Piaget

4 stages- Sensorimotor Stage

Reflexes and Habits (repeating of chance behavior).

Primary-repeating chances around self.

Secondary-self and outside envt, no intention.

Coordination of secondary-goal orientated, object permeanance.

tertiary- behavior leads to goal. more intentional

mental representation- using symbols to represent things in mind

Symbolic function- begin to think outside real life constraints 

Egocentrism- one sided

Animism- inanimate things real

make believe play

Piaget- Concrete Operational Stage

Conservation begins. 

Horizontal decalage- similar abilities may not develop at same time.

Classification- detailed

Spatial Reasoning- cognitive maps, relations to others

Piaget- Formal Operational Stage

abstract thinking

math abilities

reasoning

compare/contrst

Sensory Memory

a few seconds, memory input from senses

STM

working memory

if rehearsed can move to LTM

LTM

Infinite capacity

depends on elaboration

retrieval of LTM brings to STM

Orientation/investigative response

focus on something, concentrate

Joint Attention

attending to something with another person

Selective Attention

Choosing what to pay attention to

Divided Attention

multitasking

Sustained Attention

Maintaining focus

Executive Attention 

focusing of what is most important

memory

storing and retaining information over time

Infantile Amnesia 

brain isnt developed enough to retain memory

Type of Memory

Implicit

Memory for movement and skills

Type of Memory

Explicit

Memory for events

can describe them

Language

communication using symbols

infinite generativity

language can be generated in an infinite number of ways

Phonology

system of sounds

(one letter) 

Morphology

basic sounds that have meaning 

(word)

Syntax

order gives meaning

Semantics

word meaning can change

Pragmatics 

ability to understand how to use language 

Development of Language

coos

babble

gestures

single words

50 spoken words

200-300 spoken words 

Styles of language

Referential 

picks up words that name or refer to things

Styles of Language

Expressive

socially linked

Underextension

and

Overextension

under- only use word in context it was learned

over- over use word

Telegraphic Speech

not grammatically correct but gets point through with simple words

4 Views of Language

Biological View

language based in brain

Broca's area- speech production

Wernicke's area- comprehension

4 Views of Language

Noam Chomsky's LAD

have inborn ability to pick up any language but only use the one that relates most to culture you are in 

4 Views of Language

B.F. Skinners Operant Conditioning

punishments and rewards

4 Views of Language

Albert Bandura's Social Learning Theory

learn socially- observe and imitate

intelligence 

using knowledge to learn, solve problems, adapt

4 View of Intelligence 

Traditional View

intelligence is analytical (verbal/math)

Binet Tests- mental ability relative to age

Stanford-Binet Tests- for Americans

William Stern- compare mental age to choro age

IQ= MA/CA x 100

4 view of intelligence

Triarchtic theory 

Robert Sternberg

intelligence can be creative, analytical, practical 

4 view of intelligence

Emotional Intelligence 

Daniel Goleman

ability to think and use emotion correctly

intrapersonal- manage owns feelings

interpersonal- manage others feelings

motivation

4 view of intelligence 

Multiple Intelligences

Howard Gardner

8 frames of mind-people excel in different domains

basically combines everything

Low End of Intelligence

Mental Retardation

(deficit in at least 2 adaptive areas)

High end of Intelligence

Giftedness

Emotional Development 

Nature vs. Nurture

Nature- early basic emotions come from brainstem and limbic system

Nurture- display rules, depends on environment/culture

Individualistic Culture

value of individual expression

Collectivistic Culture

value well being of group

Temperament

inclination to respond in a certain way

Chess and Thomas

Easy child- positive adaptive

Medium child- has to warm up

Hard child- negative, fussy, doesnt adapt well to change

Goodness of Fit

dynamics between child's needs and caregivers responsiveness

Mary Ainsworth

Strange Situation Study

Secure- fusses when leave

Aviodant- no reaction when leaves or comes

Resistant- resists reunion

Disorganized- confused, cry at return

Social Referencing 

reference environment for how to express emotions 

Emotion dismissive parents

ignore child's emotions

disadvantage because you get emotional whole life

Emotion coaching parents

guide through child's emotions

allow child to feel emotions and learn to cope

self-soothing

able to calm yourself down

self-talk

rely on cognitive strategies to soothe

self regulate arousal

ability to regulate physical arousal level 

self-understanding

cognitive ability to understand ourselves

Rouge Test

infancy- dont recognize self

15-18 mths- self awarness

2 years- recognize in pictures

2-3- use I, my, myself

early childhood- physical/concrete traits to descibe

Late childhood- psychological traits. ideal vs real

Adolescence- social comparisons, differentitation of self, fluctuation of self, contradictions of self, true vs false self

