Psych 241 October 5
Psych 241 October 5 PSych 241
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This 3 page Class Notes was uploaded by Madison Notetaker on Tuesday October 6, 2015. The Class Notes belongs to PSych 241 at West Virginia University taught by Alexandra Ludden in Summer 2015. Since its upload, it has received 59 views.
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Date Created: 10/06/15
Psych 241 October 5 Cognitive Development in Middle and Early Childhood Maget 02 Sensory Motor 27 Preoperational 711 Concrete Operational 1115 Formal Operational Preoperational Irreversible Thinking can do it forward but cant to it backwards One Dimensional Egocentric If they like it everyone likes it Sub stages Symbolic Function simple things are what they are Intuitive thought Always asking why Limits of preoperational thought Animism believe toys are alive Egocentrism everyone has the same belief as them Centration one dimensional explains egocentrism Concrete Operational Reversible thinking if they can add then they can think backwards to subtract Multidimensional Less egocentric Logical Inferences Cause and effect relationships Conservation realizing that the massvolume have not changed Decentration know that the tall and short glass have the same amount of liquid Limits of concrete thinking abstract concepts are still dif cult they need something tangible to understand cant imagine scenarios De nitions Seriation we like to sort things crayon color book size Transitive Inference knowing that if your dad is stronger than batman but not as strong as superman then superman is stronger than batman Class Inclusion Are there more red owers or more owers Knowing that red owers are still owers The subcategory is apart of the whole category Vygotsky The Social Constructivist Approach Cognitive development is driven by social interaction ZONE OF PROXIMAL DEVELOPMENT knowing what the child can do with assistance SCAFFOLDING the role of the teacherparent and their ability to change the lesion depending on the child s zone of proximal development To give just enough help for them to realize they can do it by themselves Information processing theory How children process information The ability to solve tasks solve problems memorize and pay attention Attention the ability to focus cognitive resources Executive Attention how the child learns to plan monitor progress and deal with difficult situations Sustained Attention being able to pay attention for a length of time The control of attention is still developing Salient V Relevant what a child is easily distracted by Ex hears the word birthday in a sentence and stop paying attention to the rest of the sentence Playfulness To know how many spaces they need to win the game how much they need to roll on the dice Executive functioning being able to think about the consequences Memory Working Memory actively working on something in our memory ex being able to plan the next moves that are needed in the game Metamemory Children s awareness of their own memory Memory stages Rehearsal ash cards Organization song Elaboration Rhyme External quothelpsquot writing reminders on hand Generic memory remembering what you do at birthday parties Episodic memory remembering when something happened to someone Autobiographical memory remembering something that happened to you Theory of Mind the ability to construct a theory about what is in someone else s mind Being able to empathize comfort and even deceive Deceive if you realize your parents don t know you re doing something then you can lie about it False Belief When you think something because you don t realize it haschanged Ex someone replaces a bag of chocolate with cars you will think there is chocolate in the bag because you don t know better