Cognitive Development

Question 1

• Actions or mental representations that organize knowledge
• Developed by infants’ brains when infant seeks to understand their world

Answer 1

Schemes

Question 2

These schemes represent (a). physical activities and (b). cognitive activities, respectively:

Answer 2

(a). Behavioral schemes

(b). Mental schemes

Question 3

A baby’s schemes are structured by simple actions that can be _____

Answer 3

Performed on objects

Question 4

Assimilation vs Accommodation:

Answer 4

ASSIMILATION

When children incorporate new experiences into existing schemes

ACCOMMODATION

When children adjust their schemes to account for new information & experiences

Question 5

It is the grouping of isolated behaviors/thoughts into a higher-order system

Example: After learning how to use a tool, child relates this to learning to use other tools

Answer 5

Organization

Question 6

• Cognitive conflict
• The encountering of inconsistencies to existing schemes

Answer 6

Disequilibrium

Question 7

The process wherein children assimilate and accommodate to seek equilibrium.

Cognitive changeis produced, and children upscale stages.

Answer 7

Equilibration

Question 8

• Lasts from birth - 2 yrs old
• Infants construct an understanding of the world by coordinating sensory experiences with physical, motoric actions

Answer 8

Sensorimotor stage

Question 9

Six substages of Piaget’s Sensorimotor Stage

Answer 9

1. Simple reflexes
2. First habits and primary circular reactions
3. Secondary circular reactions
4. Coordination of secondary circular reactions
5. Tertiary circular reactions, novelty, and curiosity
6. Internalization of schemes

Question 10

• The first sensorimotor stage
• Corresponds to first month after birth
• Sensation and action are coordinated primarily through reflexive behaviors

Answer 10

Substage 1: Simple Reflexes

Question 11

• Develops between 1-4 months
• Here, schemes based on attempts to reproduce events that occurred by chance
• Actions are stereotyped; repeated the same way each time

Answer 11

Substage 2: First Habits & Primary Circular Reactions

Question 12

• Develops between 4-8 months
• Infant becomes more object-oriented, moving beyond self-preoccupation
• Infant repeats actions because of their consequences that are fascinating or pleasurable

Answer 12

Substage 3: Secondary circular reactions

Question 13

• Develops between 8-12 months
• Actions become more outwardly directed
• Vision-touch and hand-eye coordinations are developed
• Coordination of schemes & intentionality

Answer 13

Substage 4: Coordination of secondary circular reactions

Question 14

• Develops between 12-18 months
• Infants become more intrigued by objects’ many properties and what they can make happen to objects
• This stage marks the starting point for curiosity & novelty

Answer 14

Substage 5: Tertiary circular reactions, novelty & curiosity

Question 15

• Develops between 18-24 months
• Infants develop the ability to use primitive symbols and form enduring mental representations

Answer 15

Substage 6: Internalization of Schemes

Question 16

Primary vs. Secondary vs. Tertiary Circular Reactions

Answer 16

Primary Circular Reaction: Scheme based on the attempt to reproduce an event that initially occurred by chance

Secondary Circular Reaction: Actions repeated because of their consequences

Tertiary Circular Reactions: Schemes in which the infant purposely explores new possibilities with objects, continually doing new things and exploring results

Question 17

It is the understanding that objects continue to exist even when they cannot be seen, heard, or touched

Answer 17

Object Permanence

Objects are both separate from self and permanent

Question 18

Endorsed by Spelke, he claims that infants are born with domain-specific innate knowledge such as space, number sense, object permanence, language.

Answer 18

Core Knowledge Approach

Question 19

Piaget vs Vygotsky’s Cognitive Development Theories:

Answer 19

Piaget: Children develop cognitively by interacting with the physical world

Vygotsky: Children develop cognitively through social interaction and cultural context