PSE exam 2 with 100% correct answers to pass!

Piaget genetic epistemology, children constructivist, black slate Rooting and sucking reflex ́ Find the nipple, Suck milk ́ Disappears around 1month Palmar Grasp Reflex ́ Grab anything put in hand ́ Strong enough for baby to support own weight ́ Disappears around 4 months Moro Reflex ́ Arms reach out and come together to grab something when baby feels like its falling ́ Disappears around 5 months ́But... general startle reflex remains throughout life Babinski Reflex ́Toes spread outward and curl when bottom of foot is touched ́Disappears around 10 months Walking reflex ́Legs lift if foot touches ground ́Looks like attempts to walk ́Disappear around 2 months Swim reflex ́Reflex to hold breath and move limbs if submerged in water ́Disappears around 5 months Sensorimotor stage (birth to 2 years) coordinate sensory inputs and motor skills from reflexive to reflective, development of schemas, object permanence problemsolving skills, imitation of novel behaviors Relfex activity (birth to 1 month) ́involuntary behavioral responses Primary circular reactions (1-4 months) ́First motor habits ́Repetitive, pleasurable, and self-stimulating ́Sucking thumb, babbling, cooing, Secondary Circular Reactions (4-8 months) ́Repetitive actions with objects beyond the body ́Shaking a rattle, pushing buttons to make sounds ́So far... Piaget would say these infant behaviors are not intentional ́Because these behavior lack planning ́Coordination of secondary reactions (8-12 months) ́Beginnings of planned and intentional thought ́Coordinate 2 or more actions to achieve an objective ́Crawl over there, lift the thing, get the keys ́Tertiary circular reactions (12-18 months) Tertiary circular reactions (12-18 months) ́Active experimentation, trial and error ́Push the thing off the table to see if it falls ́Symbolic problem solving (18-24 months) ́Inner (mental) experimentation, trial and error is not necessary ́Can imagine what might happen if... Schemas ́Mental concepts that provide understanding of the world organization ́Combine existing schemas into new/complex schemas for greater understanding adaptation ́Mental schemas adjusted to match info from environment ́Assimilation - new information into existing schemes ́Accommodation - modify existing schemes for new information equilibrium ́Mental schemas consistently match info from environment object permanence (8 months) ́Objects continue to exist, even if they aren't visible ́Prior to 8 months of age, children do not show object permanence ́Why "Peekaboo" is a fun game for them fully developed at 24 months form mental representations of object invisible displacements A not B error ́When an object sees an object moved to another place, child will still look for it where it was originally ́The A not B error is especially likely before 8 months invisible displacements ́For instance, hiding a toy in your hand, then hiding your hand behind a curtain. Child can now understand the toy is behind the curtain. Imitation abilities develop throughout sensorimotor period ́Within first week - imitation of reflexive behaviors ́Can imitate an adult sticking out tongue ́Novel responses by 8-12 months of age ́Like playing a game of patty cake deferred imitation 18-24 months ́Ability to imitate a behavior at a later time ́***Research now shows 6-month-olds are capable of some forms of deferred imitation Preoperational stage 2-7 years ́Symbolic function / representational insight ́One thing represents another ́Language acquisition begins ́Beginnings of self-awareness and theory of mind ́Imagination and Pretend Play ́But... Confusion between reality and imagination ́Many errors in thinking preoperational stage errors appearance/ reality confusion animism egocentrism lack the principle of conservation centration irreversibility thinking in absolutes errors in cause-effect reasoning Appearance/reality confusion ́Unable to understand objects can have fixed properties that don't change due to appearance ́A man could become a woman by wearing a dress ́A dog could become a giraffe if it stretched it's neck animism ́Attribute life/life like qualities to inanimate objects egocentrism ́View world from own perspective, trouble recognizing others point of view Lack the principle of conservation Unable to recognize properties of an object (volume, mass) don't change just because the appearance (shape) changes cenrtation ́Con only focus one aspect of an object at a time ́Categorizations limited to single dimensions ́4 nickels seem better than 3 dimes (cause they're bigger) irreversibility ́Unable to understand bi-directional relationships ́"Do you have a brother?... Yes" ́"Does your brother have a brother?... No" thinking in absolutes ́Either-or thinking (black or white thinking) Errors in cause-effect reasoning ́ May falsely attribute events to self ́ May blame self for things they had no impact on theory of mind ́Understanding that others have minds like our own ́With their own thoughts, feelings, and beliefs that could differ from our own ́Theory of Mind develops during the preoperational stage ́Requires symbolic thought ́Need to ability to have mental representations of other people's thoughts theory of mind / belief- desire reasoning not fully developed May understand that other people are motivated by wants and desires ́But, may have trouble understanding that other people may not know what we know theory of mind 3-5 years ́Begin to understand that other people may not have the same knowledge ́Understand that "I know something, that they don't know" ́Theory of Mind is essential both for empathy and deception theory of mind the false-belief task ́Classic Test of Theory of Mind ́Children are given a piece of information that other people would NOT know ́Like a toy was moved from one place to another ́Or, a crayon box is filled with candles (not crayons) ́Age 3 - most children don't understand what others would know ́Age 4 - most children understand that other people may not know what they know ́TOM may develop faster in children with siblings The concrete operational stage 7-11 ́Cognitive operations ́Mental activity to modify symbols to reach a logical conclusion principle of conservation decentering reversability dual representations principle of conservation Properties may remain fixed despite change in appearance decentering ́Able to pay attention to multiple aspects of an item at the same time ́A dime can be smaller but worth more money reversibility Actions and relationships can be bi-directional ́"I have a brother, but I'm also my brother's brother" dual representations Ability to think about the same object in multiple ways ́Like being able to use map to navigate in 3-D environment developing sense of humor requires symbolic thoughts, things that are surprising understanding the joke may require abilities like conservation, reversability or theory of mind The formal operational stage (11-12+) thoughts are rational, systematic and abstract hypothetico-deductive reasoning inductive reasoning relative thought and moral reasoning hypothetico-deductive reasoning Ability to generate hypotheses and use deductive reasoning (general to specific) inductive reasoning Going from specific observations to generalizations relative thought and moral reasoning Shades of grey" thinking