Developmental Psychology Unit 4 Quiz

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Questions and Answers

What is one benefit of scaffolding in learning?

  • Minimising frustration for the learner (correct)
  • Delaying the learning experience
  • Encouraging competition among learners
  • Fostering independence in learning

Which of the following is NOT one of Vygotsky's elementary mental functions?

  • Perception
  • Attention
  • Memory
  • Language (correct)

How does Vygotsky view the role of culture in cognitive development?

  • Culture has no significant impact on cognitive development.
  • Culture leads to universal stages of cognitive development.
  • Culture restricts the development of elementary mental functions.
  • Culture shapes higher mental functions based on social interactions. (correct)

What characterizes Vygotsky's view of learning?

<p>Learning is a social process that requires interaction. (D)</p> Signup and view all the answers

What did Vygotsky mean by 'tools of intellectual adaptation'?

<p>Strategies and ways of thinking learned through social interaction. (A)</p> Signup and view all the answers

How does Piaget's view of cognitive development differ from Vygotsky's?

<p>Piaget's theory involves independent stages of development. (A)</p> Signup and view all the answers

What is the primary focus of Vygotsky's theory of learning?

<p>Social interaction as an aid to learning (D)</p> Signup and view all the answers

What is a key aspect of Vygotsky's theory regarding guided learning?

<p>It involves pairing a student with a knowledgeable individual. (B)</p> Signup and view all the answers

Which stage of the Zone of Proximal Development (ZPD) involves tasks a learner can perform independently?

<p>Tasks a learner can accomplish without assistance (D)</p> Signup and view all the answers

In contrast to Vygotsky, what is Piaget's approach to learning?

<p>Learning occurs through predetermined stages. (A)</p> Signup and view all the answers

What role does instructional scaffolding play in learning?

<p>It pairs students with educators for guided learning. (D)</p> Signup and view all the answers

What should an educator do if a learner is unable to accomplish a task even with guidance?

<p>Decrease the level of difficulty of the task. (B)</p> Signup and view all the answers

Which of the following is a technique used in instructional scaffolding?

<p>Providing visual aids and examples (A)</p> Signup and view all the answers

What is the relationship between the Zone of Proximal Development (ZPD) and collaboration?

<p>Collaboration is essential to bridge the ZPD. (C)</p> Signup and view all the answers

What describes tasks that a learner can accomplish with assistance in the context of ZPD?

<p>Tasks within their zone of proximal development (D)</p> Signup and view all the answers

Which of these best describes the role of a more knowledgeable partner in learning?

<p>To guide and support the learner’s development (B)</p> Signup and view all the answers

What is the primary difference between Vygotsky's and Piaget's views on the relationship between thought and language?

<p>Piaget believes thought precedes language development. (D)</p> Signup and view all the answers

How does Vygotsky view private speech in children's development?

<p>As an important transitional phase between external and inner speech. (C)</p> Signup and view all the answers

What role does Vygotsky attribute to adults in a child's cognitive development?

<p>Parents and teachers actively guide and support learning. (C)</p> Signup and view all the answers

What does Piaget emphasize as a significant factor in children's cognitive development?

<p>The influence of peers in providing perspectives. (A)</p> Signup and view all the answers

In Vygotsky's theory, what is the zone of proximal development?

<p>The difference between what a child can do with and without guidance. (A)</p> Signup and view all the answers

How does Vygotsky view the learning process in relation to social interaction?

<p>Learning is an active process that occurs through social engagement. (C)</p> Signup and view all the answers

What method might a teacher use to support a child's learning according to Vygotsky?

<p>Encouraging the child to ask questions and providing prompts. (B)</p> Signup and view all the answers

What is the purpose of guided learning activities, such as solving a sudoku puzzle?

<p>To provide structured support that encourages active participation. (B)</p> Signup and view all the answers

What is the primary basis of Vygotsky's sociocultural theory of child development?

<p>Social interactions and collaboration (A)</p> Signup and view all the answers

What is the first step in the reciprocal teaching process as described by Vygotsky?

<p>Summarising (D)</p> Signup and view all the answers

According to Vygotsky, which type of speech emerges first in a child's development?

<p>Social speech (A)</p> Signup and view all the answers

How did the introduction of computers influence psychological theories in the mid-20th century?

<p>It provided a metaphor for understanding cognitive processes. (B)</p> Signup and view all the answers

Which of the following statements best captures Vygotsky's view on learning?

