Test Results Causation Animism, realism, artificialism Concepts of quantity Number concepts Measurement Classification Seriation Transitive inference Attention Memory Metamemory Social Cognition Egocentrism Theory of Mind Competence/performance
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Test Results Causation Animism, realism, artificialism Concepts of quantity Number concepts Measurement Classification Seriation Transitive inference Attention.
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Test Results Causation Animism, realism, artificialism Concepts of quantity Number concepts Measurement Classification Seriation Transitive inference Attention Memory Metamemory Social Cognition Egocentrism Theory of Mind Competence/performance
Test score = (Number of multiple choice correct X 2) + score on written questions + extra credit + 5 points (curve)
Reasoning about Causation• Reality is defined superficial appearance.
• Preschoolers use observations to construct their own understanding of cause-and-effect relationships.
• Piaget did not find mature causal reasoning until well into middle childhood.
• Other researchers found preschoolers can give good causal explanations for simple, familiar processes, but do not yet have an abstract understanding of plausible cause. • Preschoolers do not yet understand what a
Animism:Tendency to attribute life to nonliving things.
Animism:Tendency to attribute life to nonliving things.
• Piaget noted that young children thought that anything that moved was alive.
• Others have found that their thinking is not as animistic as previously thought but that children do have a problem distinguishing between the categories of living and nonliving.
• There is progression in this understand throughout this age period.
Why Clouds Move They move because we move. Why do clouds move? Why does the wind blow?
Because the trees move? What is the adult explanation?
Where do dreams come from? Lie down on the bed with me and
Reasoning About Quantity• Concepts of Conservation
• liquid volume• number• mass• length
• Once children understand conservation (around age 7), they explain it several ways:• compensation• reversibility• identity• the nodded added or subtracted criterion
Class on 11/4 Classification Seriation Transitive inference Attention Memory Metamemory Social Cognition Egocentrism Theory of Mind Competence/performance Video on Play
• Deals with the impact of children's cognitive skills on their social relationships and the role of social interaction in supporting cognitive development.
• Children start to learn how other people think and feel, what their motives and intentions are, and what they are likely to do.
There is often a difference between what children are capable or doing under optimal circumstances (competence) and how they actually do a particular task (performance).
Cognitive advances during preschool years include: emerging understanding of causation ability to distinguish living & nonliving things qualitative understanding of many concepts
related to quantity gradual development of ability to distinguish
appearance and reality expanding attention & memory skills increasing understanding of others’ perspectives &