Intelligence Flashcards
Piaget’s stage theory
Model developed by Piaget that states that a child’s mind develops into an adult’s mind through 4 stages:
0-2 years: Sensorimotor
2-7 years: Pre-operations
7-12 years: Concrete operations
12+ years: Formal operations
Sensorimotor stage
0-2 years
Babies experience the world through their senses alone and ‘live in the moment’ - they do not think
They cannot think of abstract concepts
Before the age of around 8 months they do not understand object permanence.
Pre-operational stage
2-7 years
Language acquisition develops intelligence significantly
Symbolism is understood as language is symbolism
They are able to construct imaginary thoughts.
Egocentrism develops: they do not understand others thoughts/views. Seen in hide and seek.
Concrete operations stage
7-12 years
There is an increase in use of logical thoughts, such as the ability to manipulate objects to solve problems. Starts with dealing with numbers.
They begin to understand reversibility.
They understand the concept of conservation: spreading things out doesn’t increase its number etc.
Develop the capacity to understand other’s perception
Formal operations.
12+ years
They begin to reason based on hypotheses or propositions- such as in algebra
Start to consider various possibilities in a problem
The process of metacognition and introspection develops
Not all adults have formal operations
Vygotsky’s theory of social development
Model that explains how cognitive development requires social interactions. Cognitive development can be limited at any given stage.
Highlights the importance of culture in learning how and what to think.
Language is very important in learning
Collaborative problem solving is also vital for cognitive development.
Zone of development
Part of Vygotsky’s cognitive development model:
The distance between a child’s independent problem solving capacity and potential capacity under guidance or collaboration.
This emphasises the importance of appropriate help from adults or peers in helping children to perform task they are incapable of completing on their own.
Scaffolding
The process that helps children build on existing skills and knowledge.
Helps to instil confidence and skills
Language and interaction is very important for this process
Theory of mind
Understanding that different people have different thoughts, emotions and perspectives.
Allows us to:
- Sympathise
- Deceive: feign illness, bluffing in poker
Children have a ‘naive’ theory of mind.
Autistic spectrum disorders are usually characterised by impairments in theory of mind
Implications of a naive theory of mind in medical consultations
Children may leave out information because they think it is obvious.
They may expect the doctors to already know symptoms or their feelings so can fail to give information.
What things should doctors consider when discussing illness or medical procedures with children
- Adjusting complex language or ideas
- Being able to gage the knowledge of the diseases the children has been exposed to
- Using age-appropriate information booklets to help to improve understanding
- Using age appropriate methods to describe complex ideas, such as toys and diagrams.
Children’s development in the explanation of illness
2-4 years: Phenomenalism
Objects cause illness but mechanism not understood.
4-7 years: Contagion
Illness can be caught from proximity to people or objects.
7-9: Contamination
Illness caused by contact with ill person is viewed as punishment
9-11: Internalisation
Illness could be caused by external factors
11-16: Physiological
Illness is caused by organ and system malfunctions that can be due to infections.
16+: Pyschophysiological
Psychological factors like stress and fatigue can affect physiological processes
