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Cognitive Development - Coggle Diagram

- - - - understanding we use cultural tools for same outcome/impact on dev but tools themselves differ across cutures
  - - - self-directed monologues - child talking to themselves abt what doing/will do etc - not yet internalised, insight into their cogntion
      - present until aroung ages 7-8 but can persist beyond
      - present when performing complex cognitive tasks
    - - internalised ego-centric speech - same as we adults hear in everyday
      - guides problem solving and functioning
      - stops outwardly saying
- - - - assimilation = children INCORPORATE external info into their internal knowledge systems
      - accomodation = children ADAPT internal knowledge systems in response to new external experiences, includes modifying
      - equilibration = children BALANCE assimilation and accomodation to create stable understanding
  - - - birth-6 mths:
        
        reflexes and perceptual ability are building blocks and tools for building intelligence eg sucking, learn to suck differently on pacfiers vs baby bottle
        
        organise refexes into larger bhvrs ie combining grasping and sucking
        
        repetition of actions on the environment for own pleasure - egocentric
      - object permanence: 8 mths
        
        know objects continue existing even when out of view, ie peekabo, beginning of mental representation
      - no longer showing A-not-B error: 12 mths
        
        tendency to search for hidden object where last found rather than new location last hidden
      - deferred imitation: 18-24 mths
        
        repetition of other ppl's bhvr substantial time after originally occured - shows symbolic thought and holding mental rep of another person's bhvr
      - 1. basic reflex activity 2. primary circular reactions (repeating enjoyed bhvr) 3. secondary circular reactions (egocentric, combining schemas) 4. coordination of 2ndary circular reactions (planning/intention, imperfect object performance ie A-not-B error), 5. tertiary circular reactions (no A-not-B error but not fully mastered obj. perm. 6. internalisation of schemes - show ability to hold mental rep. , origins of symbolic thought, fully dev'ed obj perm.
    - - emerging symbolic thought = learn and use language, social abilities like imitation and pretend/imaginative play
      - symb. thought not fully developed = limited perspective taking (largely egocentric)
      - preop. thought:
        
        conservation skills incomplete = don't understand altering superficial appearance doesn't change core properties
        
        reversibility not understood - can't mentally undo an action
        
        transitive inferences = struggle using previous knowledge to infer something abt new situations
    - - more complete conservation skills, better perspective taking skills and can make inferences
      - more flexibile thinking, less egocentric, better able at adopting others' persepctives
      - culture crucial in determining when/how cognitive concepts learned here
      - BUT thinking limited to reality AND can't juggle performing more than one mental operation at once
    - - capable of abstract thought
      - more flexible and ocmplex thought = mental hypothesis testing, thinking of alternative situations
      - thinking not confined to reality - ie non-real events
      - BUT: not all children in culture reach this stage - tied to social and cultural experiences esp. socieites that emphasise symbolic skills
  - - - rich domain general theory
      - legacy - provided areas for us to further investigate
      - provided methods of investigation for us to develop and work from
    - - ages challenged (earlier than suggested)
        
        infants more cogntiively competent than recognised - evidence object perm. from 3 mths ?, violation of expectation paradigm used insetad BUT careful in "longer looking times" meaning, deferred imitation evident from 6 mths
      - "stage model" depicts children's thinking more consistent than is - children think more variably than model suggests
        
        BUt dependants on how we describe - cld be same process od dev. but removing labels of stages
      - vague references to the cognitive process that give rise to children's thinking - can be accelerated by interventions and adult influence can progress their thinking
      - contribution of social world to cog. development understated
        
        ie postnatal depression predicts child's inability to imitate at 12 mth
        
        maternal speech at 6mths can influence joint attention at 12 mths ie using child direct speech
- - - - older influences younger's motor dev. - younger can imitate older
      - presence of older could hinder - parental resources split
    - - some no-verb exec function skills/ ToM abilities more advanced in them