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Lecture

lecture notes organized under the powerpoint slide title :)

4 Pages
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Department
Psychology
Course Code
PSY312H5
Professor
Hywel Morgan

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Development over time in cognition
-brief time changes we can see in the cognition of a person – micro-genetic
-cultural differences that impact cognitive development – socio-cultural
Social effects:
-what is important in a scene? – the cars parking or the colour of the cars parking are not important
however seeing someone with a Mohawk is important…it is unique
Miller and colleagues
-no mathematical good reason to use 10 base
-11 and 12 are exceptions – they don’t follow the teen rule in English
-teens are not logical in English but logical in Chinese
-english = 10+1 = eleven
-chinese = 10+1 = ten-one
-counting abstract can’t use fingers or objects to help you
-when the children stop counting it doesn’t necessarily mean that they don’t know it…maybe they are
unsure of themselves or maybe they thought that was enough – you have to prompt them to continue
-difference between symbolic counting (in your head) or physically counting objects where you can
actually visualize it
-20-99 no significant difference – they both use the same system 20+1 = twenty one (english),
twenty-one (Chinese)
-no differences in the 3 year olds because most kids don’t know numbers higher than 10 (except the
few prodigies)
-at age 4 they are beginning to learn more numbers however the american children have to learn the
extra task of “eleven” and “twelve where the Chinese can just continue on
-not nature but nurture – Caucasian children who grew up in china performed as well as Chinese kids
-YO = year old
Social aspects of cog dev
-vygotsky believes children cannot learn on their own – they need cooperation from others
Zone of proximal development
-inside proximal zone – a challenge within reach
-outside proximal zone – a challenge that is so hard that the child gives up
-example: video game – if level 2, 3, 4 were as easy as level 1 then it gets boring and you throw
the game away
-if level 2 was super hard and you die after two steps no matter how hard you try then
too challenging and you throw the game away
-the game becomes interesting when level 2 is challenging but it is achievable once you
put a bit more effort in it
-I’ll do it for you example: unlocking a door and not letting the child help – let the child try and if they
struggle then you help them
-culture if placed correctly will help develop the child the way you want to
Birthday cake
-scaffoldings – help her hold the knife – don’t give her the knife by herself yet don’t do it for her
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Description
Development over time in cognition -brief time changes we can see in the cognition of a person micro-genetic -cultural differences that impact cognitive development socio-cultural Social effects: -what is important in a scene? the cars parking or the colour of the cars parking are not important however seeing someone with a Mohawk is importantit is unique Miller and colleagues -no mathematical good reason to use 10 base -11 and 12 are exceptions they dont follow the teen rule in English -teens are not logical in English but logical in Chinese -english = 10+1 = eleven -chinese = 10+1 = ten-one -counting abstract cant use fingers or objects to help you -when the children stop counting it doesnt necessarily mean that they dont know itmaybe they are unsure of themselves or maybe they thought that was enough you have to prompt them to continue -difference between symbolic counting (in your head) or physically counting objects where you can actually visualize it -20-99 no significant difference they both use the same system 20+1 = twenty one (english), twenty-one (Chinese) -no differences in the 3 year olds because most kids dont know numbers higher than 10 (except the few prodigies) -at age 4 they are beginning to learn more numbers however the american children have to learn the extra task of eleven and twelve where the Chinese can just continue on -not nature but nurture Caucasian children who grew up in china performed as well as Chinese kids -YO = year old Social aspects of cog dev -vygotsky believes children cannot learn on their own they need cooperation from others Zone of proximal development -inside proximal zone a challenge within reach -outside proximal zone a challenge that is so hard that the child gives up -example: video game if level 2, 3, 4 were as easy as level 1 then it gets boring and you throw the game away -if level 2 was super hard and you die after two steps no matter how hard you try then too challenging and you throw the game away -the game becomes interesting when level 2 is challenging but it is achievable once you put a bit more effort in it -Ill do it for you example: unlocking a door and not letting the child help let the child try and if they struggle then you help them -culture if placed correctly will help develop the child the way you want to Birthday cake -scaffoldings help her hold the knife dont give her the knife by herself yet dont do it for her www.notesolution.com
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