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Cognitive Development I
What is Cognition?
• Knowing
• It involves:• attending• remembering • symbolizing• categorizing • planning• reasoning• problem solving • creating• fantasizing
Cognitive Development
according to Piaget
Cognitive Development according to
Vygotsky
Piaget
• From the mouths of babes•Lions and Mailmen
Piaget
• From the mouths of babes•Lions and Mailmen
• Piaget’s sample size
• Basic drive to make sense of the world• Passive vs Active
Key points in Piagetian Theory
• Scheme/schema- an internal framework that organizes information and provides structure for interpreting that information
• Adaptation- to make sense of the world, something in us must change
• Assimilation- world interpreted through existing schemes. Focus on similarities • Examples- Daddy, kitty cat
• Accommodation- schemes changed or developed to fit new information. Focus on differences• Examples- mail man, lion
2 Types
What is a tree?
Cognitive Change- What is the Source?
• Where does cognitive change come from?• Internal process• Purpose of adaptation is
to preserve what we know and what we are experiencing
Cognitive Change- Who is the Agent of Change?
• Socially, peers are important agents of change
• Play (same age) helps develop problem solving skills- trial and error
Cognitive Change- Influence of Language
• Doesn’t really matter for cog dev
• Cog dev language•language is a form of
Cognitive Change- Influence of Culture
• Little to no influence
• Cog dev. occurs in stages
• ALL children go through same stages
4 primary stages of cog dev
• Sensorimotor Development (0-2 years)• Begins with reflexive behavior and
ends with planful or intentional actions and symbolic thought. Primarily focused on NOW
• Pre-operational (2-7 years)• Pre-conceptual (2-4 years)-
Distinguished by symbolic logic (language), egocentrism (can’t take another’s perspective), animism.- Magical beliefs
• Egocentrism video- QuickTime
4 primary stages of cog dev
• Pre-operational
• Intuitive (4-7 years)- • Distinguished by categorization- limited to
immediately relevant stimuli features. By the end can categorize into multiple features-Think “blocks” or Hobby collections
• Beginnings of perspective taking (theory of mind)-
• At the end you see the very beginnings of “conservation” with training, but “centration” occurs frequently without
• Mental manipulations on the HERE and NOW, but lack “reversibility”
• Where would you put your third eye?
4 primary stages of cog dev
• Concrete operations (7-11 years)• Mental manipulations- more
complex. • Has deductive reasoning about
concrete events but not abstract thoughts and examples.
• Conservation video • Can complete all other conservation
tasks- number, length, mass, weight, volume… displacement (“which is more??”)• Indicative of decentration and
reversibility
Conservation (and lack of) in Action
4 primary stages of cog dev
• Formal Operations (11+)- • Characterized by abstract thought,
abstract reasoning, hypothetical-deductive reasoning.• Pendulum problem
• Deductive Reasoning• Mental manipulation of imaginary
• Propositional thought• Object in my hand
Are either one, both, or none true?
Either the clasp in my hand is green or it is not green.
The clasp in my hand is green and it is not green
4 primary stages of cog dev
• Formal Operations (11+)- • Characterized by abstract thought,
abstract reasoning, hypothetical-deductive reasoning.• Pendulum problem
• Deductive Reasoning• Mental manipulation of imaginary
• Propositional thought• Object in my hand
• Adolescent egocentrism- Imaginary Audience and the personal fable• Pimples• “you just don’t understand”
• Once formal operations always formal operations?
Sensorimotor Stages
Sensorimotor
• Reflexes (birth-1 month)- spontaneous, involuntary, respond to novelty with programmed response. • For example, put something in the
infants mouth, she will begin sucking
• Primary circular reactions (2-4 mo) • Discovers behavior by chance. • Accidental behavior; but if reinforced
it’s repeated (hence, “circular”). • Actions are centered on infants own
body. i.e. Sucking a thumb when placed in his mouth.
Sensorimotor stages
• Secondary circular reactions (4-8 mo) • Behaviors still discovered by chance. • But, centered outside the body. • Actions are on objects and intended
to achieve goals. e.g. foot on the mobile.
• Does not understand object permanence by seeking out object
Sensorimotor Stages
• Coordination of secondary circular reactions (8-12 mo)• characterized by intentional/purposeful
behavior: anticipating/adapting to “get” • Combines two previous behaviors into more
complex behavior (crawling). Tool Use
• Early- Not consistent in understanding and searching out hidden objects. • Though “Object Permanence” is beginning to
form-“Peekaboo”.
• Late- Will search for fully hidden objects,• Sometimes victim to the A not B error.
A-not-B error
Fail Pass
Sensorimotor stages
• Tertiary circular reactions (12-18 mo)• Characterized by the invention of new
problem solving methods with objects. Will experiment or use trial & error.• Doesn’t make the A not B error. But will
make error if object displacement is not seen.
• Symbolic Problem Solving (18-21 mo)• Can perform mental manipulations for
simple problems. • Can problem solve mentally. • Object permanence is fully developed.
• NO A not B error, even if object displacement is implied.
See Website for Imitation According to Piagetian Stages
• Bring any questions about Piagetian Imitation to Review Session.
• Piagetian Imitation WILL be on the exam.
Sensorimotor Stages