Cognitive changes

• 2 to 7 years of age children form stable concepts and begin to ____. ex manipulating mental representation by identifying self representation(beginning Piaget's preoperational stage)

  reason
• during piagets 2 to 7 years preoperational stage cant yet perform ____

  operations
• _____ means the child cant perform _____

  preoperation, operation
• ____Reversible mental actions that allow them to do ____ what they formerly did ___

  ex. mentally adding and subtracting numbers

  operations, mentally, physically
• ___ function stage: 1st substage of preoperational; : mentally represent an object that is not present (2 to 4 years

  symbolic,
• thought is still limited by ___and __

  egocentrism, animism
• ____ inability to distinguish between one’s own perspective and someone else’

  ex. child cant understand accidents, cant put them sleeves in that persons shoes

  egocentrism
• ____:belief that inanimate objects have lifelike qualities and are capable of action

  example. child cries b/c stuffed animal is kicked ---> child cries because believes that stuffed animal is hurt etc.

  animism
• ____ thought substage: between ages ___ and __ years children use primitive reasoning an want to know the answers to many questions

  intuitive, 4 and 7
• ___ a centering of attention on one characteristic to the exclusion of all others

  example. ice cream in big bowl child thinks theres a little amount bc size of bowl.. when put into smaller bowl child takes it .. there wasn't any additional ice-cream added just changed the bowl size

  centration
• ___: the awareness that altering an object or substances appearance does not change its basic properties

  conservation
• ____ constructivists approach: emphasis on the social contexts of learning and the construction of knowledge through social interaction(BEGINNING VYGOTSKYS THEORY)

  social
• children ___ and ___ through social interaction

  think, understand
• zone of proximal development (ZPD) the range of tasks too ___ for the child alone but that can be learned with ___

  difficult, guidance
• ___ limit: level of additional responsibility child can accept ___ assistance of able instructor (ZPD)


  upper, with
• Lower limit: problem solving reached on these tasks by child working alone (ZPD)
• ____ theory social ___ help solve tasks.

  Vygotsky's, communiation
• Vygotsky's theory: ___ helps plan, ___, and ___ behavior

  Language, guide, monitor
• Vygotskys use of language of self regulations used ___ speech and __ speech

  private, inner
• ___ speech:: use of language typically during play for self-regulation which develops into, ___

  private, inner
• ___ speech: internalizing _____ speech which allows for acting without +_____

  inner, egocentric, verbalizing
• SLIDE 10 CHAPTER 6 READ OVER THIS
• there are 2 types of memory ___ and ____

  short, long
• __ term memory: retain information up to ___ seconds with no rehearsal

  short, 30
• ___ term memory: memory span changes with age and individual differences. ex. giving memory meaning can retain information for a long time

  long
• ____ memory: memory of significant ____ and _____. ex. reasonably good memories around stories and songs

  autobiographical, events, experiences
• Executive function: higher-level ______processes

  cognitive
• executive functioning includes: Prefrontal cortex

  • Cognitive inhibition

  • Cognitive flexibility

  • Goal-setting

  • Delay of gratification
• :____of one’s own mental processes and the mental processes of others

  theory of mind, awarness
• using theory of mind child can active construct knowledge and know same event can be open to multiple interpretation

  ex. they experience something in their life once and if it happens again a different out come will happen
• factors that influence theory of mind: __ function, prefrontal cortex functioning, _____ development, and _____ status


  executive, language,, socioeconomic
• children with ___ have difficulty of developing a theory of mind

  autism