Class Notes (835,573)
Canada (509,252)
Psychology (3,518)
PSY210H1 (136)
Lecture

9PSY210

5 Pages
48 Views
Unlock Document

Department
Psychology
Course
PSY210H1
Professor
John Vervaeke
Semester
Winter

Description
Ivy Quach PSY210H1S th Lecture 9-Mar 19 2012 2. Pre-operational Stage (2-7 years old) Evidence for Symbolic Function 1. Internal Problem Solving (Blade of grass?) 2. Invisible Displacement 3. Deferred Imitation (Imitating someone that isn’t present and is displaced in time and space) a. Ex. Imitate and individual, Superman (he’s not there but child is able to do so) “Play” is important for a child in terms of development of symbolic function Mental Representation: Give massive increase in cognitive power and increasing competence to understand complex processese. This is an indication of qualitative change in an individual, as they are able to communicate guesture and languages to make ideas socially shareable. The allows for networking of the brain, which increases problem solving power and access distributed cognition). As individuals we are pathetic, without working in groups and social groups we a weak. As the Vygotskian approach suggest that linking to other minds that are powerful to us. Mental representation such as playing has high social aspect, in terms of interacting. Coordinating teamwork and socializing. We validate our thoughts through others (socio-cultural context) and while maintaining our identity when appearance change (object permanence). Devries (1969) Conducted an experiment where he put a dog mask on a cat and ask children what the animal eats/ The 2-3 year old would give it dog food. The 6-7 year old had qualitative identity ( end of pre-operational stage), and the appearance of reality didn’t influence the children. The children had become less egocentric. Egocentric – doesn’t mean selfish, it is the inability to take the perspective of other, and they think their thoughts are salient to others. They don’t account that adults/ Ivy Quach PSY210H1S people they’re talking to doesn’t know what they’re talking about. Kids assume that adults know what they are talking about, because they see it as clear to them. Selfish- Has the competence/ability to take perspectives of others and knows but doesn’t care. Centration: paying attention to one variable, captured by a salient feature. It is the tendency to focus on one aspect of a situation and neglect others. Young children focus attention on only one salient aspect of an object, situation, problem at a time to the exclusion to other potentially relevant aspects. Children’s limitation at this stage isfailure of conservation task . Quantitative appearance: Paying attention to a single dimension. Such as volume, number and mass. In an experiement conducted children were present with different height glasses with the same volume, when the water was pour into the taller glass children chose the taller glass as having more water. They demonstrate the failure of continuous quantity. Salience vs. Reality Gestalt Theory ( central coherence), can see big picture, victims of illusion. Continuity between adults and pre-operation of children. Overshadowing – tell/ describe verbal features. Ex. Telling people to identify criminals and convicts. Using methods such as Verbal description and face recognition. Giving a verbal description is more difficult to describe as opposed to face recognition. Because you’re being as to describe such features and focus on describing those single features, you get “stuck”, stuck in centration and focusing on one feature that is salient and neglecting other features. To undo this people listen to music to stop overshadowing, before proceeding to face recognition. What is the significance here? We can be easily pushed into centration. In everday situation we become related to a pre-operational condition. Which mean we aren’t necessarily direction of age and not moving back. We as adults and children are not so much different, and it is possible that we are pre-operational stage despite being older and more mature. 3. Concrete Operational Stage (6 -11 years old) Ivy Quach PSY210H1S Getting conservation of understood and “down”, such as number, width, length, volume, and mass. Having the ability in Classification of Categorization. Ex. Cat  animal  mammal. Fitting cats in more than one cateogy, in a broad sense. Taxonomic Identity exists as hierarchy. Sam  Cocker Spaniel  Dog  Mammal  Living thing Deduction of Necessity ?????? Pre-operational vs Concrete Operational Ex. 20 wooden blocks, different shape
More Less

Related notes for PSY210H1

Log In


OR

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


OR

By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.


Submit