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CHDV
137: Cognitive Development Dr. M. D. Weissman Fall, 2001 Exam 2 Study Guide Exam 2 will be administered on Monday, November 5th, during regular class time. The exam will consist of a mix of fill-in, multiple choice, short essay, and true/false questions, and will be worth a total of 100 points. You will be permitted to write on the exam, you only need to bring a writing utensil. A few questions to which I would know the answers if I were you 1. Know the key concepts in Vygotsky’s theory (e.g., child-in-context, cultural tools, zone of proximal development, inner speech, play) 2. How has Vygotsky influenced others (i.e., be able to describe the other sociocultural models)? 3. What are some classroom implications of Vygotsky’s theory? How are they similar or different than the classroom implications of Piaget? 4. What are the components of the basic information processing approach? Know what each component is, and the characteristics of how it works. According to this (general) approach how are memories created, stored, and retrieved? How is development described? 5. What do the specific theories of information processing (i.e., Neo-Piagetian, production system, connectionism, and cognitive evolution) have to say about memory storage and retrieval? 6. What are the general similarities and/or differences between Vygotsky, Piaget, and the information processing theories of cognitive development? For example, how does each address the issues of age, experience, culture, content? 7. What basic processes are involved in memory? 8. Know some strategies for getting information into long-term memory. You should be able to develop original examples in your explanation for how they are used. 9. Be able to explain metacognition (implicit and explicit). 10. What is infantile amnesia? Why might it exist? 11. How are infantile amnesia and eyewitness testimony used in memory research? 12. What do the 3 major theories of conceptual development have to say about what concepts are and how they are acquired? What are the problems with the theories? What are the similarities and differences between them? 13. What do we know about children’s understanding of the concepts of time, space, number, and mind? |
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