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UTD - PSY 2314 - Class Notes - PSY 2314 - Chapter 9 notes

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UTD - PSY 2314 - Class Notes - PSY 2314 - Chapter 9 notes

School: University of Texas at Dallas
Department: Psychology
Course: Lifespan Development
Professor: Santrock
Term: Winter 2016
Tags: Psychology, piaget, intellegence, boy, Girl, chapter9, and concreteoperational
Name: PSY 2314 - Chapter 9 notes
Description: This week's notes covered chapter 9 of the textbook which discussed Piaget's concrete operational stage as well as children's information processing and intelligence
Uploaded: 03/12/2018
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background image Chapter 9: Middle and Late childhood Cognitive Development   Piaget’s concrete operational stage (Pg 283)  ● Can use operations and show conversation skills 
● Logical reasoning replaces intuitive reasoning, mainly in concreter 
● Not abstract 
● Classification skills 
● Beaker task  
Piaget’s contributions  ● Whole field of children’s cognitive development  
● Masterful concepts 
○ Object permanence 
○ Egocentrism  
○ hypothetical /deductive reasoning  
● Big picture of cognitive development  
● Child as an active, constructive thinker 
●  Genius at observing + interviewing children  
Piaget’s criticisms  ● 1) Estimates of children’s competence  ○ Underestimated infants 
○ Overestimated adolescents 
● 2) Stages - too rigid 
● 3) Case (Neo- Piagetian Psychologist) 
○ Piaget did not emphasize cognition processing enough 
○ Neo piagetian: theorists who combined aspects of piaget’s theory w/ 
information processing approach  ● 4) Gelasian: children can be trained to reason at higher level 
● 5) no emphasis on culture and education  
Children’s information processing   ● Dominant theory 
● Processing speed and automaticity: Verbal SAT scores correlated with speed of 
processing   ● Attention 
● Memory 
● Metacognition and strategies  
● Automaticity   
● 4 types of attention 
○ Sustained - most important  
○ Executive - also important predictor 
○  Solience vs. tolerance  
● Memory   ○ Encoding - attention 
○ Storage  
○ Retrieval  
■ Alan Baddeley: working memory model   ● Replacing old view (Sensory → short term → long term) 
● Working memory model (pg 285) 
background image ● Active model   ■ Expertise: experts vs. novices (Pg 291) 
■ Chi: 10-117/o chess experts vs. college students 
● Metacognition: thinking about thinking   ○ John Flavell  ■ Theory of Mind: Subject 
■ Michael Presley: Applied Metacognition to education; strategies  
Intelligence   ● Psychometrics approach   ○ IQ tests: Binet → stanford Binet, Wechsler 
○ G (general intelligence) vs. S (specific intelligence): Wechsler 
● Sternberg's triarchic theory: 1-Analytical ability 2-creative ability 3- practical ability  
● Gardeners 8 multiple intelligence  
○ Verbal 
○ Mathematical 
○ Spatial 
○ Bodily - kinesthetic  
○ Musicals  
○ Interpersonal 
○ Intrapersonal 
○ Naturalist  
● Emotional intelligence: salovey/Mayer, Daniel Goleman (EQ)  ○ Emotional self-awareness 
○ Managing emotions 
○ Reading emotion 
○ Handling relationships 
● Conclusions of G and S 
● Learning/cognitive view comparison 
Hereditary v. environmental   ● Piaget: Heredity emphasis  
● Vygotsky: Environmental emphasis 
● Learning: all environment 
● Social cognition: all environment 
● Information processing: both  
Stages:  ● Piaget: stage 
● Vygotsky:No 
● Learning: No 
● Social cognitive: No 
● Info processing: No 
Individual differences  ● Piaget: No 
● Vygotsky: No 
● Learning: No 
● Social Cognitive: No 
● Info processing: No 

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School: University of Texas at Dallas
Department: Psychology
Course: Lifespan Development
Professor: Santrock
Term: Winter 2016
Tags: Psychology, piaget, intellegence, boy, Girl, chapter9, and concreteoperational
Name: PSY 2314 - Chapter 9 notes
Description: This week's notes covered chapter 9 of the textbook which discussed Piaget's concrete operational stage as well as children's information processing and intelligence
Uploaded: 03/12/2018
4 Pages 17 Views 13 Unlocks
  • Better Grades Guarantee
  • 24/7 Homework help
  • Notes, Study Guides, Flashcards + More!
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