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Ch: 9 Cognitive development (Piaget's cognitive-developmental theory…
Ch: 9 Cognitive development
Theory of core knowledge (Spelke)
Domain-specific systems of core knowledge: Objects, persons, number, spaces and geometric forms
Ex: Recognise the impossible natural physical events
EX: Look more at faces when eye contact because they recognise it
Empiricism vs. nativism
Children construct their knowledge on experience but have inborn preferences
Vygotsky's sociocultural perspective
Scaffolding
Changing the environment to help
Giving help in the begining and then just when needed
ZPD
Higher level
Need help
Actual level
Lower level
Siegler's overlapping waves theory
Multiple strategies
Less efficient strategies are replaced
Case's neo-piagietian theory
Differences and similarities with Piaget
Siegler
Acquisition of better strategies
ex: shadows
Measurement of strategies is nonverbal and continuous changes for new strategies
Karmiloff-Smith
Developmental neuroscientist and focus on development disorders, William Syndrome
Neuroconstructivism and focusing on how the child makes results
Schemes go through maturation (personal experiences + social), provoking new connections in cortex
Changes in current education
Learning through exploration and understanding
Discovery learning; experiments in science lessons, interactive expositions in museums and digital workbooks
Piaget's cognitive-developmental theory
Criticisms
Question wording
Methods
Piaget was really strict with method criteria, but not as much in infants, probably different results if they all had the same criteria
Small sample sizes
It has been founds that there are similar changes in development at different ages, meaning that stages are not that different it could be a continuous development
Concepts too vague; making lots of interpretations possible, and difficult to falsify because he was always ready to counter-argue
Animism
Don't know yet the actual reason, Piaget overestimated the capacity of this
Egocentrism
Tend to give prosocial behaviour, from 4 onward theory of mind acquired
If adults didn't use hands, copying, if hands tied, no copying
Piaget used the three-mountain task
Piaget's stages of cognitive development
Argued that there were sudden changes when too many cognitive errors causing a new stage
Formal operational stage
Thinking about thinking ex: third eye problem
Concrete operations stage
Logical thinking at concrete operations, involving their environement
Preoperational stage
No knowledge about object conservation (centration)
Amount
Mass
Number
Sensorimotor stage
Reflexive schemes
Innate reflexes
Mental representations / Beginning of thought
Generation of schemes (trial an error) and object permanence fully understood
Primary circular reactions
Focused on own body and repetitive behaviour
Tertiary circular reactions
Exploring new possibilities with objects, repetitive behaviour and don't make A not B error
Secondary circular reactions
Focused on external world and repetitive behaviour
Coordination of secondary schemes
Goal-directed behaviour, combination of two schemes develops, A not B error mistake making
Moving by their senses
Structures
Processes
Adaptation
Assimilation
Accomodation
Organisation
Incorporating new ideas
Schemes