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Unit 6. Cognitive development - Coggle Diagram
Unit 6. Cognitive development
Cognitive development and intelligence
Intelligence is defined as the human capacity to understand
, assimilate, learn information and use this knowledge to solve problems and facilitate adaptation.
Intelligence is related to other cognitive processes such as attention, memory, thinking and perception.
Gardner's multiple intelligences theory
Gardner's types of intelligence
Kinaesthetic-
bodily
Ability to have control and coordination over one's own body
express emotions and feelings
to perform activities
Logical-
mathematical
Ability to solve logic and mathematical problems.
Musical
Ability to compose and perform
Linguistics
The ability to use words appropriately.
Intrapersonal
Self-awareness
Interpersonal
Ability to understand others
Naturalist
Ability to observe and study nature.
Space
Ability to represent reality in three dimensions, establishing relationships (shape, space)
Attention
Cognitive process in which we focus our awareness on an object or problem that we want to know or solve.
Voluntary attention:
attention in which the subject intentionally directs his or her
attention towards an object or situation.
Involuntary attention:
the subject's attention is directed towards an object or situation
without any intention to direct action towards that element.
Characteristics:
Limited:
I can't study for the next exam at the same time as I am thinking about plans for the weekend.
Selective
chooses stimuli according to their novelty, significance, interest
Factors:
Internal
factors
Related to the person's situation at the time of the stimulus occurrence.
External
factors
These factors are external to the individual.
Memory
Memory is the psychological function or process that enables us to acquire and remember
information.
Retrieval or recall of acquired and stored information,
This process involves both searching for and accessing information in our
memory.
Sensory memory:
records information from the outside for a very short time
Storage of information or consolidation of memory.
Retention of information
Short-term memory:
evaluated whether the information is relevant and worth sending to long-term memory.
Recording or encoding.
Acquisition or entry of new data into our memory,
Long-term memory:
this is a large permanent database where all information about
the world and ourselves is stored.
Thinking
Thinking, as a cognitive process, is the faculty through which a person is able to analyse,understand and coordinate ideas, images, concepts,
6.4.1 Concept formation
Concept formation is the process of classifying information into meaningful categories.
6.4.2 Reasoning
6.4.4 Problem solving
A problem is a situation in which a choice has to be made between several options in order to
achieve a goal or objective.
Abstract problems:
1 more item...
Problem-solving strategies
3 more items...
Concrete problems:
1 more item...
6.4.3 Creativity
Creativity is the ability of human beings to find new, more original and useful solutions to
problems.
Strategies for developing creativity
4 more items...
Reasoning is the ability of human beings to deduce from previous information a conclusion
that did not exist in the initial elements.
Transductive reasoning:
children between 2 and 7 years of age use reasoning in which
they draw conclusions from one particular case to another particular case.
Deductive reasoning:
starting from a general premise, particular cases are extracted.
Inductive reasoning:
from particular cases a general conclusion is reached.
Piaget's cognitivist theory
According to Piaget's theory
, development occurs because there is an interaction between the child and the surrounding environment,
Developmental mechanisms according to Piaget
Aspects of adaptation: assimilation and accommodation
Accommodation:
complementary process that modifies the previous schemes by adjusting them to the new situation.
Equilibrium or adaptation:
the two previous processes reach equilibrium with each other and existing structures
Assimilation:
the existing mental structures of the person
The schemes
A scheme is a succession of actions that have an organisation and can be applied to similar situations.
Adaptation:
It explains the constant tendency of organisms to maintain equilibrium and achieve adaptation
Cognitive development in the sensorimotor stage (0-24 months)
In this period, the acquisition of knowledge is based on the actions that the child performs on
the environment and on him/herself.
Secondary circular reactions. Visual-motor coordination (4-8 months).
Secondary circular reaction consists of repetition of causal behaviours directed outward.
Coordination of secondary schemas and application of these to new situations (8-12 months)
Now he is interested in the object itself and explores it and tries to understand it by acting on it.
Performs intentional acts towards goals
Primary circular reactions. First habits (1 to 4 months)
Performs actions casually with his body, which he does not yet differentiate very well from the outside world.
Tertiary circular reactions. Discovery of new media by experimentation (12-18 months).
Repetitive actions appear in which the baby deliberately varies the way it performs the action to see what happens.
Discover new ways to achieve desired goals
Innate reflex mechanisms (0 to 1 month)
There is behaviour based on reflexes and, through repetition, these behaviours are consolidated.
Transition to representation. Invention of new media by mental combination (18-24 months).
It initiates in the use of mental representations of reality, thus, it is able to solve some practical problems new to the
child.
Cognitive development in the pre-operational stage (2 to 7 years)
The symbolic function
It is the child's ability to represent the real
indices:
there is a close relationship between signifier and signified;
Symbols:.
there is a certain relationship between the signifier and the signified
Symbolic function:
Mental image:
These are internal representations of reality that children imagine but which have no direct correlation with reality at the time.
Drawings;
Children's representations of realities
Deferred imitation:
Imitation occurs without the model being present.
Language:
It is the highest level of representation of the symbolic function.
Symbolic play:
Children deliberately use an object as if it were something else
Signs:
there is no relationship between the signifier and the signified,