Cognitive Development
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Transcript of Cognitive Development
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Cognitive Development
Learning, Reasoning and Language Development over
the Life Span
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Piaget’s Theory of Cognitive DevelopmentJean Piaget (1896-1980) Swiss
psychologist who became leading theorist in 1930’s
Piaget believed that “children are active thinkers, constantly trying to construct more advanced understandings of the world”
These “understandings” are in the form of structures he called schemas
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Development of Schemas
Schemas are frameworks that develop to help organize knowledge
Assimilation - process of taking new information or a new experience and fitting it into an already existing schema
Accommodation - process by which existing schemas are changed or new schemas are created in order to fit new information
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Piaget’s approach
Primary method was to ask children to solve problems and to question them about the reasoning behind their solutions
Discovered that children think in radically different ways than adults
Proposed that development occurs as a series of ‘stages’ differing in how the world is understood
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Sensorimotor Stage (birth - 2)
Information is gained through the senses and motor actions
In this stage child perceives and manipulates but does not reason
Symbols become internalized through language development
Object permanence is acquired
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Object Permanence
The understanding that objects exist independent of one’s actions or perceptions of them
Before 6 months infants act as if objects removed from sight cease to exist Can be surprised by disappearance /
reappearance of a face (peek-a-boo)
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Preoperational Stage (2-7 years)
Emergence of symbolic thoughtCentrationEgocentrismLack the concept of conservationAnimismArtificialism
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Conservation
Number
In conservation of number tests, two equivalent rows of coins are placed side by side and the child says that there is the same number in each row. Then one row is spread apart and the child is again asked if there is the same number in each.
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Conservation
Length
In conservation of length tests, two same-length sticks are placed side by side and the child says that they are the same length. Then one is moved and the child is again asked if they are the same length.
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Conservation
Substance
In conservation of substance tests, two identical amounts of clay are rolled into similar-appearing balls and the child says that they both have the same amount of clay. Then one ball is rolled out and the child is again asked if they have the same amount.
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Concrete Operational Stage (7-12 years)
Understanding of mental operations leading to increasingly logical thought
Classification and categorizationLess egocentricInability to reason abstractly or
hypothetically
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Formal Operational Stage (age 12 - adulthood)
Hypothetico-deductive reasoningAdolescent egocentrism illustrated
by the phenomenon of personal fable and imaginary audience
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Piaget’s Theory Challenged New studies indicate infants
do more than sense and react One study had 1 month old
babies suck one of two pacifiers without ever seeing them
When shown both pacifiers, infants stared more at the one they had felt in their mouth
This requires a sort of reasoning
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Critique of Piaget’s Theory
Underestimates children’s abilitiesOverestimates age differences in thinkingVagueness about the process of changeUnderestimates the role of the social
environmentLack of evidence for qualitatively different
stages
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Information-Processing Perspective
Focuses on the mind as a system, analogous to a computer, for analyzing information from the environment
Developmental improvements reflect increased capacity of working memory faster speed of processing new algorithims (methods) more stored knowledge
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Vygotsky’s Sociocultural Perspective
Emphasized the child’s interaction with the social world (other people) as a cause of development
Vygotsky believed language to be the foundation for social interaction and thought
Piaget believed language was a byproduct of thought
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Vygotsky’s Sociocultural Perspective
Vygotsky - children learn from interactions with other people Zone of proximal development - what a child
can do by interacting with another person, but can’t do alone.
Critical thinking based on dialouge with others who challenge ideas
Piaget - focused on children’s interaction with the physical world
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Language Development
Preview Universal Characteristics of Human
Language Course of Development Supports for Language Development Language Learning among Nonhuman
Apes
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Universal Characteristics of Human Language
Language development similar across cultures. What are the common elements?
Morphemes - smallest meaningful units of language content morphemes (e.g., nouns, verbs,
adjectives, adverbs) grammatical morphemes (e.g., articles,
conjunctions, some prefixes and suffixes)
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Universal Characteristics of Human Language
Phonemes - elementary vowel and consonant sounds
Grammar - rules of language phonology - how phonemes can be combined
to make morphemes morphology -how morphemes can be
combined to make words syntax - how words can be combined to make
phrases and sentences
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Language Development
Infant preference for human speech over other sounds before 6 months can hear differences used in all
languages after 6 months begin to hear only differences used in
native language
Cooing - vowel sounds produced 2-4 months Babbling - consonant/vowel sounds between 4 to
6 months Even deaf infants coo and babble
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Language Development
MONTH Speech Characteristic
2 Cooing vowel sounds 4 Babbling consonant/vowel 10 Babbling native language sounds12 One-word stage 24 Two-word stage24 + Sentences
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Features of Young Children’s Speech
TelegraphicOverextensionUnderextensionMean length of utterance (MLU)
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Supports for Language Development
Chomsky’s language-acquisition device (LAD) - innate foundations for grammar and learning the unique rules of a culture’s language Language-acquisition support system - aspects
of the social world that help infants acquire language (e.g., parentese)
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Animal communicationCan animals learn language? Depends on
definition of language. primate studies--because of articulatory
difficulties, many were taught sign languagecan acquire vocabulary with much effort, similar to a
child’s learning of first wordscannot acquire grammardo not understand turn-taking in conversationanswer questions with words contained in the
questions