregiving; did not have attachment to caregiver
Four stages of attachment
-First few months: attached to no one
-2-6 months: begin to discriminate between caregivers (usually mother)
-6 months-3 years: 6-12 month (specific attachment to caregiver; separation anxiety and fear of strangers peaks);
-3 years and up: attachment to daycare workers, etc. |
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