PSYC1003 Chapter Notes - Chapter 12,13: Implicit Memory, Knowledge Base, Metacognition
Developmental Psychology
Developmental psychology studies the way humans develop and change over time
Debated:
oCritical periods- periods central to specific types of learning that modify
future development
oSensitive periods- times that are particularly important but not definitive for
subsequent development
Debated whether development occurs in:
oStages- relatively discrete steps through which everyone progresses in the
same sequences
oContinuous- involving steady and gradual change
Cross-sectional studies- compare groups of participants of different ages at a single
time to provide a picture of age differences
Longitudinal studies- assess the same individuals over time, providing the
opportunity to assess age changes
Sequential studies- minimise cohort effects by studying multiple cohorts
longitudinally
Piaget and Vygotsky
Piaget argued that children develop knowledge by constructing reality out of their
own experience, mixing what they observe with their own ideas about how the world
words.
Process of equilibration- balancing assimilation (fitting reality into their existing
knowledge) and accommodation (modifying schemas to fit reality)
Piaget argued that cognitive development occurs through a series of stages:
oSensorimotor stage- infants think with their hands and eyes
Object permanence- when infants recognise that objects exist in time
and space
Children are egocentric
oPreoperational stage- characterised by the emergence of symbolic thought
Remain egocentric- have difficulty imagining reality from other
viewpoints and centre on one perceptually striking feature of an object
oConcrete operational stage- children can mentally manipulate
representations of concrete objects in ways that are reversible
Understanding of conservation- basic properties of an object or
situation remain stable even though superficial properties change
oFormal operational stage- characterised by the ability to manipulate abstract
as well as concrete representations, to reason about formal propositions rather
than concrete events
Piaget criticised for underestimating the capacities of younger children, assuming
too much consistency across domains, and downplaying the influence of culture
Vygotsky's sociocultural theory of cognitive development emphasises the role of
social interaction in learning, proposes children collaborate and strive together on
tasks to enhance their levels of understanding, children also learn by imitating,
watching and listening to parents and other significant people in their social worlds
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Document Summary
Developmental psychology studies the way humans develop and change over time. Debated: critical periods- periods central to specific types of learning that modify future development o. Sensitive periods- times that are particularly important but not definitive for subsequent development. Stages- relatively discrete steps through which everyone progresses in the same sequences: continuous- involving steady and gradual change. Cross-sectional studies- compare groups of participants of different ages at a single time to provide a picture of age differences. Longitudinal studies- assess the same individuals over time, providing the opportunity to assess age changes. Sequential studies- minimise cohort effects by studying multiple cohorts longitudinally. Piaget argued that children develop knowledge by constructing reality out of their own experience, mixing what they observe with their own ideas about how the world words. Process of equilibration- balancing assimilation (fitting reality into their existing knowledge) and accommodation (modifying schemas to fit reality) Piaget argued that cognitive development occurs through a series of stages: o.
