6 - Cognitive and Motor Dev, Stages of Dev_1

7/28/2019 6 - Cognitive and Motor Dev, Stages of Dev_1

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Cognitive and Motor Development

- Stages of Development -


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2012 McGraw-Hill Companies. All Rights Reserved.

There is a strong relationshipbetween human intellectual

function and movement:

Any intellectual change is

also accompanied by a changein motor function


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Four Domains

Affective

Cognitive

Motor

Physical


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Domains

Categorizing human behavior into domainsevolved because it is useful in organizing and

simplifying the study of human development

Cognitive and motor development interact

continually throughout the lifespan as they

reciprocally inhibit or facilitate each other


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Interaction

The mind (psych) and human movement (motor) are related

CognitiveDevelopment

MotorDevelopment
http://www.ted.com/talks/daniel_wolpert_the_real_reason_for_brains.htmlhttp://www.ted.com/talks/daniel_wolpert_the_real_reason_for_brains.html


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Psychomotor or Motor?

Motor

Refers to any form of human movement

behavior

Reflex movement

Psychomotor

Psychomotor

Movements initiated by an electrical impulse

from higher brain centers


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How does our gradually changing motorability affect our cognitive development?

How does our evolving cognitive development

affect our motor development?

What are some significant areas of

integration?


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Cognitive Development

Jean Piaget Swiss psychologist

Interested in the

process ofthinking

Established the clinical

methodof research

Collected data during

question-and-answersessions

1896-1980


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Cognitive Development

Piagets Theory Four major stages of cognitive development

Sensorimotor

Preoperational

Concrete operational

Formal operational

Interaction of cognitive and motor development

is found in Piagets Theory


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Stages of Piagets Theory

Stage Age/Period ofOccurrence

Sensorimotor Birth to 2 years

Preoperational 2 to 7 years

Concrete operational 7 to 11 years

Formal operational Early to mid-adolescence

11 to 12 years


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Piagets Theory

Adaptation

Cognitive development occurs thorugh this

process

Adjusting to the demands of the envirnoment

and intellectualizing those adjustments

Two facets of adaptation Assimilation

Accommodation


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Piagets Theory

- Adaptation -

Assimilation

Process by which children attempt to interpret

new experiences based upon their present

interpretation of the world


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AccommodationAdjustments or modifications in the thinking

process which will become a part of a childsnew cognitive repetoire

Piagets Theory

- Adaptation -


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Component Process

Assimilation Children try to interpret new

experiences based on their

present interpretation of the world

Accommodation Children try to adjust existing

through structures to account for

(accommodate) new experiences


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Adaptation

Assimilation

Child tries to grabs a

large ball with one hand

His experiences of the

past tell him that he can

use one hand to grab

hold of an object

because it worked withrattles and smaller

objects

The child assimilates his

past experiences


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Adaptation

Accommodation

Using the same example, when the child is

unable to grasp the football, he may try to

adjust or accommodate by using two hands

or even adapting the one-handed grasp


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Adaptation

Assimilation & Accommodation alwayswork together

Adaptation

Assimilation Accommodation


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Infancy ~ Sensorimotor Stage

Intelligence develops as a result of movementactions and their consequences

Movement is critical to thought processes

Six substages


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Substage Age of

OccurrenceExercise of reflexes Birth to 1 month

Primary circular reactions 1 to 4 months

Secondary circular

reactions

4 to 8 months

Secondary schemata 8 to 12 months

Tertiary circular reactions 12 to 18 months

Invention of new means

through mental

combinations

18 to 24 months


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EXERCISE OF REFLEXES substage Birth through 1 month

Repetition of reflexes helps child to form the

foundation for cognitive understanding

Reflexive movements are innate Reflexive movements lead to new behaviors


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PRIMARY CIRCULAR REACTIONSsubstage

Onset of increased voluntary movement

End of month 1-month 4

Called circular and primary because movementsalways occur in close proximity to the infant

Conscious effort to repeat movements


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SECONDARY CIRCULAR REACTIONSsubstage 4 month - 8 months

Continuation of primary circular reactions

The infants interaction with the environment expands

Child begins to integrate vision, hearing, grasping andmovement behaviors

Can imitate behaviors

No permanence remove object object is gone


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SECONDARY SCHEMATA substage

8 months to 1 year

Past movement actions applied to new

situations

New behaviors emerge

New behaviors are facilitated by increasing

movement capabilities such as crawling and

creeping which allow exploration of the

environment


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Secondary schemata substage Repetition of experimentation and trial-and-error

exploration continue

Child can predict some actions and situations

Roll ball to child she crudely roles it back sheanticipates you rolling the ball to him again

The ability to predict (Piaget) is the onset ofintellectual reasoning


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TERTIARY CIRCULAR REACTIONSsubstage

1 year -11/2years

Use of active experimentation to learn

Child realizes that discovery of an object and

use of the object are separate entities

First level of visualizing an object beyond itsimmediate use


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Tertiary circular reactions substage Child sees the ball and knows she can have

fun, but also realizes she does not have toplay with it right now it will be there later

Can distinguish self from others

Seeks immediate family members for help Social and emotional development


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INVENTION OF NEW MEANS THROUGHMENTAL COMBINATIONS substage

11/2years - 2 years

Child recognizes objects and others as

independent from himslef

Child is beggining to understand properties ofobjects

Size, shape, color, texture, weight, use, etc.


