Cognitive Theory of Development Final

8/14/2019 Cognitive Theory of Development Final

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COGNITIVE THEORYCOGNITIVE THEORY

OF DEVELOPMENTOF DEVELOPMENTTonichi sangalangTonichi sangalang


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What is Cognitive Theory?What is Cognitive Theory?

Cognitive theory is concerned with theCognitive theory is concerned with thedevelopment of a person's thoughtdevelopment of a person's thoughtprocesses. It also looks at how theseprocesses. It also looks at how thesethought processes influence how wethought processes influence how weunderstand and interact with the world.understand and interact with the world.

The foremost cognitive thinker was JeanThe foremost cognitive thinker was JeanPiaget, who proposed an idea that seemsPiaget, who proposed an idea that seems

obvious now, but helped revolutionize howobvious now, but helped revolutionize howwe think about child development:we think about child development:Children think differently than adultsChildren think differently than adults..Piaget then proposed a theory of cognitivePiaget then proposed a theory of cognitive

development to account for the steps anddevelopment to account for the steps and''


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Key Concepts:Key Concepts: Schemas A schema describes both the mental andSchemas A schema describes both the mental and

physical actions involved in understanding andphysical actions involved in understanding and

knowing. Schemas are categories of knowledge thatknowing. Schemas are categories of knowledge that

help us to interpret and understand the world. Inhelp us to interpret and understand the world. InPiagets view, a schema includes both a category ofPiagets view, a schema includes both a category of

knowledge and the process of obtaining thatknowledge and the process of obtaining that

knowledge. As experiences happen, this newknowledge. As experiences happen, this new

information is used to modify, add to, or changeinformation is used to modify, add to, or change

previously existing schemas. For example, a childpreviously existing schemas. For example, a child

may have a schema about a type of animal, such as amay have a schema about a type of animal, such as a

dog. If the childs sole experience has been withdog. If the childs sole experience has been with

small dogs, a child might believe that all dogs aresmall dogs, a child might believe that all dogs are

small, furry, and have four legs. Suppose then thatsmall, furry, and have four legs. Suppose then that

the child encounters a very large dog. The child willthe child encounters a very large dog. The child will

take in this new information, modifying thetake in this new information, modifying thereviousl existin schema to include this new


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Assimilation The process of taking in newAssimilation The process of taking in newinformation into our previously existinginformation into our previously existingschemas is known as assimilation. Theschemas is known as assimilation. The

process is somewhat subjective, becauseprocess is somewhat subjective, becausewe tend to modify experience orwe tend to modify experience orinformation somewhat to fit in with ourinformation somewhat to fit in with ourpreexisting beliefs. In the example above,preexisting beliefs. In the example above,seeing a dog and labeling it dog is anseeing a dog and labeling it dog is anexample of assimilating the animal intoexample of assimilating the animal intothe childs dog schema.the childs dog schema.


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Accommodation Another part ofAccommodation Another part ofadaptation involves changing oradaptation involves changing oraltering our existing schemas in lightaltering our existing schemas in light

of new information, a process knownof new information, a process knownas accommodation. Accommodationas accommodation. Accommodationinvolves altering existing schemas, orinvolves altering existing schemas, orideas, as a result of new informationideas, as a result of new informationor new experiences. New schemasor new experiences. New schemasmay also be developed during thismay also be developed during thisprocess.process.


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Equilibration Piaget believed that allEquilibration Piaget believed that allchildren try to strike a balance betweenchildren try to strike a balance betweenassimilation and accommodation, which isassimilation and accommodation, which isachieved through a mechanism Piagetachieved through a mechanism Piagetcalled equilibration. As children progresscalled equilibration. As children progressthrough the stages of cognitivethrough the stages of cognitivedevelopment, it is important to maintain adevelopment, it is important to maintain a

balance between applying previousbalance between applying previousknowledge (assimilation) and changingknowledge (assimilation) and changingbehavior to account for new knowledgebehavior to account for new knowledge(accommodation). Equilibration helps(accommodation). Equilibration helps

explain how children are able to moveexplain how children are able to move


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4 Stages of Cognitive4 Stages of Cognitive

Devt.Devt. Sensorimotor stage (Birth to 2 years old).Sensorimotor stage (Birth to 2 years old).

The infant builds an understanding ofThe infant builds an understanding ofhimself or herself and reality (and howhimself or herself and reality (and how

things work) through interactions with thethings work) through interactions with theenvironment. It is able to differentiateenvironment. It is able to differentiatebetween itself and other objects. Learningbetween itself and other objects. Learningtakes place via assimilation (thetakes place via assimilation (theorganization of information and absorbingorganization of information and absorbingit into existing schema) andit into existing schema) andaccommodation (when an object cannotaccommodation (when an object cannotbe assimilated and the schemata have tobe assimilated and the schemata have tobe modified to include the object.be modified to include the object.


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Preoperational stagePreoperational stage (ages 2 to 4). The(ages 2 to 4). Thechild is not yet able to conceptualizechild is not yet able to conceptualizeabstractly and needs concrete physicalabstractly and needs concrete physical

situations. Objects are classified in simplesituations. Objects are classified in simpleways, especially by important features.ways, especially by important features.

Concrete operationsConcrete operations (ages 7 to 11). As(ages 7 to 11). Asphysical experience accumulates,physical experience accumulates,

accommodation is increased. The childaccommodation is increased. The childbegins to think abstractly andbegins to think abstractly andconceptualize, creating logical structuresconceptualize, creating logical structuresthat explain his or her physicalthat explain his or her physicalexperiences.experiences.


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Formal operationsFormal operations (beginning at(beginning at

ages 11 to 15). Cognition reaches itsages 11 to 15). Cognition reaches its

final form. By this stage, the personfinal form. By this stage, the personno longer requires concrete objectsno longer requires concrete objects

to make rational judgments. He orto make rational judgments. He or

she is capable of deductive andshe is capable of deductive andhypothetical reasoning. His or herhypothetical reasoning. His or her

ability for abstract thinking is veryability for abstract thinking is very

similar to an adult.similar to an adult.

Cognitive Theory of Development Final

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