6943512
Description
Flashcards by Sneha Mittal, updated more than 1 year ago
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Created by Sneha Mittal
almost 8 years ago
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| Question | Answer |
| development | continuity and change over life span |
| Jerome Kagan | studied continuity; adults categorized as inhibited (shy, timid, fearful) at age 2 show increased amygdala response to novel faces; categorize as inhibited or uninhibited (bold, sociable) |
| Preformationism | organisms develop from miniature versions of themselves; unformed adult in sperm, woman is incubator |
| Precocial | animals born in advanced stage, because of environmental strain |
| Altricial | born in vulnerable state; large head size might require this kind of development |
| Genetic epistemiology | study of the origins of knowledge |
| ontogeny | Discredited theory that animals go through stages resembling or representing successive stages in the evolution of their remote ancestors |
| constructivism | children construct knowledge on the basis of their experiences with the world; baby is basically a scientist |
| constructivist theory building/learning mechanisms | assimilation accommodation equilibration |
| assimilation | children translate info into form they can understand |
| accommodation | children revise current knowledge structures in response to new experiences |
| equilibration | balance assimilation and accommodation to create stable understanding |
| reflexes | building blocks for future movement |
| autostimulation | rapid early development of human visual system in fetuses and newborns is facilitated by sleep and deprivation of external stimuli |
| sensorimotor | birth to 2 years Basic motor systems, sensory/perceptual systems, learning mechanisms A not B (infants look under block a even though they saw the researcher move the toy under box b) Object permanence not there |
| object permanence | object continues to exist even when it cannot be observed |
| preoperational | (2-6 years) Begin to represent experiences in language, imagery, symbolic thought Cannot perform operations (reversible mental activities) Focus on a single, perceptually-salient aspect of an event (centration) Failure of conservation (changing form doesn’t change amount) (liquid, solid, or number), failure of transitivity (comparing two objects via intermediate object) Egocentricity (Sally-Anne task/ False Belief Test (others can have false beliefs about the world)); Failure of appearance vs. reality |
| concrete operational | 6-12 years can reason logically about concrete objects/events but have difficulty with abstract terms failure in formal logic (polar white, see polar, what color is polar bear, i dunno) systematic testing |
| formal operational | 12+ can think about abstractions and hypotheticals can perform systematic operations to draw conclusions about the world |
| constructivist pedagogy | constructivism in classroom "The theory suggests that humans construct knowledge and meaning from their experiences." basically use active techniques (like experiments) to learn |
| challenges to piaget | smart babies (babies smarter than we think, just not motivated); focused too much on motor behaviors de'calage (problem with stages) |
| liz spelke | "suggested that human beings have a large array of innate mental abilities" |
| renee bailargeon | also worked with infants and their cognitive development |
| habituation | used to test what infants know; see how infants direct attention when presented which particular stimulus; failure of expectations found to elicit more staring in babies through habituation; reveals that infants know a lot more than we think |
| things babies know a lot about | coherence continuity contact |
| coherence | objects exist across time and space; ball behind divider, which falls flat --> ??? |
| continuity | consistent existence of something over a period of time (things can't exist in two places at once); man walking behind brick wall |
| contact | object transfers energy to other object |
| imitation | babies can imitate and recognize social agents |
| forced-choice cracker test | babies chose higher quantity of crackers until there were 4 crackers vs. 2 crackers to choose from |
| social agent intentions | more interested in social agent's intention though; look longer if grab new object in same location than if grab same objet in different location |
| core number system 1 | exact small number system; babies good with small numbers, bad with numbers bigger than 4 |
| application of weber's law to numbers | easier to tell difference between small numbers than larger numbers that differ by same value (1,2 vs. 6,7) |
| change detection | relationship between change in intensity and original intensity is a constant |
| core number system 2 | approximate large number system; good at approximate reasoning about large numbers, bad at precise discriminations between close numbers |
| humans can | reason exactly about small numbers and approximately about large numbers but not exactly about large numbers |
| de'calage | discontinuity/gap;babies do not always behave egocentrically, can sometimes understand conservation, etc.; adults can make egocentric mistakes too; discontinuities in developmental timing |
| horizontal faculties | refers to mental processes as if they are interactions between faculties such as memory, imagination, judgement, and perception |
| vertical faculties | claims that the mental faculties are differentiated on the basis of domain specificity, are genetically determined, are associated with distinct neurological structures, and are computationally autonomous; knowledge built on foundation of core knowledge |
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