CHAPTER 4 Flashcards
The ________ ________ focuses on thought processes and the behavior that reflects those processes.
cognitive perspective
This perspective encompasses both organismic and mechanistically influenced theories.
PERSPECTIVE 3: COGNITIVE
His theory was the forerunner of today’s “cognitive revolution” with its emphasis on mental processes.
Piaget’s cognitive-stage
He viewed development as the product of children’s efforts to understand and act on their world.
Piaget
He also believed that development was discontinuous, so his theory describes development as occurring in stages.
Piaget
Jean Piaget’s theory of cognitive development suggests that children move through ____ different stages of intellectual development which reflect the increasing sophistication of children’s thought
four(4)
Four(4) different stages of intellectual/cognitive development
Sensorimotor
preoperational
concrete operational
formal operational
What is the age and the goal of the sensorimotor stage?
Age Birth to 2
Object permanence
What is the age and the goal of the preoperational stage?
Age 2-7
Symbolic thoughts
What is the age and the goal of the concrete operational stage?
Aged 7-11
logical thought
What is the age and the goal of the formal operational stage?
Adolescence to Adulthood
scientific reasoning
The first stage, during this stage, the infant focuses on physical sensations and on learning to coordinate their body
sensorimotor stage
*The infant learns about the world through their senses and through their actions (moving around and exploring their environment).
*During this stage, a range of cognitive abilities develop. These include: object permanence; self-recognition (the child realizes that other people are separate from them); deferred imitation; and representational play.
sensorimotor stage
Piaget’s second stage of intellectual development. It takes place between 2 and 7 years.
At the beginning of this stage, the child does not use operations, so the thinking is influenced by the way things appear rather than logical reasoning. A child cannot conserve which means that the child does not understand that quantity remains the same even if the appearance changes.
preoperational
*Toddlers and young children acquire the ability to internally represent the world through language and mental imagery.
*During this stage, young children can think about things symbolically. This is the ability to make one thing, such as a word or an object, stand for something other than itself.
*A child’s thinking is dominated by how the world looks, not how the world is. It is not yet capable of logical (problemsolving) type of thought.
*Moreover, the child has difficulties with class inclusion; he can classify objects but cannot include objects in sub-sets, which involves classifying objects
as belonging to two or more categories simultaneously.
*Infants at this stage also demonstrate animism. This is the tendency for the child to think that non-living objects (such as toys) have life and feelings like a person’s.
preoperational
By the beginning of this stage, the child can use operations (a set of logical rules) so she can conserve quantities, she realizes that people see the world in a different way than he does (decentring) and he has improved in inclusion tasks. Children still have difficulties with abstract thinking
concrete operational stage
*During this stage, children begin to think logically about concrete events.
*Children begin to understand the concept of conservation; understanding that, although things may change in appearance, certain properties remain the same.
*During this stage, children can mentally reverse things (e.g. picture a ball of plasticine returning to its original shape).
*During this stage, children also become less egocentric and begin to think about how other people might think and feel.
concrete operational stage
a soft modeling material, used especially by children.
Plasticine -
This period begins at about age 11.
- As adolescents enter this stage, they gain the ability to think in an abstract manner, the ability to combine and classify items in a more sophisticated way, and the capacity for higher-order reasoning.
formal operational
*During this stage, adolescents can deal with abstract ideas (e.g. no longer needing to think about slicing up cakes or sharing sweets to understand division and fractions).
*They can follow the form of an argument without having to think in terms of specific examples.
*Adolescents can deal with hypothetical problems with many possible solutions. E.g. if asked ‘What would happen if money were abolished in one hour’s time? they could speculate about many possible consequences.
formal operational
Each child goes through the stages in the same order (but not all at the same rate), and child development is determined by?
biological maturation and interaction with the environment.
According to this perspective , development can be understood only in its social context.
contextual perspective
they see the individual, not as a separate entity interacting with the environment, but as an inseparable part of it.
Contextualists
This perspective considers the relationship between individuals and their physical, cognitive, and social worlds.
contextual perspective
