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Cognitive - Coggle Diagram
Cognitive
- Sensorimotor (0-2y)
Infancy
1. Simple reflexes
- First month, e.g. suck
- Main interaction = reflexes
2. First habits & primary circular reactions
- 1-4m, e.g. grasp + suck
- Combine actions -> single activity
- Primary (self) + circular (repetition, desirable)
3. Secondary circular reactions
- 4-8m, e.g. shake rattle in diff ways
- Secondary (outside world) + circular
- Vocalisation increases
5. Tertiary circular reactions
- 12-18m, drop toys
- Tertiary - variation, experiment
- Interest in unexpected
6. Beginnings of thought
- 18-24m, e.g. figure where ball rolled to, pretend play
- Mental representation / symbolic thought: internal image of event/object
- Deferred imitation: pretend
4. Coordination of secondary circular reactions
- 8-12m, e.g. look for toy under (1st) blanket, push toy away
- Goal directed behaviour: combined schemes -> single act
- Object permanence
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- Preoperational (2-7y)
Preschool
Preoperational thinking
- Use more symbolic thought + concepts
- Symbolic function: use mental symbol / word / object to represent something that's not there
- Advance in language: interconnected, fast, future
Limitations
Conservation
- Knowledge that quantity is unrelated to physical appearance
- Because of: centration +
- Incomplete understanding of transformation: change from one state to another - can't see steps
Centration
- Focus on one obvious aspect, ignore others
- e.g. dog mask on cat = dog
Egocentrism
- Cannot see from others' perspective
- Don't realise others have diff views
Intuitive thought
- Primitive reasoning, a
- Avid knowledge acquisition
- Start to understand:
* Functionality*: actions, events, outcomes related
* Identity*: some things stay same, regardless of change in shape / size / appearance
Vygotsky's Sociocultural
Sociocultural Theory
- Develop through partnership/interaction with adults & peers
- Determined by culture & society (e.g. playgroups, tasks, toys, gender expectations)
- Zone of proximal development: level where child can almost comprehend/perform task -> can with assistance
- Scaffolding: assistance / structuring from others
Cultural tools
- Physical items + conceptual frameworks (language, maths / science / religious systems)
- Formal operational (12-15y)
Adolescence
Think abstractly
- Systematic experiments
- Relative, not absolute
- Hypotheticodeductive reasoning: general theory -> deduce explanations of outcomes, test hypotheses (start abstract -> concrete)
- Propositional thought: abstract logic with no concrete examples
- Inconsistent use (lazy, culturally dependent, knowledge dependent)
- => question authority, idealism, critical thinking
- Concrete operational (7-12y)
School
Use logic
Operations: organised, logical mental processes
- Logical thinking: to solve problems, not appearance
- Decentration: see diff aspects of situation
- Reversibility: can reverse transformations
- Relationship between time / speed / distance
- BUT only concrete, physical reality