<p>Learning is inherently collaborative and social. (A)</p> Signup and view all the answers

What is an example of private speech in children according to Vygotsky?

<p>Whispering questions to oneself while solving a problem (B)</p> Signup and view all the answers

Which of these components is NOT part of the reciprocal teaching process?

<p>Reinforcement (A)</p> Signup and view all the answers

What core concept differentiates information processing theory from behaviorism?

<p>Consideration of internal mental processes (A)</p> Signup and view all the answers

What is the primary focus of the information processing approach in cognitive psychology?

<p>How people select, store, and retrieve memories (D)</p> Signup and view all the answers

How long does sensory memory typically last?

<p>3 seconds (C)</p> Signup and view all the answers

What is the maximum capacity of short-term memory, according to Miller's theory?

<p>Five to nine chunks of information (A)</p> Signup and view all the answers

What is maintenance rehearsal in the context of short-term memory?

<p>Repetition of information to extend storage duration (C)</p> Signup and view all the answers

According to Atkinson and Shiffrin's stage theory, which is the first stage of memory?

<p>Sensory Memory (C)</p> Signup and view all the answers

What primarily determines whether information moves from sensory memory to short-term memory?

<p>The relevance or familiarity of the information (C)</p> Signup and view all the answers

What was a key contribution of George A. Miller to cognitive psychology?

<p>The limitation of short-term memory capacity (A)</p> Signup and view all the answers

Which of the following is NOT a stage in Atkinson and Shiffrin's memory model?

<p>Working Memory (D)</p> Signup and view all the answers

What factor does NOT influence cognitive load capacity?

<p>The temperature of the environment (C)</p> Signup and view all the answers

Which type of memory corresponds to personal experiences?

<p>Episodic memory (A)</p> Signup and view all the answers

How does elaboration impact memory retrieval?

<p>It affects the likelihood of retrieving information later. (C)</p> Signup and view all the answers

What is the primary characteristic of procedural information?

<p>It involves knowledge on how to perform specific tasks. (C)</p> Signup and view all the answers

Which stage follows perception in Craik and Lockhart’s continuum of elaboration?

<p>Attention (A)</p> Signup and view all the answers

What does NOT help in processing information for long-term memory?

<p>Ignoring the information altogether (A)</p> Signup and view all the answers

According to levels of processing theory, the depth of processing can be defined by which of the following?

<p>The extent to which information is elaborated upon (C)</p> Signup and view all the answers

Which memory theory simplifies the process of how memories are stored compared to Craik and Lockhart's model?

<p>Multi-Store Model (B)</p> Signup and view all the answers

Flashcards

Zone of Proximal Development (ZPD)

The difference between what a learner can do independently and what they can do with guidance.

Vygotsky's Sociocultural Perspective

A learning theory highlighting the importance of social interaction for full development.

Independent Skills

Tasks a learner can accomplish without help.

Zone of Proximal Development Skills

Skills a learner can accomplish with guidance.

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Skills beyond ZPD

Tasks too complex for the learner, even with help.

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Instructional Scaffolding

Guided learning with a knowledgeable partner.

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More Knowledgeable Other

A partner with greater experience to guide a learner.

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Scaffolding Benefits

Scaffolding helps learners by supporting them through challenging parts of a task, reducing frustration, and accelerating learning.

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Elementary Mental Functions

Innate abilities present at birth, including attention, sensation, perception, and memory.

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Higher Mental Functions

Developed mental skills, resulting from social interaction and learning.

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Tools of Intellectual Adaptation

Problem-solving strategies and thinking patterns learned through observing others.

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Vygotsky's Cultural Influence

Vygotsky emphasized how culture shapes cognitive development. Cultures create different problem-solving methods.

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Vygotsky vs. Piaget: Stages

Vygotsky focused on cultural influences, while Piaget focused on universal stages of cognitive development.

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Learning as a Social Process (Vygotsky)

Vygotsky believed learning is primarily a social activity. Learning happens through interaction.

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Guided Learning

Pairing a learner with a more knowledgeable individual to help with learning.

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Piaget's Independent Learning

Piaget believed learning is more independent, with individuals exploring and discovering on their own.

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Role of Language (Vygotsky)

Vygotsky viewed language as crucial in cognitive growth.

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Vygotsky's Theory

Vygotsky believed language and thought develop separately at first, merging through inner speech around age 3. Internalization of language is key for cognitive growth.