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Invention of new means through mentalcombinations substage

Semimental functioning

thinking with the body is replaced with thinking

with the mind

Child reflects


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Summary: Infancy ~ Sensorimotor

Stage

Increasing awareness of the difference between

the self and others

Recognition that objects continue to exist even

though they are no longer in view

Production of the mental images that allow thecontemplation of the past, present, and future


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Childhood ~

Preoperational Stage

Preoperational stage (2-7 years)

Verbal communication begins to emerge

Language development is the most important aspect

of Preoperational Stage

Linked to motor abilities

Children are unable to think logically


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Childhood ~ Preoperational Stage

Preconceptual substage (2-4 years)

Ability to use symbols to represent someone

or something in the childs life

Pretend play common

Role play

Egocentrism

A serious deficiency in the Preconceptual substage

Play helps child to socialize and work with others


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Preconceptual substage (2-4 years)

Flawed thinking

Drooping flower is sad unrealistic flawed

thinking

Transductive reasoning

A form of flawed thinking

Incorrect assumptions

Missed breakfast, so it cant be morning


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Intuitive substage (4-7 years)

Reduced egocentrism

Improvement in the use of symbols

Child is incapable of conservation

Ability to realize that certain properties of a

substance remain unchanged when theappearance is rearranged

Child cannot consider multiple aspects of a

problem


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Later Childhood ~

Concrete Operational Stage

Concrete operations stage (7-11 years)

Must gain ability to conserve first

Enhanced ability to decenter attention fromone variable in a problem solving situation

Reversibility ~ Able to mentally modify,organize, or even reverse thought processes


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Later Childhood ~


Children in the concrete operation stage canreverse the order of the ball as they go through

the tube

Preoperational stage children will see no difference in

ball order

Reversibili

ty


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Later Childhood ~


Seriation

Ability to arrange a set of variables by a

certain characteristic

Childs height can determine position in a game of

basketball

Piaget emphasized that learning can be enhanced

through movement


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Later Childhood ~

Formal Operational Stage

Formal operational stage (11-12 years)

Ability to consider ideas that are not based on

observable objects or experiences

Abstract ideas are possible


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Later Childhood ~


Interpropositional thought

Applicable to complex movement

A logical relationship exists between two propositions

Enhanced level of cognitive ability

Allows child to relate one or more parts of aproposition or situation to another part to arrive at a

solution to a problem


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Later Childhood ~


Hypothetical-deductive reasoning

A problem-solving style that allows child to choose

between possible solutions and then pick the best

one

Aids in emotional development and emerging values

Child pondersdo I follow the crowd; do I want

to be fit in


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Criticisms of Piagets Theory

Theory lacks scientificcontrol

Piaget used his own

children to study

Subjects were not studied

across the lifespan

Piaget may have

underestimated a childscapabilities

Theory does not discernbetween competency andperformance

Theory does not account forthe influence of motivationand emotion

Stages of developomentwere too broad

Developoment is described,but never explained
http://www.ted.com/talks/alison_gopnik_what_do_babies_think.htmlhttp://www.ted.com/talks/alison_gopnik_what_do_babies_think.htmlhttp://www.ted.com/talks/alison_gopnik_what_do_babies_think.htmlhttp://www.ted.com/talks/alison_gopnik_what_do_babies_think.html


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Lack of motivation

Verbal ability

Memory Lack of familiarity with

task

Peer pressure

Social influences

Peers

Teachers

Siblings

Childs emotional state

If a child performed poorly on a task, Piaget attributed

this to a lack of intellectual competency

However, there are a other reasons for not performing a

task well:
https://www.youtube.com/watch?v=mCbdS4hSa0s&feature=player_embeddedhttps://www.youtube.com/watch?v=mCbdS4hSa0s&feature=player_embedded


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Most criticized aspect of the theory is that formaloperational thought can be achieved as early as11 years of age Did not account foradolescent & adult development

in his theory

Now known that cognitive developmentcontinues throughout adulthood
http://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adolescent_brain.htmlhttp://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adolescent_brain.html


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