PSY BEH 101D Study Guide - Midterm Guide: Mental Rotation, Chromosome, Code-Mixing
22 Jun 2018
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EXAM #2 PSYBEH 101D [ch. 5, 6, 9, 10]
LECTURE #7
Learning in childhood:
Piajet’s theory:
oStages of development
oChildren learn through interacting with the world
oEnd of sensoriomotor (when they have mental representation)
Preoperational period (2-7 yrs) - Children think in symbols
Recognize that object/word = something else
Use symbols to learn/interact with world (but symbols need to be present)
Can’t reason with symbols (explains limitations in child’s abilities)
Lack of Reasoning:
Centration: focus on one aspect of a situation
Focus on appearance: excludes everything else
Static reasoning: the world is unchanging
Irreversibility: once something is done, cannot be undone
Preschool lying test: younger children focus on one aspect of event/focus on appearance/focus on the
act (bad acts = lies, good acts = truth)
With age: gradually learn to manipulate representations to solve problems
Concrete Operational Period (7 - 11yrs)
Reasoning based in logic that is applied to “concrete” or observable/imaginable real things
Must have external object/event present or representation of the object to manipulate it
Piaget’s Theory: Reorganization of thought processes based on interactions w/ environment
Children actively engage to learn ---> go through qualitative periods of develop.
oSensorimotor: knowledge/learning based in action
oPre-Operational: knowledge based on representations
oConcrete operational: representations can be manipulated
Limitations in Piaget’s Theory:
Small limitation: age of skill acquisition often younger than Piaget said (centration - context
matters)
Perspective taking examples
Alternate explanations for development: social interactions and cultural experiences critical to
advance development; children gradually build knowledge, they don’t go through different
qualitative stages
Lev Vygotsky (1896 - 1934):
oSocial Learning: not a stage theory/learning shaped by interactions with others,
especially in relation to culture
oSocial interactions: including culture/critical to development
Often learn when a more knowledgeable person guides us by building on our existing
skills
Peer Examples:
Mimicking one another (language/behavior)
Sibling scaffolding (Finn escaping crib)
oScaffolding: the process through which others build on a learner’s temporary support to
help children/often adults, but anyone with knowledge and skills
find more resources at oneclass.com
find more resources at oneclass.com
oBenefits of scaffolding: depending on how it closely aligns with what children can
already do
oZone of proximal development: difference between what a person can do alone/with
assistance
Child alone: basic addition/single digits (4+2)
With teacher: basic subtraction/addition, double digits, no carrying
Too far: subtraction with carrying
Memory example:
Episodic memory: memory of episodes placed in time (what i had for lunch on Sunday)
Autobiographical Memory: subtype of episodic memory; memory of personally significant
events, placed in time, important for defining oneself
oEmerges gradually across pre-school years
oThrough interactions w/ others, children learn what is important, how to organize
memories, and how to recount (tell story) of experience
LECTURE #8
Language is critical to scaffolding:
Children must be able to engage in conversations to benefit from memory scaffolding
Dramatic changes in language (across childhood):
o2 yrs: word spurt
oLearn between 4-6 words/day (by 5-6 yrs = ~10,000 words)
oComprehension: puns, jokes take off in understanding - middle school (“what’s black
and white and read all over?)
Rapid Language Improvements
Infants and toddlers (before word spurt)
oOne-to-one direct matching; individual words mapped directly to behavior, object,
action, or state
oRepetition is key
oPainstakingly slow
Early preschool years: Fast mapping
oContext (i.e. rest of sentence, other information) used to narrow meaning
oCan learn after single exposure
oSocial-pragmatic cues help infer meaning indirectly (eye gaze)
oIndirect learning as rapid as direct learning
Ex. 3 yrs can infer the meaning of new word, “chromium,”when told simply “bring me the
chromium try, not the blue one”: https://www.youtube.com/watch?v=7Aj3_4oayJQ
Fast Mapping in Deaf & Hard of Hearing (DHH) Children
27-82m DHH children
1. Tell children children 3 times what novel objects are (cherry pitter).
1. Test whether they know the name
2. Have children play with 4 objects, 3 familiar and one novel
1. Ask children: “cup, cup where is the cup”; “dax, dax, where is the dax?”
Divide children into groups based on their performance:
oSlow learners: slow to learn new words
oFast learners: quickly learned new words
Research Questions:
oDo DHH children fast map?
oDoes it help them learn vocabulary?
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
End of sensoriomotor (when they have mental representation) Preoperational period (2-7 yrs) - children think in symbols. Use symbols to learn/interact with world (but symbols need to be present) Can"t reason with symbols (explains limitations in child"s abilities) Centration: focus on one aspect of a situation. Irreversibility: once something is done, cannot be undone. Preschool lying test: younger children focus on one aspect of event/focus on appearance/focus on the act (bad acts = lies, good acts = truth) With age: gradually learn to manipulate representations to solve problems. Reasoning based in logic that is applied to concrete or observable/imaginable real things. Must have external object/event present or representation of the object to manipulate it. Piaget"s theory: reorganization of thought processes based on interactions w/ environment. Children actively engage to learn ---> go through qualitative periods of develop. o o o. Small limitation: age of skill acquisition often younger than piaget said (centration - context matters)
