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Chapter 4 The Emergence of Thought and Language

by: Briana Notetaker

Chapter 4 The Emergence of Thought and Language Psych 3206

Marketplace > East Carolina University > Psychlogy > Psych 3206 > Chapter 4 The Emergence of Thought and Language
Briana Notetaker
GPA 2.665

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About this Document

These notes cover the first part of chapter 4.
Developmental Psychology
Dr. Maag
Class Notes
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This 3 page Class Notes was uploaded by Briana Notetaker on Sunday February 14, 2016. The Class Notes belongs to Psych 3206 at East Carolina University taught by Dr. Maag in Spring 2016. Since its upload, it has received 20 views. For similar materials see Developmental Psychology in Psychlogy at East Carolina University.


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Date Created: 02/14/16
02/12/2016 Developmental Psychology Chapter 4 The Emergence of Thought and Language ­ Practice Babies  You might have an actual baby to practice back in the 60 years ago.  They would go to a local orphanage and lease a baby for a year for a home  economics department of the university.  Donnie Domecon. (Domestic Economics)  Before the days of informed consent.  Nowadays we don’t have a lab where you can interact with real babies. ­ 3 Main Theories of cognitive Development  Piaget’s Theory  The information processing approach  Vygotsky’s Theory  How child interact with others. ­ Piaget’s theory  A stage theory                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          ­ Schemes (concepts): psychological structure that formulate experience/skill. ­ Assimilation:  These are the new experiences and skills that go into a schema or idea. ­ Accommodation: The schema or idea is altered based on a new experience/ skill. ­ Equilibration: out­of­date ways of thinking are now replaced by a more advanced or  progressive schema. These changes typically occur at ages 2,7, and 11 ­ Examples:  A Ball  These babies have to assimilate ideas of what a ball is and then when the concept  of a beach ball or a basketball, new examples are added to what you already know A Chair  Have to learn to put the word to what’s familiar  Have to accommodate what they know a chair to be.  Accommodate­ scheme is changing. ­ We don’t like to be told we’re wrong and the more we accommodate the more we feel  not at ease. ­ Accommodating so much may feel disequilibriumed; think one way about the world you  have to keep revising. Examples: High School vs. College 02/12/2016  Accommodation­ Have to accommodate scheme of what it means to be a student.   Assimilation­ sit in class, take notes, taking exams  Equilibrium­ Much more comfortable now ­ Stage 1: Sensorimeter Thinking  From birth to the age of 2  Acting on the world  Adapting to and exploring the environment  Physical action as a form of learning  Object Permanence  Ex. Dropping cereal off of the table. Babies have to learn objects don’t  just disappear when they are out of site.  When covering a toy it’s not quite understood that there is still a toy there,  meaning no sense of object permanence.  Our symbols ­ Our inner monkey shaped our body and brain ­ What makes our brain different from other primates?  When an experiment was done with a 3 month old monkey to see if they  understood object permanence, the scientist first shows the fruit on the toy then  hides for the monkey to just in turn find it. This shows understanding of object  permanence.  But when a baby was tested with toy keys and toy was then hidden just like the  fruit he did not understand it was right in front of him.  The monkey learns more through physical mature world. ­ A not B error  After knowing to reach for an item they reach for the wrong place.  Reaches for the first place (A) not the second  Reward ( reinforced for reaching for the first choice)  Babies will eventually grow out of this phase. ­ Stage 2 Preoperational Theory  Ages 2 through 6  Limitations on Thinking  Egocentrism o The way children see the world; they assume everyone else sees it  their way; doesn’t understand there are other perspective. o Mountain Experiment  A little boy thought what he saw, the lady conducting the  experiment saw too  The older boy blatantly new that what she saw was  different from what he saw.  Centration o Conservation Tests 02/12/2016  When looking at two same shape glasses full of punch the  younger and older child both new it was the same amount  of punch but when poured into a taller glass the younger  one thought that the taller glass means more punch while  the older child knew it was the same amount of punch just  couldn’t quite put it into words as to why it was the same  amount.  The younger child uses centration and the older one has a  sense of conservation.


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