PSYCH10 Paquette-Smith UCLA Final Questions With 100% Correct Answers 2024

PSYCH10 Paquette-Smith UCLA Final Questions With 100% Correct Answers 2024 Piaget's Stages of Cognitive Development - answerSensorimotor, preoperational, concrete operational, formal operations - explanation of why students struggle at particular stage of their life - kids = like little scientists, naturally curious, play an active role in acquiring knowledge - Schema --> an organized unit of knowledge that the child uses to try to understand a situation - (bird - wings, fly, alive) - P argues that in b/n stages, must accommodate a lot more, w/n a stage can assimilate most things they encounter into their schema - some argue have to change/reorganize a LOT, this is what moves them into next stage - P argues cannot go backwards, or out of order assimilation - answer- new experiences are readily incorporated into child's existing theories - if the schemas are mostly correct: like bird example, see a bald eagle and apply schema of birds having wings, flying, alive accommodation - answertheories are modified based on experience - see a butterfly --> also has wings, flies, and is alive - accommodate and modify theory : birds also "caw" are animals, have beaks in addition to having wings, flying, and being alive pollev: accommodation vs. assimilation - answer- kids keeps calling apple an orange - He is trying to _________ this new information into his schema when he should be _________. B) assimilate; accommodating cognitive development - answerthe development of thinking across the lifespan - pre-k aged kids can have advanced thoughts in some areas, but not others; ex: be on phone w someone, say this: look mommy, i drew a pic of you sensorimotor stage - answerin Piaget's theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities. develop sense of object permanence -Infants progress from simple reflex actions to symbolic processing (ex: grasping a toy if you put it in their hands, sucking if you put a soother in their mouth) - Develop an understanding of object permanence - P argues develop an understanding of object permanence around 9 months object permanence - answer- Understanding that objects continue to exist when they are no longer visible - Around 9 months of age infants will search for hidden objects (has to show searching behaviors, bc they might just know it is there but not be looking) - ex: a toy exists even though you cannot see it violation of expectations - answerInfants will look longer at events that violate their expectations - ex: look longer at something that is impossible Baillargeon, 1986, 1991 - answer- showed a car going down a track irl; ex vs unex: mickey mouse on track, vs car going through MM - if infants have obj perm - they should look longer at unexpected event - if not - should look longer at expected event - could also look longer bc MM is closer to him preoperational stage - answerin Piaget's theory, the stage (from about 2 to 6 or 7 years of age) - can mentally represent objects and think symbolically - during which a child learns to use language but does not yet comprehend the mental operations of concrete logic. - do not pass conservation tests because they have centration and a lack of reversibility. - egocentric: do not pass three mountains task. limitations: - Difficulty with logical reasoning/problem solving - Difficulty representing the psychological experiences of others (perspective taking) conservation - answerunderstanding that altering an object's physical appearance does not change its quantitative properties (liquid, number, mass, volume etc.) - example of two diff shaped liquid w same volume - task he used to test logical reasoning and or problem solving - which has more water, or are they the same? move water into C, still should be same - girl says they're diff amts of water even though they're not bc it is taller - to a child: someone getting 2 halves vs someone getting 2 cookies is fair bc they are both same quantity - children do not pass conservation tasks until 6-7 years old preoperational children have difficulty because: - centration: are not thinking about before or after, just the present moment or endpoint - lack reversibility concrete operational stage - answerin Piaget's theory, the stage of cognitive development (from about 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events. - difficulty about thinking abstractly or reasoning hypothetically (give answers rooted in reality; ex: if everyone did not have thumbs, we could not thumb wrestle) - Difficulty with tasks that require mental manipulation (hard to do things that require you to envision in your head) formal operational stage - answerin Piaget's theory, the stage of cognitive development (normally beginning about age 11+) during which people begin to think logically about abstract concepts short-term memory (STM) - answer- A limited-capacity store that can maintain unrehearsed information for about 20 (15-30) seconds - holds around 5-9 chunks of information. recent info says closer to four chunks - limited duration - after that if you do not move it to LT memory, it will fade away - way to keep it in ST memory: rehearsal - space used to hold info presently required - we know these are diff memory stores from LTM bc of free recall tasks chunk - answerinformation grouped into a meaningful unit - words = chunks of letters - multi-digit numbers are chunks of single digit numbers - routes are chunks of locations working memory - answerthe manipulation of the short-term memory in order to use it for the task you are doing phonological loop: comprises a phonological store that is dedicated to working memory and that serves to temporarily hold verbal information, and an articulatory loop, through which inner speech is used to reactivate, or "refresh," the representations in the phonological store. Baddeley & Hitch Model - answerfundamentally diff when WM is stored in visuospatial sketchpad, not phonological loop - visuospatial "sketchpad": ex: picture childhood home, how many windows can you count-- requires you to hold a visual image in your working memory like directions on how to get somewhere- bop it is this bc it has visual locations - central executive: - allocate attention b/n loop and sketchpad - evidence that loops and sketchpad are separate: easier to doodle and simultaneously accurately remember information from lecture, harder to do so while person next to you is talking loudly Atkinson-Shiffrin Model - answera memory system that contains: sensory memory, short- term memory and long-term memory Sensory Memory - answer- linked to our sense