Please enable JavaScript.
Coggle requires JavaScript to display documents.
The Sociocultural context of Cognition across the Life Span (Chapter 11)…
The Sociocultural context of Cognition across the Life Span (Chapter 11)
Research on sociocultural context of cognition
Adolescence: thinking and decision making
Complex new Skilss
engage in new roles
acquare new competences
Formal settings
legal system
interpersonal interactions
mass media
Developmental crossroad status (worldwide
complex changes
Brain development
cognition
emotional changes
evaluating and desition making
challenging if dont have knoledge
risk taking behavior (substance abuse
Young Adult: Collaborative Memory
Achievements and knowledge applied in their ocuppation/marriage
Socail interactions
Collaborative solving problems
Collaborative recall
paradigm
measure of collaboration between group members
Mid-Adulthood: Occupational complexity
40-65 years
Cognitive abilities reach their peak
perceptual speed process decline
verbal abilities increase
Acievement of social responsabilities (work, marriage)
Occupational complexity dimensions
2.) Complexity thinking
Handling a tool to set up machines
3.) Complexity with people
to simple take instructions to give instructions (managers)
1.) Complexity with Data
Single comparison of data with synthesis
Infancy: Dev.
ATTENTION
Important component in learning
Develop socioculturak context to interact in society
At birth: Babies:
Biases to orient in social context to learn about the world
NEW BORN (30 Min)
2 DAYS OLD
2-3- MONTHS
2 more items...
Oriented to sound of human voice
Look faces for longer period and have involuntary movements controlled by subcortical system
Cognitive direction to specif information
Early Childhood: Dev. Event Memory
Facets of Memory
Long term memory
declarative knowledge
Short term memory
Capacity & speed to process info
Semantic memory
world knowledge, events memory
Strategies
Deliberate behaviors
Enhance memory performance
Strategy of elaboration
make info easy to remember
VIGOTSKY
Voluntary/intentional memory
mediate by people, cultural artifacts and stored knowledge
social help to learn=tmaintaoin this knowledge
Autobiographical Memories
contribute to self-development
Family as rich context
Important social experiences
Narratives
18 Months-5 years
Use symbolic representation
use symbol to to improve language
retention of knowledge
Middle Childhood: Age of Reason
PIAGET
From operational to concrete operational intelligence
M.MEAD
Child Trasition from Yard to community
5-7 Years old
increase responsabilities
cognitives functions improve
memory
problem solving
reasoning
knowledge and acquisition
School begins anad formal trainning
Cognition area
mathematics area
mat achievement cultural differences
parental assisting for responsive learning (Scaffolding
Older Adulthood: Cognitive aging (65 +)
Social engagement
maintaine cognitives abilities
with age, decline (speed, memory, verbal skills
Social engagement measurements
1.) Social activities
beneficial to cognitive health (prevent dementia)
2.) Social network
3.) marital status
4.) Isolation/Loneliness
Cognitive collaboration
Social engagement
protective mechanism in cognitive aging
Social-interpersonal context (memory facilitator)
Sociocultural of cognitive development
Theoretical Perspectives
Seeing the person as Active role in Development and Cognition individually and collectively
Ecological System theory
Influence in Life Span Model
Sociocultural approach to Cognitive Dev.
BALTES
soc: Selection, Optimization and Compensation
Adaptation to biological & socail changes
Interdependent nature of Human Dev and Environment
Sociocultural Approach
Focuses on approaches with Vygotzky ZPD
SocioCultural context of cognition
SC age anf cognition
Early Development
Children cultural knowledge & Behavior
Scaffolding
Guided participation
Collaboration in ZPD
later: Social Porcesses
Adulthood
Lessformal social arrangement (consultation)
Better everyday Problem Solving and memory
SC context setting
1.) Psychological growth
2.) Social-Psychological processes
Facets in SC role in Cognition
1.) Processes of social interaction
2.) SC experience context
3.) oportunities to learn
Ecological System Theory
BRONFENBRENNER (1979)
Child-environment Interralation
Family & Community
Social PSychological experience descriptions
Child Dev as a set of context:
Mesosystem
interrelation with macro (e.g. between parents and teachers
Exosystem
Culture system (e.g. parents work plce
Microsystem
immediate setting (family, peers)
macrosystem
values and rules
Evolutionary Foundation of Cognition
Evolutionary Psychologist
change in behaviour= change in cognition
Maturity of the brain
Human intelligence charasteristic
Social nature of species
birth brain immaturity
protected dev. course
formation emotional ties
flexibility and leanirn
Pre-hominid
Solve critical problems (e.g. hunting)
genes transmition
Types of learning of intellectual functioning
1.) Direct Experience
Learning with the world
PIAGET
SENSORIMOTOR STAGE
2.) Social Experience
Social mediated & high cognitive process
Generational learning of sy,bols and tools
counting
mnemonic devices
language
literacy
Social mediation ways:
1.) Direct Assistance
by Experienced member
2.) Guidance
Provided by these members
Life-Span Model
Ecological System Theory
Cognitive Dev: unique interacting systems with patterns on development
BALTES (1987)
SOC Model
Adaptation to biological-Social changes across the life span
Gain and Looses
Maximize/maintain Skills
Affect Cognition
Cognitive Selectivity/adaptation depending the age and life course
Pragmatic/Crystallized Intelligence
Culture & Experience Acquired
Show positive gain in Adulthood
Individual choose contex to maintain/maximize skills
Fluid Intelligence
Early peak and declining with age
Biological aquisition
Brief Historical Account
Early & Mid-20th Century
Study of culture was minimal
1960 Psychologist + Cognitive Development
Research in Cognitive Performance
Non-Western Societies w/ non- formal school
bad cog, performance
remarkable everyday cog capabilities
Research result
measure with western tool
causing hidrance
School failure in Western societes
1800-Wilhem Wundt: interested in:
relation between Human behaviour and Culture
1962-Vygotsky
Cognitive dev as sociocultural process
Human History-Human dev Strands
1.) General Cultural History
human thought and actions, tool, language
2.) Ontological life history
biological processes
3.) History of particular learning
changes during learning
Zone of proximal developmen
History of higher mental function
specific mental functions