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Piaget's Theory

Piaget said thought precedes language, with language developing as a result. He didn't emphasize private speech as much as Vygotsky.

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Private Speech

The stage of communication between external speech and inner thought. Vygotsky saw it as important, whilst Piaget viewed it as immature.

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Zone of Proximal Development (ZPD)

The difference between what a learner can do independently and what they can achieve with guidance. A key concept in Vygotsky's theory.

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Adult Guidance

Vygotsky saw adults as crucial for Cognitive development. They provide support and scaffold learning within the ZPD.

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Active Learning (Vygotsky)

Vygotsky believed learning isn't passive; children actively engage in discovery within social interactions.

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Guided Learning

Teachers or mentors actively help struggling learners, giving steps or techniques to solve a puzzle, like a sudoku.

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Vygotsky's Sociocultural Theory

Cognitive development happens through social interactions. Learning is naturally collaborative.

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Reciprocal Teaching

Collaborative learning method where teachers and students work together to understand concepts.

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Summarizing

Condensing key ideas from a text or concept.

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Questioning

Formulating questions about the subject matter.

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Clarifying

Identifying and resolving misunderstandings.

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Predicting

Anticipating what comes next.

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Social Speech

Communication between individuals, typically starting around age 2.

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Private Speech

Self-directed speech that guides understanding, occurring before internalization (ages 3-4).

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Inner Speech

Internal monologue that comes after private speech development (around age 7).

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Information Processing Theory

A cognitive development theory that likens the human mind to a computer, processing information.

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Behaviorism

Psychological approach focusing only on observable behaviors, neglecting internal thoughts.

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Cognitive Load Capacity

The amount of information a person can process at a given time, influenced by individual abilities, the complexity of the information, and focus.

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Information Processing Approach

A cognitive psychology theory that compares the brain's processes to a computer's input, storage, and retrieval, emphasizing attention, perception, and memory.

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Short-term Memory Capacity

The limited amount of information that can be held in short-term memory at any given time.

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Long-Term Memory Capacity

The amount of information that can be stored in your long-term memory, believed to be limitless.

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Sensory Memory

The initial stage of memory, where sensory information is briefly registered, lasting only up to 3 seconds, and depending on attention.

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Declarative Information

Information that can be explained, including facts, concepts, and personal experiences.

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Procedural Information

Information about how to do things, like driving or brushing teeth.

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Working Memory

Another name for short-term memory; temporarily stores and manipulates information.

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Levels of Processing Theory

The way information is elaborated on affects how well it's remembered. Elaboration makes storage easier.

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Long-Term Memory

A system that holds information for extended periods, from minutes to years, with potentially infinite capacity.

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Maintenance Rehearsal

Repeating information to keep it in short-term memory for longer periods.

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Elaboration

Making information meaningful to improve memorization.

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Miller's Magic Number

The concept that short-term memory can hold approximately seven plus or minus two pieces of information (or 5-9 chunks).

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Atkinson-Shiffrin model

The stages by which memories form are shown by this theory; it was later revised.

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Stage Theory of Memory

A memory model that describes how information passes through three stages: sensory memory, short-term memory, and long-term memory.

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Study Notes

Course Information

  • Course: Developmental Psychology
  • Institution: PCU B.Sc. 1st Year (2023)
  • Instructor: Tanvi Auradkar (Practicing Psychologist, Founding Partner Carpediem, EdPsych Consultancy LLP)

Syllabus

  • Unit 1: Life-Span Development
  • Unit 2: Theories of Human Development
  • Unit 3: Prenatal, Perinatal, Antenatal & Postnatal Development
  • Unit 4: Cognitive, Language, Motor, Psychosocial and Moral Development
  • Unit 5: Development across the lifespan

Course Objectives & Outcomes

  • Objectives: Familiarize students with the basics and fundamentals of human development across the age span.
  • Outcomes: Students will be able to understand and apply the importance of psychology in human development, the stages involved in development across the age span, and theories from psychological, physical, motor, language, and perceptual perspectives. Relate theories to issues of human development.

