COGNITIVE DEVELOPMENT THEORIES Flashcards
A Swiss psychologist known for his work on child
development.
Jean Piaget
Piaget’s theory of cognitive
development and epistemological view are
together called
genetic epistemology
placed great importance on the education of
children.
Piaget
‘developmental theory of
knowledge’ is a study of the origins (genesis) of knowledge
(epistemology)
Genetic epistemology
Piaget was born in Switzerland in the late _____
and was a precocious (advanced/bright/gifted)
student, publishing his first scientific paper when
he was __ years old.
1800S, 11
His early exposure to the intellectual
development of children came when he worked
as an assistant to Alfred Binet and Theodore
Simon as they worked to standardize their
famous ________.
IQ Test
Much of Piaget’s interest in the cognitive
development of children was inspired by his
observations of his own ______ and _______
nephew, daughter
“Children’s minds were not merely smaller
versions of adult minds.”
Jean Piaget
was one of the first to identify that the way
that children think is different from the way
adults think.
Jean Piaget
is something that grows and
develops through a series of stages
Intelligence
is a blueprint
that describes the stages of normal intellectual
development, from infancy through adulthood.
Piaget stages of development
Birth through about 2 years.
Sensorimotor Stage
Ages 2 through 7.
Preoperational Stage:
Ages 7 through 11
Concrete Operational Stage:
Ages 11 and older.
Formal Operational Stage:
Piaget acknowledged that some children may pass through the stages at different ages than the averages noted above and that some children may show characteristics of more than one stage at a given time. But he insisted that ________________ always follows this sequence, that stages cannot be skipped, and that each stage is marked by new intellectual abilities and a more complex understanding of the world.
Cognitive development
During the early stages, infants are only aware of
what is immediately in front of them. They focus
on what they see, what they are doing, and
physical interactions with their immediate
environment.
Because they don’t yet know how things react,
they’re constantly experimenting with activities
such as shaking or throwing things, putting things
in their mouths, and learning about the world
through trial and error. The later stages include
goal-oriented behavior which brings about a
desired result.
Sensorimotor Stage
Between ages 7 and 9 months, infants begin to
realize that an object exists even if it can no
longer be seen. This important milestone known as _____________ is a sign that
memory is developing.
object permanence
After infants start crawling, standing, and
walking, their increased physical mobility leads to
increased cognitive development. Near the end
of the sensorimotor stage (18-24 months),
infants reach another important milestone, early ____________, a sign that they are
developing some symbolic abilities.
language development
During this stage (toddler through age 7), young
children are able to think about things
symbolically. Their language use becomes more
mature. They also develop memory and
imagination, which allows them to understand
the difference between past and future, and
engage in make-believe.
Pre-operational Stage
(pre-operational stage)
But their thinking is based on ________ and
still not completely logical. They cannot yet
grasp more complex concepts such as
cause and effect, time, and comparison.
intuition
At this time, elementary-age and preadolescent
children – ages 7 to 11 – demonstrate logical,
concrete reasoning.
Children’s thinking becomes less egocentric and
they are increasingly aware of external events.
They begin to realize that one’s own thoughts and
feelings are unique and may not be shared by
others or may not even be part of reality.
■ During this stage, however, most children still
can’t think abstractly or hypothetically.
Concrete Operational Stage
Adolescents who reach this fourth stage of
intellectual development – usually at age 11-plus –
are able to logically use symbols related to abstract
concepts, such as algebra and science. They can
think about multiple variables in systematic ways,
formulate hypotheses, and consider possibilities.
They also can ponder abstract relationships and
concepts such as justice.
Although Piaget believed in lifelong intellectual
development, he insisted that the formal operational
stage is the final stage of cognitive development, and
that continued intellectual development in adults
depends on the accumulation of knowledge.
Formal Operational Stage
Basic Cognitive Concepts
Used by Piaget (4)
SCHEMA -
ASSIMILATION
ACCOMODATION
EQUILIBRATION
– refers to the cognitive structures by which
individuals intellectually adapt to and organize their
environment.
An individual’s way to understand or create meaning about
a thing or experience.
SCHEMA
process of fitting a new experience into an
existing or previously created cognitive structure or
schema; to learn and comprehend
ASSIMILATION
process of creating a new schema
ACCOMMODATION
achieving proper balance between
assimilation and accommodation.
EQUILIBRATION
“Sometimes while you are so passionately busy building,
there will be others as busy destroying. Do not stop. One
day you will notice how high above you get, and how
down below they end up”
― Sameh Elsayed
- a Russian Psychologist
Lev Vygotsky
- Children’s thinking is affected by their knowledge of the social community
- Social interaction mediated through language, is a key factor in the child’s development.
- From the child’s interaction with others, concepts and social behavior are formed (social level), and he/she thinks internally
VYGOTSKY’S Sociocultural Theory of Cognitive Development
anyone who has a higher skill level than the learner
in terms of the specific task to perform
More Knowledgeable Others (MKO)
through _______, human cognitive development and higher mental functions are initiated from social interactions
language
STAGES of Speech Development (3)
-SOCIAL OR EXTERNAL SPEECH
-EGOCENTRIC SPEECH
-INNER SPEECH
- Thinking not related to speech
- Thinking in the form of images, emotions
Social or External Speech
Thinking out loud
* Talking to oneself
Egocentric speech
Speech internalized
* Speech guides
thinking, behavior
Inner speech
the provision of cues, clues,
modelling, and demonstrations of the MKO
scaffolding
- One of the most influential French psychologists and
scientists, is known for his extensive research related to the
mental capacity of humans. - He revolutionized the fields of education and psychology,
especially in regard to intelligence testing. - He believed that intelligence was complex and could not be
fully captured by a single quantitative measure. He also
believed that intelligence was not fixed. - To identify children who needed additional academic
assistance
ALFRED BINET’S Theory of Intelligence
Measures the intelligence and cognitive abilities
of persons with age ranging 2 to 85 years old.
* For diagnosing developmental disabilities,
assessing children in the early childhood stage,
helps to plan for later career development.
Stanford-Binet Intellignece Scale (SB5)
- First psychologist to use mathematical models in
application to analysis and interpretation of complexities of
the human mind. - He started the General Ability Factor (g-Factor) Theory and
the Spearman-brown prophecy formula.
Charles Spearman’s General Intelligence Theory
Five components of general intelligence
- working memory
- visual-spatial processing
- fluid reasoning
- knowledge
- quantitative reasoning
An American developmental psychologist
- Author of different books about MI
- Intelligence is set by skills that makes a person
possible to solve problems in their life. This
refers to the ways and intelligence of a person
uses in acquiring certain information
HOWARD GARDNER’S Multiple Intelligences
Types of multiple intelligence (9)
- Naturalist (nature smart)
- Musical (sound smart)
- Logical – Mathematical
- Existential (life smart)
- Interpersonal (people smart)
- Bodily – Kinesthetic (body smart)
- Linguistic (word smart)
- Intrapersonal (self-mart)
- Spatial (picture smart)
BEHAVIORAL LEARNING THEORIES (3)
- IVAN PAVLOV’S CLASSICAL CONDITIONING
- EDWARD THORNDIKE’S CONNECTIONISM
- FREDERIC SKINNER’S OPERANT CONDITIONING
PSYCHOSOCIAL AND MORAL DEVELOPMENT LEARNING THEORIES (2)
- ERIK ERIKSON’S PSYCHOSOCIAL THEORY
- KOHLBERG’S MORAL DEVELOPMENT THEORY
