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DEP2004 Exam 3 | Questions And Answers Latest {} A+ Graded | 100% Verified
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DEP2004 Exam 3 | Questions And Answers Latest {} A+ Graded | 100% Verified
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DEP2004 Exam 3 | Questions And Answers Latest {2024- 2025} A+ Graded | 100%Verified
According to Piaget, what are the hallmarks of a preoperational child? - Transductive thinking, category
problems, egocentrism, and conservation
Transductive thinking - Illogical, transductive is making a rule from one instance
ex. One dog bite me therefore all dogs will bite me
(inductive is taking many instances and making a rule out of it ex. the sun came out the day before
yesterday, yesterday, and today...tomorrow it will come out)
Category problems - Don't understand an item can be in two categories, can't get around labels
ex. 3 tulips vs. 2 daises = tulips have more
3 tulips vs flowers = tulips have more
Egocentrism - can't take viewpoint from another, kids assume we all have the same view/brain
All they remember is what they see which goes back to memory concepts
ex. mountain task
Conservation - Amount is the same even when the form changes. They can only focus on one dimension
and can't reverse the concept. Seen with numbers, mass, liquids, area
ex. Two glasses of water are the same size and filled with the same amount of water, one glass is moved
into a longer skinnier glass and then the child will think that glass has more water.
Why did researchers such as Gelman and Chi argue that preoperational children are far more logical
than Piaget thought? - Gelman and Chi focused on preschool competency not the incompetency that
Piaget focused on. Children are universal novices.
Explain the counting principles - Gelman found children know more about counting than thought
-one-on-one: know only to count each item once
-stable order: the same set of numbers have an order 1,2,3,4,5
, -cardinal: the last # is the set size
-order irrelevant: doesn't matter the order you count as long as they are all counted
-abstraction: believing anything can be counted like all cars or pieces of sand until they learn one cannot
count that
Describe the box model - info goes into sensory memory -> through attention can go into short term
memory (2-7) -> through rehearsal can go into long term memory.
What is working memory? - The brief, immediate memory for material that is currently being processed;
a portion of working memory also coordinates ongoing mental activities. (short term mem) Working
memory concerns immediate processing. Kids usually cant hold on to more than 2 things at once
Sorting strategies - poor sorting strategies, sort logically based on self, new + diff. sort every time
ex. ask them to sort red, blue, yellow toys in any way they want and instead of sorting by color they sort
randomly "blue car goes with red ice cream because I think they're cool"
Differences in schema and script from kids to adults - kids notice different things than adults do
scripts are schema's for an event ex. what should happen on a first date
ex. at McDonald's they might only focus on happy meal toy and playground whereas parents focus on
the money and food to feed the child
Expertise - Children remember more from things they like than things they don't like
ex. boy who loved dinosaurs can remember more names of dinosaurs than a child who doesn't (chess
example too)
Reading ability - They have a set story structure (Once upon a time) the learning to read changes the
children to further develop them
Strategies - Children have different strategies than adults
ex. shopping studies: 4yr have no strategies and no awareness of memory say they can remember a list
of groceries but come back with different items
8yr have awareness of memory and know what they can and can't remember
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