DEP 3053 Exam 2 Review Chapters 7, 8, 9, 10

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DEP 3053Exam 2 ReviewChapters 7, 8, 9, 10

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• Tuesdays/Thursdays, 4th period or by appointment
• Psych Bldg, 1st floor, Room 169

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Test Format Chapter Focus

• 50 points total
• 30 Multiple Choice (1 point each)
• 10 definitions (2 points each)
• Chapter Focus
• For the most part, the chapters are evenly
  weighted.
• But, there is slightly more emphasis on chapters
  7 8 than on chapters 9 and 10.

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• Of 30 multiple-choice, 4 from text only, 3 from
  lecture only, 23 from both sourcesOf 12
  definitions, 2 from text only, 3 from lecture
  only, 7 from both sources

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General Tips for Exam 2

• Go over Concept Checks throughout each chapter
• answers are in the back before the glossary
• On the exam, pay attention to ages and
  developmental stages listed in the questions,
  sometimes this can be a hint if you are stuck
  between two answers
• Also, when studying definitions make sure you
  know the definition and not just an example.
• If you only put an example you may not receive
  full credit
• The definition can be word for word from the
  text/lecture or your own version, as long as it
  clearly and accurately expresses the meaning of
  the term.

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Chapter 7Cognitive Development Piaget Vygotsky

• General Points Piagets Theory of Cognitive
  Development
• Normative (focused on similarities b/n children)
• Qualitative Change (discontinuous individual is
  fundamentally different than they were before)
• Stage Theory
• Interaction of Nature-Nurture
• Assimilation Accommodation
• Assimilation Incorporate new experiences INTO
  EXISTING scheme
• Accommodation Incorporate new experiences by
  MODIFYING existing scheme
• Vocabulary Check what is a scheme?

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Chapter 7Cognitive Development Piaget

• Piagets claim (p.247) intellectual growth
  proceeds through invariant sequence of stages4
  stages
• KNOW vocabulary associated with each of these
  stages
• 1.) Sensorimotor (birth age 2)
• 2.) Preoperational (ages 2-7)
• 3.) Concrete Operations (ages 7-10)
• 4.) Formal Operations (ages 11/12)
• For each stage, know how a child moves to the
  next stage
• READ pgs. 247-274

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Chapter 7 Cognitive Development Piaget

• Sensorimotor (birth age 2)
• Reflex activity, development of schemes,
  coordination of secondary circular reactions,
  goal-directed behavior, formation of mental
  symbols, inner experimentation, A-not-B error,
  deferred imitation, object permanence
• Preoperational (ages 2 - 7)
• Symbolic reasoning, symbolic function,
  representational insight, symbolic play, dual
  representation, egocentric, centration,
  conservation problems, appearance/reality
  distinctions, belief-desire reasoning, theory of
  mind, false-belief tasks, identity training,
  qualitative identity

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Chapter 7 Cognitive Development Piaget

• Concrete Operations (age 7- 11)
• Properties of this stage, perspective taking,
  decentration, reversibility, conservation, class
  inclusion, subclass understanding, transitivity,
  spatial reasoning
• Formal Operations (age 11/12 - )
• Properties of this stage, hypothetico-deductive
  reasoning (p. 268), inductive reasoning, does
  everyone reach this stage?
• Helpful to keep in mind the ages of each
  stagethough you will not need to match them on
  the exam

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Chapter 7 Cognitive Development Piaget

• Cognitive Change
• Interactionist (nature nurture)
• Action (own action on the world)
• Constructivist (p.244)
• Assimilation Readiness
• Intrinsic Motivation (disequilibrium)
• Logical-Mathematical Experience

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Chapter 7Cognitive Deveopment Vygotsky

• READ pgs. 274-286
• What is the emphasis of Sociocultural theory?
• 4 interrelated levels of interaction with
  environment
• Microgenetic development
• Ontogenetic development
• Phylogenetic development
• Sociohistorical development
• Tools of Intellectual Adaptation (p.276)

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Chapter 7Cognitive Development - Vygotsky

• Table 7.5, p. 284 (comparison of Vygotsky
  Piaget)
• tools of intellectual adaptation
• zone of proximal development
• scaffolding
• dynamic assessment (p.348)
• guided participation
• context independent learning, implications for
  education
• role of language, private speech, cognitive self
  guidance system

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Chapter 7 Cognitive Development Overall Concepts

• What are the contributions of Piagets theory?
  (p.272)
• What are the challenges to Piagets theory?
• Overall limitations Neo-nativism, theory
  theories (p.253)
• What are the differences between Piagets theory
  and Vygotskys theory? (p. 284)
• Define Piagets Theory of Cognitive Development
• Define Vygotskys Sociocultural Perspective
• What are the challenges to Vygotskys theory? (p.
  284)

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Chapter 8Information Processing

• READ pgs. 304-329, Table 8.3
• Know how this theory contrasts to Piagets theory
  
• (p. 329)
• Know the criticisms of Information Processing
  theory
• General Issues Nature Nurture important,
  Active, Modular (domain specific), Continuous
  (quantitative change incremental change, no
  sudden transformation), Both Normative
  Idiographic (similarities individual
  differences among domains)
• Trabassos Transitivity Research (know the
  principles this study demonstrated)
• Topics studied Attention span, Memory,
  Analogical Reasoning, Arithmetic Skills,
  Piagetian Concepts

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Chapter 8Information Processing

• Speed of Processing increases w/ development
• Why does this occur?
• 1.) practice experience 2.) biological/maturatio
  n
• Developmental Differences in Info. Processing
  Capacity
• Strategies, production deficiency, utilization
  deficiency, implicit cognition, explicit
  cognition, metacognition, implicit memory,
  explicit memory
• Types of Memory strategies - Mnemonics
• rehearsal, organization, retrieval
• Memory strategiesincrease or decrease with age?
• What is Metamemory?...increase or decrease with
  age?

