midterms ced 101

• Cognition


  Thinking and memory processes
• Cognitive development


  Long-term changes in thinking and memory processes
• Jean Piaget's cognitive stage theory


  • Accounts for how children and youth gradually become able to think logically and scientifically
• Assimilation


  Adjusting new experiences to fit prior concepts
• Accommodation


  Adjusting concepts to fit new experiences
• Piaget's stages of cognitive development

  1. Sensorimotor intelligence

  2. Preoperational thinking

  3. Concrete operational thinking

  4. Formal operational thinking
• Sensorimotor stage (birth to age 2)


  • Use of motor activity without symbols
  • Knowledge limited to physical interactions and experiences
  • Infants cannot predict reactions, learn through trial and error
  • Early language development begins
  • Object permanence develops
• Preoperational stage (age 2 to 7)


  • Ability to make mental representations and pretend
  • Symbolic functions develop
  • Egocentrism
  • Centration
  • Irreversibility
  • Animism
  • Transductive reasoning
• Concrete operational stage (age 8 to 11)


  • Ability to think logically about concrete objects
  • Decentering
  • Reversibility
  • Conservation
  • Seriation
• Formal operational stage (age 12 to 15)


  • Ability to solve abstract problems and hypothesize
  • Hypothetical reasoning
  • Analogical reasoning
  • Deductive reasoning
• Schema


  Cognitive structures by which individuals intellectually adapt to and organize their environment
• Assimilation


  Process of fitting a new experience into an existing schema
• Accommodation


  Process of creating a new schema
• Equilibrium


  Achieving proper balance between assimilation and accommodation
• Disequilibrium


  Discrepancy between what is perceived and what is understood
• Cognition


  Thinking and memory processes

  
• Cognitive development


  Long-term changes in thinking and memory processes
• Jean Piaget's cognitive stage theory

  • Accounts for how children and youth gradually become able to think logically and scientifically
• Assimilation


  Adjusting new experiences to fit prior concepts
• Accommodation


  Adjusting concepts to fit new experiences
• Vygotsky's sociocultural theory


  • Human development and learning originate in social and cultural interaction
  • Scaffolding - appropriate assistance given by teacher to help learner accomplish a task
  • Zone of Proximal Development - space between what a learner can do without assistance and what they can do with guidance
• Factors affecting development according to Vygotsky

  • Social interaction
  • Cultural factors
  • Language
• Scaffold and fade-away technique

  1. I do, you watch

  2. I do, you help

  3. You do, I help

  4. You do, I watch
• More knowledgeable others (MKO)


  More capable peers or adults who provide guidance
• Piaget's stages of cognitive development

  1. Sensorimotor intelligence

  2. Preoperational thinking

  3. Concrete operational thinking

  4. Formal operational thinking
• Multiple Intelligences theory (Howard Gardner)

  • Linguistic
  • Logical-mathematical
  • Musical
  • Spatial
  • Bodily-kinesthetic
  • Interpersonal
  • Intrapersonal
  • Naturalistic
• Sensorimotor stage (birth to age 2)


  • Use of motor activity without symbols
  • Knowledge limited to physical interactions and experiences
  • Infants cannot predict reactions, learn through trial and error
  • Early language development begins
  • Object permanence develops
• Triarchic Theory of Intelligence (Robert Sternberg)

  • Analytical
  • Creative
  • Practical
• Preoperational stage (age 2 to 7)


  • Ability to make mental representations and pretend
  • Symbolic functions develop
  • Egocentrism
  • Centration
  • Irreversibility
  • Animism
  • Transductive reasoning
• Concrete operational stage (age 8 to 11)


  • Ability to think logically about concrete objects
  • Decentering
  • Reversibility
  • Conservation
  • Seriation
• Atkinson and Shiffrin's Information Processing Model

  1. Sensory memory

  2. Short-term/working memory

  3. Long-term memory

  
• Formal operational stage (age 12 to 15)


  • Ability to solve abstract problems and hypothesize
  • Hypothetical reasoning
  • Analogical reasoning
  • Deductive reasoning
• Schema


  Cognitive structures by which individuals intellectually adapt to and organize their environment
• Sensory memory


  Briefly holds sensory information from the environment
• Short-term/working memory


  Filters and processes information from sensory memory
• Assimilation


  Process of fitting a new experience into an existing schema
• Long-term memory


  Has limitless capacity to encode and organize declarative, procedural, and imagery information
• Accommodation


  Process of creating a new schema
• Equilibrium


  Achieving proper balance between assimilation and accommodation
• Short-term memory


  Limited capacity and duration, typically around 7 ± 2 items and lasting for about 20-30 seconds without rehearsal. Actively involved in processing and manipulating information for tasks such as problem-solving and decision-making.