Unit 4 Details

  • Cognitive, Language, Motor, Psychosocial, and Moral Development

Cognitive Development

  • Vygotsky socio-cultural perspective
    • Piaget vs. Vygotsky
    • Social origin of cognitive development
    • Vygotsky's approach to believing play
    • Vygotsky and education (reciprocal teaching & cooperative learning)
  • Information processing perspective of cognitive development
    • General models (Atkinson Shiffrin model & levels of processing approach)
    • Developmental models (Case's M-space & Fisher's skill theory)

Vygotsky Socio-cultural Perspective

  • Lev Vygotsky (1896-1934)
    • Studied how social interactions influence cognitive development.
    • Socio-cultural theory of Cognitive Development
    • His theory differs from Piaget's regarding universal stages, emphasizing the role of culture.

Vygotsky Socio-cultural Perspective (cont.)

  • The More Knowledgeable Other (MKO): Someone with greater understanding/ability than the learner.
  • Not necessarily an adult; peers or other children can be MKOs.
  • Techniques like electronic performance support systems can be considered an MKO.

Vygotsky Socio-cultural Perspective (cont.)

  • Zone of Proximal Development (ZPD): The difference between what a child can do independently and what they can achieve with guidance.
  • Crucial for learning & development, as collaboration allows bridging this gap.

Vygotsky Socio-cultural Perspective (cont.)

  • ZPD and Scaffolding: Gradually adjusting support to match learner's developing ability, decreasing as skills improve.
  • Visual aids, examples, one-on-one work, feedback are techniques used.

Elementary Mental Functions

  • Innate abilities: Attention, Sensation, Perception, Memory.
  • Developed into higher mental functions through social interaction with the community.
  • Tools of intellectual adaptation: problem-solving strategies and ways of thinking.

Piaget's Theory (overview)

  • Stages of development.

Vygotsky vs. Piaget

  • Vygotsky: Importance of cultural influences on cognitive development; social interaction fundamental.
  • Piaget: Universal stages of cognitive development, independent/autonomous.
  • Vygotsky emphasized social interaction and the role of the more knowledgeable other.

Learning as a Social Process

  • Vygotsky's learning is a social process, deeply immersed in context.
  • Learning involves interaction, guidance from adults, and the influence of the immediate environment.
    • It cannot be separated from the social context.

The Role of Language

  • Vygotsky: Language develops, then internalizes, influencing thought and cognitive development.
  • Piaget: Thought precedes language. Language is a result of cognitive development.
  • Emphasis on private speech as crucial in cognitive development.

Adult Guidance

  • Vygotsky: Importance of adults in guiding a child's cognitive development via the ZPD (Parents, teachers, tutors).

  • Piaget: Importance of peer interaction for cognitive development.

Social Influences and Cognitive Development

  • Vygotsky: Learning is an active, social process rather than natural/passive; social interaction is crucial.
  • Guided learning from a more knowledgeable partner is vital
  • Education should aid the child in understanding & performing activities, absorbing information, using it to guide own performance.

Guided Learning Example

  • Using a sudoku puzzle to guide learners through strategies, prompts, questioning and support progressively decreases as competence grows.

Reciprocal Teaching and Cooperative Learning

  • Students and teachers work together.
  • Clarify concepts before applying them in other contexts.
  • Techniques include summarizing, questioning, clarifying, and predicting.

Vygotsky's Theory and Language

  • Language is a tool for communication & a crucial aspect of cognitive development.
  • Three stages: social speech (interaction), private speech (self-directed), silent inner speech (internal monologue).

Information Processing Perspective of Cognitive Development

  • Focused on how people select, store, and retrieve memories.
  • Information processed like a computer: Input/Storage/Output
  • Limited, but adjustable cognitive load.

Information Processing, Stage Theory

  • Stages: Sensory memory, Short-term/Working memory, Long-term memory
  • Sequential information processing from sensory to long-term.
  • Information filtered and meaningful information transferred.

Levels of Processing Model

  • Emphasizes how deeply information is processed influencing the likelihood of retrieval.
  • Continuum of elaboration from perception to meaning, higher levels = better retrieval.

Parallel-Distributed Processing (PDP) and Connectionist Model

  • Information processed simultaneously by multiple brain sections.
  • Connections forming a network. More connections = easier retrieval.
  • Different from linear.

General Models of Cognitive Development (Limitations)

  • Computers are not a perfect metaphor for the human mind; emotions and motivations influence the process.
  • Computers tend towards sequential processing, humans process more in parallel.

Key Takeaways of Information Processing Models

  • Foundation of cognitive psychology; computers model.
  • Development of the stage theory (Atkinson & Shiffrin)
  • Sensory, short-term/working, long-term memory.
  • Information processed deeply or superficially to impact likelihood of storage and recall.

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