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Chapter 8Information Processing

• Memory remembermemory is present before birth
  (review pre-natal story study, habituation)
• Reactivation, recognition memory, recall memory,
  deferred imitation (p.189), knowledge base,
  script (p.310), expertise.
• Memory related to Vygotsky (p.312-313)
• Social basis, elaborative, repetitive, gender
  cultural differences, event memory,
  autobiographical memory, infantile amnesia
  (p.310)

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Chapter 8Information Processing

• Eyewitness Memory (p.313-315)
• General findings
• Error types Omission, Commission
• Open-ended vs. specific questioning
• Suggestive questioning
• Overall Concepts for Chapter 8
• What are the criticisms of Information
  Processing?
• How is Information Processing most commonly
  studied?
• What are the changes across time in different
  domainschanges in memory, arithmetic skills,
  etc.
• How is Information Processing Theory different
  from Piagets theory?

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Chapter 9Intelligence Measuring Mental
Performance

• Defining Intelligence
• Alfred Binet what were his contributions?
• Howard Gardner (pp. 343-345)theory of multiple
  intelligence
• What did he say about intelligence types? How did
  he support this?
• Measuring Intelligence
• Keep in mind issue of validity, what is validity
  (p. 12)?
• What are the 2 most widely used?
• Hint, both these tests are
• Are based on tests norms (relative to others of
  same age)
• Assign IQ based on normal distribution, mean of
  100
• What is one new approach to testing intelligence?
• What is dynamic assessment? Whose theory is
  associated with this technique?

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Chapter 9Intelligence Measuring Mental
Performance

• Measuring Intelligence (continued)
• Infant intelligenceways to measure? (p. 348)
• What are developmental quotient scores
• What do these predict about childhood IQ?
• IQ across time Changes within childhood
• What does this suggest about IQ tests?
• Factors that influence IQ Nature or Nurture?
  (p.356)
• What are the general findings of the following
• Twin studies, adopted children studies
• How does intelligence affect cognitive growth?
• Flynn Effect what is it? what does it show?

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Chapter 9Intelligence Measuring Mental
Performance

• Compensatory Education
• Compensatory interventions
• What are the findings in relation to IQ?
• What are the findings across time?
• When are compensatory interventions most
  effective?
• Creativity and Special Talents
• Convergent vs. divergent thinking
• Findings related to divergent thinking

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Chapter 9Intelligence Measuring Mental
PerformanceOverall Concepts

• What is the relationship between IQ andacademic
  performance, health, occupational status? Are
  these causal or correlational?
• Are there individual differences? What are other
  predictors of these individual differences
  besides IQ?
• What are differences between Intelligence
  approach and Information Processing theory?
• Does intelligence change across the lifespan?
• Changes in childhood?
• What do these changes suggest?
• What abouthome environment influence SES
  influence
• Developmental quotient, cumulative deficit
  hypothesis

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Chapter 10Development of Language

• 5 components of Language
• Phonology, morphology, semantics, syntax,
  pragmatics
• General Conclusions
• Language is a complex system
• Unknown how we acquire languageOnly theories on
  how we acquire language
• Ways to Study Language
• Naturalistic observation and Experimental Studies
• What are the strengths of each?
• What are the limitations of each?

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Chapter 10Development of Language

• Holophrase Period
• Holophrases, naming explosion, referential style,
  expressive style, fast mapping, processing
  constraints, object scope constraint, syntactic
  bootstrapping, overextensions, underextensions
• General Points about early language
• Meaning ahead of structure, interpretation is
  dependent on context, comprehension ahead of
  production, individual differences (referential
  expressive style)

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Chapter 10Development of Language

• Developments Beyond Two word phrases
• Inflection word order, longer complex
  sentences, transformational grammar
• Language Acquisition (p. 404)
• Learning rules for language
• Grammatical morphemes, overregularization,
  transformational grammar
• Evidence to support fast learning of rules and
  language
• Fast mapping, syntactical bootstrapping,
  processing constraints
• Can you define each of these?

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Chapter 10Development of Language

• Language Acquisition (continued)
• Learning Theory limitations to this viewpoint
• Sensitive period for development
• Adult assistance general finding (beneficial or
  not?)
• Response to childrens speech
• Speech to children (motherese)
• Interactionist perspective most favored in the
  field
• Nativistic Theory What is the general claim of
  this viewpoint? Who is associated with this
  viewpoint?

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Chapter 10Development of Language Overall
Concepts

• What occurs during Holophrase period of
  development?
• What are the strengths and limitations of
  studying language?
• What are the individual differences in early
  language?
• What occurs after two word phase?
• What evidence is there to support children
  develop a true rule system?