A2 - Intellectual development across the life stages

Question 1

Define intellectual development

Answer 1

Intellectual development is about how individuals organise ideas and make sense of the world around them.

Question 2

Types of intellectual development

Answer 2

The types of intellectual development:
* Problem solving
* Language development
* Memory
* Moral development
* Abstract thought and creative
thinking

Question 3

Define Problem Solving

Answer 3

Problem solving – needed to work things out and make predictions about what might happen.

Question 4

Define Language development

Answer 4

Language development – essential to organise and express thoughts.

Question 5

Define Memory.

Answer 5

Memory – essential for storing and recalling information.

Question 6

Define Moral Development

Answer 6

Moral development – needed for reasoning and making choices about how to act towards self and others

Question 7

Define Abstract thought and creative
thinking

Answer 7

Abstract thought and creative thinking – essential for thinking and discussing things that can’t be observed

Question 8

Name an Intellectual Milestone which is there from birth

Answer 8

From birth - they can use all their senses
to help understand the world around
them.

Question 9

At 3 years old, what intellectual milestone should they be at?

Answer 9

At 3 years they should be able to ask questions, count, recognise colours and sort objects.

Question 10

At 5 years old, what intellectual milestone should they be at?

Answer 10

At 5 years – starting to read and write and draw in detail, can talk about the past and future.

Question 11

At 8 years old, what intellectual milestone should they be at?

Answer 11

At 8 years – can think more deeply, reason, talk about abstract ideas and plan.

Question 12

Stages of cognitive development.

Answer 12

• Sensorimotor: from birth to 2 years.
• Preoperational: from 2 to 7 years.
• Concrete operational: from 7 years to 11 years.
• Formal operational: from 11 years to 18 years.

Question 13

Sensorimotor (birth - 2 years old)

Answer 13

Sensorimotor usually occurs between birth - 2 years old.
* They experience immediate senses such as sight, taste, touch, sound and smell.
* Infants invent ways to problem solve by opening, closing and moving objects between places.
* Lacks internal mental schema (concepts)
* Unable to distinguish between itself and its environment (egocentrism)
* lack the understanding of object permanence - the understanding that objects continue to exist even when they cannot see it. (peekaboo)

Question 14

Preoperational (2-7 years old)

Answer 14

Preoperational - usually occurs between 2 and 7 years old.
* The child adds to or creates new schemas (concepts)
* The child is still dominated by the sensory information it receives and is therefore very influenced by the appearance of things; sight
* They fail to be able to carry out logical operations and show centration (only focus on one aspect of an object at a time)
* The child will learn through pretend play but still struggle with logic and taking the point of view of other people.

Question 15

Concrete Operational (7 - 11 years old)

Answer 15

Concrete operational - usually occurs between 7 to 11 years old
* they use practical resources to help them understand the world
* they can categorise and use logic to understand things they say
* less egocentric

Question 16

Formal Operational (11-18 years old)

Answer 16

Formal operational - usually occurs between 11 to 18 years old.
* they are abstract thinkers and know how to problem solve effectively.

Question 17

Define Assimilation

Answer 17

Assimilation is the process of taking in new information.
E.g: Sand

Question 18

Define Equilibrium

Answer 18

Equilibrium is when the schema fits within previous knowledge.
E.g: Sand is understood

Question 19

Define Disequilibrium

Answer 19

Disequilibrium is when new information disturbs a child’s original schema causing confusion.
E.g: Water is added to the sand

Question 20

Define Accommodation

Answer 20

Accommodation is when the schema is changed as a result of new information.
E.g: Schema is changed and developed

Question 21

Critcisms of Piaget

Answer 21

• Piaget sometimes underestimated children’s rate of development.
• With support, children can develop more advanced concepts.
• Children can be given experiences that help them to move through the stages at a faster rate.
• Some children can see things from the perspective of others before the age
  of 7.

Question 22

What did chomsky argue?

Answer 22

He argued that signed and spoken language is genetically programmed into individuals.

Question 23

Define object permanence.

Answer 23

Object permanence is the understanding that objects continue to exist even when they cannot be seen.

Question 24

What did Chomsky’s theory suggest?

Answer 24

Chomsky’s theory suggested that humans:
* are born with a structure in their brain that enables them to acquire language.
* have a critical period for first language development in the first years of life.
* all follow the same pattern of language development.
* have an inate understanding of the structure of language that is the basis for all languages.

Question 25

Criticisms of Chomsky

Answer 25

• lack of scientific evidence of innate understanding of structure of language.
• the rate of language and development is affected by the degree of interaction with others.
• does not take into account that a language acquisitition support system is required.
• Chomsky put emphasis on grammar in sentence development rather than meaning.

Question 26

Define LAD (Language Acquisition Device)

Answer 26

A LAD is a hypothetical part of the human mind that allows infants to acquire and produce language.

Question 27

Language development at 0-3 months

Answer 27

• make mouth movements in response to parent.
• cries to ask for food or comfort

Question 28

A2.1

Language development at 6-12 months

Answer 28

• understands some words, such as ‘bye bye’
• makes sounds such as ‘gaga’

Question 29

Language development at 18 months

Answer 29

• can say between six and ten words
• can follow simple instructions

Question 30

A2.1

Language development at 2-3 years

Answer 30

• links words together, for example ‘me car’
• vocabulary increasing to approximately 200 words at 2½ years.

Question 31

A2.1

Language development at 3-5 years

Answer 31

• uses simple sentences
• asks questions
• may use incorrect forms of words, for example ‘I good’

Question 32

Language development at 8 years

Answer 32

• speaks in complex sentences
• can reason and explain

Question 33

Language development at 9-19 years

Answer 33

• developing vocabulary
• uses language to explore abstract ideas

Question 34

Intellectual development in Early/Middle Adulthood

Answer 34

• They can solve problems quickly and effectively.
• They express logical thoughts.
• They can make decisions to complex situations.
• New brain cells will continue to be formed.
  
  • However, during middle adulthood there may be a decline in processing speed.
• They have expert knowledge.
• They are well judged which allows them to make good decisions. - wisdom.

Question 35

Intellectual development in Later Adulthood

Answer 35

• It is assumed that memory loss is associated with the ageing process.
• However, the brain has a great capacity to continue to make new cells throughout life.
• Age related memory lapses can be frustrating but aren’t necessarily a sign of dementia.
• Psychological changes can cause temporary malfunction in the brain function during the ageing process.
• May also take longer to recall information - often mistaken for memory loss.
• Lifestyle, health activities and stimulating games have an effect on the brain - keeping it healthy and able to function.