Social Cognitiion

understanding society/others

Self-concept

domain specific

evaluation of parts of self

Self- esteem

evaluation of whole self

Trends in self-esteem 

males higher

dips in adolensence

dips after life changing events

based on personal perception- not always accurate

identity

 definition of self

combination of parental support, sense of industry, reflective stance towards future

Erikson's

Identity vs Role Confusion

identity culminates in adolescence

adolenscence is "psychological moratorium"- transitional/limbo stage between childhood and adulthood

identity depends on- role experimentation and personality experimentation 

James Marcia

statues of identity based on 

Crisis and Commitment

Identity Achievement- crisis and commitment 

Identity Diffusion- no crisis or commitment

Identity Foreclosure- commitment no crisis

Identity Moratorium- crisis no commitment 

-       try to classify things into groups through assimilation and accommodation

-       in equilibrium when assimilating

-       when in accommodation in disequilibrium which requires you to accomodate

What is mental representation and name 2 things that child is able to do with accomplishment of mental representation?

-use language and symbols           

            - make believe play

            - role playing

What is the information processing approach when it comes to cognitive development? What do it propose?

-       conceptualize the mind

-       three stages

o   sensory- flashing picture, a few seconds

o   STM- 15-20 seconds, if rehearsed moved to LTM

o   LTM-infinite capacity. Retrieval of LTM brings info back to STM

Compare and Contrast implicit and explicit memory-

Implicit- movements and skills don’t need to know it

            Explicit- riding a bike, memory for events

How does memory relates to various types of attention?

-       if you pay attention and continue to then it is much easier for you to remember the information

Describe 4 views of intelligence and compare and contrast.

-traditional view- IQ, verbal and mathematical. Stanford- Binet tests

            - triarchictheory- intelligence is creative, analytical (trad view), and practical

-emotional intelligence- think and use emotions correctly. Interpersonal, intrapersonal, motivation.

            - multiple intelligence- all of them. 8 frames of mind. (howard gardner)

All the views are defining intelligence and re-conceptualizing it. They each have their own part. 

General trend is that IQ increases by 10 points by every advanced degree what you earn and how that relates to nature vs nurture. 

-as you progress through education you learn more and retain more knowledge. Your intelligence is going to increase as you learn.

            -nature- brain is fully developed when your older, amount you retain is greater

            -nurture- as you get older you are becoming more specialized. Which allows you to be more intelligent in a specific area

-       nurture depends on what you are exposed to 

Define emotion- relate to nature vs nurture

-feeling that tend to occur and how they affect you

            - ability to have emotions very early on à nature

            -Nurture- culture, individualist and collective culture- value a group, cant express neg emotions because it will affect group. 

            - ability to have emotions- nature

            - how you go about expressing emotions, which are more acceptable—nuture

                        - how your brought up and what is expected of you

what is goodness of fit and discuss with attachment

-       match between caregivers responsiveness and child’s needs

-       attachment levels and attachment styles

-       bad fit- basic mistrust in the world, scary world, insecure and unhealthy attachment

-       good fit- healthiest type

Social referencing and emotional competence

-       referencing- reference environment for how to express emotions

-       referring the social environment to learn how to feel and express emotions

-       emotion dismissive parents- hard to learn to handle emotions. Low confidence

-       emotion coaching parents- help child through emotion

-       emotional competence- - ability to regulate emotions

What are subconscious emotions and how do they relate to development of self conscious emotions 

-       subconscious- emotions show that child is aware/conscious

-       jealousy, guilt, pride, embarrassment

-       if you have social referencing it is going to help you realize and become aware of yourself and the environment.

-       Allows you to interpret what you are feeling

-       Provides the basic skill to interpret certain situations to help u feel pride…

How are they able to determine your status of identity?

-       if you have crisis and commit its good and healthy

-       you’re the person you are by how you react and how you make your decisions. It determines how you commit and deal with something. You act one way you might act that way in future so things build up.