3 - Cognition Flashcards
Information Processing Model
- brain like computer
- great for AI but not great to model human brain
1) Thinking needs stimuli to be sensed, encoded, and stored
2) Analyze stimuli w/ brain to help with decision-making
3) situational modification- adjust decisions of one situation to new situation
4) problem solving based on person’s cognition + problem complicatedness and context
Cognitive development
- how people learn how to think
- PIAGET
Schema- way of thinking about idea; mental image/idea/list you get when you think about a word/a thing; mental building blocks
- organized patterns of behaviors/thoughts
- new info placed/integrate into dif schemata
- Adaptation = process new info or process info in new ways
ex) assimilation - info into schema you already have
ex) accommodation - refine schema
-young children learn fast; constant changing schemata
Piaget’s stages
-COGNITIVE DEVELOPMENT
Sensorimotor
Preoperational
Concrete Operational
Formal Operational
Sensorimotor
Sensorimotor - infancy: 0-2 y/o
-I can move and interact w/ environment
-Circular reactions (repetitive): primary: accidentally put hand in mouth, realized sucking thumb reduces anxiety, so next time I’m anxious, I’ll suck on my thumb
-start on accident, only w/ self
Secondary- develop later, I can influence my env and my env influences me
-when I throw food on the floor, it falls and someone cleans it; When I kick the toy, it makes a sound
I have agency in world, I can make things happen
Ends: object permanence- peekaboo
- when something is out of sight, it no longer exists
- marks beginning of representational thought- it’s still there even if I can’t see it
Preoperational
2-7 y/o
-Start to use symbolic thinking, imagination
I’m a princess; pretend play
Limitation: egocentrism- I’m the only important thing, everything is somehow related to me
- no theory of mind, which understands that others can have different info than me
- if I know where a hidden doll is, and someone walks in, I assume they know where it is too
Limitation: Centration- focus on one thing of a phenomenon (egocentrism is example, so is conservation)
Ends w/ concept of conservation - I can cut an object up and still have the same amount; I can pour liquid into different container w/ different level but amount is same
Concrete Operational
7-11 y/o
- understand conservation and theory of mind
- we understand people have dif experiences and perspectives and information
- we can ask questions bc we know they know stuff we don’t- meaningfully
- do NOT have deductive reasoning (A>B, B>C, what can we deduce?)
Ends w/ ability to think abstractly
Formal
> 11 y/o
- think abstractly, solve complicated problems
- think logically about abstract ideas
- scientific/mathematic thinking age
-Cognition doesn’t fully develop till 19/20
Impacts on development
-culture -ex) social development
Leg Vygotsky- culture development & identity
—-children learn w/ respect to other people (socially)
-more knowledgeable other; zone of proximal development
ex) someone teaches you how to ride a bike
Leg Vygotsky
- culture development & identity
Intelligence - Late adulthood
- fluid intelligence
- –problem solving, understanding concepts- use what you know to figure out things
- crystallized intelligence
- –knowing facts
older people- less fluid intelligence (ex- can’t computers), great at crystallized
-turn fluid into crystal- list of facts to know
Genetic, env, biological factors
brain disorders - ex) dementia
ex) Down’s syndrome
ex) metabolic derangements- ex) liver/renal failure, diabetes = cognitive impairments
ex) long term drug use
