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