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Intellectual - Coggle Diagram

- - - - Sensorimotor Birth - 2 years
        
        Interact with the world through eyes, ears, hands + mouth
        
        Use trial and error
        
        Can remember how to do things properly until 18 months old
      - Preoperational: 2 - 7 years
        
        Uses symbols to represent earlier sensorimotor discoveries
        
        Language development + make-believe play takes place
        
        Doesn't understand the concept of numbers, mass + volume
        
        May be able to count to 100 but doesn't understand what that is
      - Concrete operational: 7 - 11 years
        
        Reasoning becomes logical providing the issues are concrete
        
        Understand simple logical principles
      - Formal operational: 11-18 years
        
        Capacity for abstract thinking: reason through symbols that don't refer to objects in the real world
        
        Can think of possible outcomes of scientific problems, not just obvious ones
        
        Think through complicated ideas in their head without having to see the concrete image
      - Some psychologists suggest there is a 'post-formal operational' stage
        
        Adults become more skilled in their ability to make flexible judgements
        
        Many adults develop an ability called 'wisdom' as they grow older
        
        Thinking becomes pragmatic expert knowledge about practical aspects of life using judgement about important matters
  - - - Category of knowledge as well as a process of acquiring knowledge
    - - Schemas are upset + reach as state of disequilibrium
      - New info is accommodated + original schemas modified to reach as state of equilibrium again
      - E.g. a two year old has the schema that a cow is big, has a tail + 4 legs, when seeing a horse this schema has changed
  - - - Younger children may not understand this
  - - - Absorbed in own world + speech is used to externalise their thinking rather than to communicate with each other
  - - - Underestimates/overestimates a child's cognitive's abilities
    - - With adult support, children can be helped to process higher levels of thinking
      - An individual's ability to use formal logical thought may depend on how much encouragement they received to think logically
- - - - E.g. an adult's speech is broken up as slang is often used
    - - If adults spoke using the correct grammar or correct a childr, they will be able to apply plural 'rules' e.g. 'deers' and 'geeses' if they have reached that particular stage of language development
  - - - E.g. learning disability or hearing or speech impairments
      - Children with Down's syndrome are among those whose language is frequently delayed