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Cognitive Development - Coggle Diagram
Cognitive Development
Piaget's Cognitive Developmental Theory
Assumptions
Kids
actively seek
out and
adapt
info
Kids
construct
their knowledge
Interactionism
B/n Child and Environment
Child
Organisation
Schemas
Environment
Adaptation
Assimilation
Accomodation
Equilibration
Children and adults are qualitatively different
Changes are...
Progressive
Qualitative
Abrupt
In stages
Stages
Sensorimotor Stage
(birth-around 2yo)
Reflex activity
Primary circular reactions (1-4mo)
Secondary circular reactions (4-8mo)
Object permanence
Search Onset and 'A not B' Error
Piaget: precursor of object permanence
Baillergeon: evidence of object permanence
Preoperational Stage
(~2-7yo)
Preconceptual period (2-4yo)
Symbolic thought
Imaginative play
Deferred imitation
Activities w/ an end goal
Intuitive period (4-7yo)
Develop mental operations
Conservation Tasks
- Failures
Decentration
Reversibility
Centration
Transformational thought
Static thought
Limitations
Animism (inanimate objects have feelings too)
Egocentrism (the 3 Mountain Task)
Difficulty w/ classification
Class influsion
Concrete Operational Stage
(~7-11yo)
Conservation of number (~5-6yo)
Conservation of Mass (~7-8yo)
Conservation of Volume (~11yo)
Seriation
Transitivity
Formal Operational Stage
(~11/12yo +)
Reasoning about propositions and abstract concepts
Scientific reasoning (e.g. the Pendulum Problem)
Implications
Adolescent egocentrism
The Imaginary Audience
The Personal Fable
Challenges
Underestimated young minds
Trouble w/ stages
Failing to adequately explain development
Giving limited attention to social influences
Dominant orientation: psychological autonomy
Fischer's Dynamic Skill Theory
Person + Context Interaction
Human performance is dynamic
Skill levels change and develop
Skill = task + context specific
Developmental range
Development is context + task specific
Vygotsky's Sociocultural theory
General themes
Reliance on genetic (developmental) analysis
Higher mental functions originate in social interactions
Importance of Tools and Signs as Mediators
Help negotiate meaning
Link the environment and the indiv
Social settings provide cultural tools
Mediators
Carry sociocultural patterns and knowledge
Direct intervention by knowledgeable others during learning
Zone of Proximal Development
What you can do along vs What you can do w/ help from others
Zone b/n Actual development and Potential development
Where you are able to manage tasks w/ help
Attribute of an event, NOT the child
Characteristics
Modelling (demo)
Scaffolding (contingency)
Engage learner interest
Simplify and break down task
Keep learner working towards task goal
Accentuate relevant features
Frustration control
Demo and examples
Teaching (as assisted performance)
Importance of Language
Inner speech
Audible to Silent
Allows for planning and regulation of actions
Self-instruction
Dominant orientation: heteronomy
Adult Cognitive Performance
Post-formal thought
Relativistic thinking
Dialectical thinking
Ageing
Factors affecting cog skills
Cohort effect
Training
Relevance of tasks
Modes of cognition
Cultural differences