DEVELOPMENTAL:COGNITIVE DEVELOPMENT Flashcards
schemas
knowledge is organised into chunks of similar or related items/ flexible grouping
assimilation
the process by which new experiences are incorporated into existing schemas
accomodation
the process by which new experiences cause existing schemed to change
equilibrium
a sense of order, abalone, coherence and stability in the mind- a balanced and well ordered set of schemas
THE DRIVING FORCE BEHIND COGNITIVE DEVELOPMENT IS THE SEARCH FOR EQUILIBRIUM
What are Piaget’s four stages?
sensorimotor stage
pre operational stage
concrete operational stage
formal operational stage
Describe the sensory-motor stage (0-2)
- simple reflex actions such as reaching and sucking
- developing a sense of object permanence
- emergence of symbolic thoughts (words)
Describe the pre-operational stage (2-7)
- development of representation skills
- signs and symbols-dual representation
- counting and basic maths
- does not understand basic mental operations (conservation)
- displays egocentrism, irreversibility and centration (one variable at a time) in their thoughts
- conservation task
- the three mountains test
- appearance reality distinction
Describe the concrete operational stage (7-11)
- logical thinking such as weight colour, number, volume
- conservation
- reversibility
- transivity
- seriation tasks
- distinguish between appearance and reality
Describe the formal operational stage (11+)
- systematic problem solving
- logical thinking, abstract and flexible
- improved memory
- future thinking with decision making
Adolescent egocentrism
belief that one’s own thoughts and feelings are unique-self consciousness and self focus.
imaginary audience
make decision on the bases of what they imagine others will think
personal fable
certain that others are observing them, they start to believe that their own experiences are unique and others cannot possible understand them
criticisms of Piaget’s stages
- too much emphasis on analytical cognition rather than creative, practical or social intelligence
- no consideration after formal operational stage
- lack of consideration for social influences on development
- sensori-motor and pre operational children were underestimated by Piaget
Vygotsky’s Theory of Development
learning is a shared activity
Vygotsky’s Theory of Development
lower mental functions
- genetically inherited
- automatic
- respond directly to environment
Vygotsky’s Theory of Development
higher mental functions
- developed through social interaction
- voluntary
- require language
- culturally mediated
Vygotsky’s Theory of Development
Internalisation
a process whereby external cultural patterns of activity come to be represented internally
Vygotsky’s Theory of Development
Egocentric speech
when children talk to themselves whilst solving problems-transition between external speech and inner speech which is part of the internalisation process
Vygotsky’s Theory of Development
thought and language
speech is not just for communication but drives development-a form of organisation
(initially used as a interpersonal symbol system then becomes an internal symbol system= goes from talking to inner voice)
Vygotsky’s Theory of Development
Zone of Proximal Development
Potential in a child that can be unlocked through instruction and guidance. Distance between:
-independent ability if left alone
-guided ability with help from someone else
The level of guidance can vary in children with the same independent ability.
Bruner : Scaffolding elements
‘Joint involvement episodes(8)’
- get child interested
- control focus of attention
- segment into manageable tasks
- create routines
- frustration control
- give feedback
- explanations and cognitive structuring
- demonstrate the task and delicate to the child
