Week 3 - Cognitive Development Flashcards
Infants divide objects into what 3 categories
inanimate objects, people, and other animals
perceptual categorization
the grouping together of objects that have similar appearances;
Jean Piaget collaborated with?
alfred binet (intelligence tests)
who is jean Piaget
founding father of one of the most important theories on cognitive psych
father 3 kids
Swiss psychologist, but originally a biologist
Jean Piaget known for
vivid descriptions of children’s behaviour and broad perspective on cognitive development
Piagets theory fundamental assumption ONE
- children play an important role in acquiring their own knowledge - “the child as scientist” - constructivist
Piagets theory fundamental assumption TWO
- children can learn independently
Piagets theory fundamental assumption THREE
children are intrinsically motivated to learn
Piaget depicted cognitive development as having what 2 processes
continuous & discontinuous
Piaget believed that learning is shaped by two key processes
- Assimilation
- accommodation
schema
A mental framework used to organize and interpret information (e.g., a schema for “horse”).
assimilation
Integrating new information into an existing schema (e.g., calling a zebra a “horse” because of shared features).
accommodation
Adjusting a schema to fit new information (e.g., recognizing that a zebra is different from a horse and creating a new schema for “zebra”).
equilibration
The process of balancing assimilation and accommodation to resolve cognitive dissonance and reach a state of cognitive stability.
Example of a continuous process
assimilation and accommodation
Piagets theory 4 stages (discontinuous)
- sensorimotor stage (0-2)
- preoperational stage (2-7)
- concrete operational stage (7-11)
- formal operational stage (12+)
Piagets theory sensorimotor stage (0-2 years)
discover the world through sensory and motor abilities
develop 5 senses
basic understanding of fundamental concepts
live in here and now
Piagets theory sensorimotor stage (0-2 years) important challenges
Utilize reflexes for interaction with the environment
ex: putting objects into mouth
Piagets theory - 8 months
Object permanence
Infants begin to understand that objects continue to exist even when they cannot be seen or heard (e.g. if a toy is hidden, they will look for it
Piagets theory - 12 months
A-not-B error
Infants may search for an object where they last found it (A) rather than where it was last hidden (B), showing that their understanding of object permanence is still developing
Piagets theory - 18-24 months
Deferred imitation
Children start to imitate behaviors they’ve observed at a later time, showing the development of memory and the ability to plan actions.
piagets theory prep-operational stage (2-7 years)
Knowledge and experiences are expressed in language.
understanding of more complex concepts
difficulty juggling multiple dimensions - *Centraton and conservation
piagets theory prep-operational stage (2-7 years)
*important milestones
symbolic representation (3-5 yo)
- ability to draw
- discussing with others (decline of EGOCENTRISM)
what emerges at 3-5 years old
symbolic representation
child uses a symbol to represent something
ie: a broom is a horse (new meaning to the object)
piagets theory concrete operational stage (7-12 years)
increase in logical reasoning -> expansion of knowledge about the world
ability to handle multiple dimensions at once
piagets theory concrete operational stage (7-12 years)
challenge: ie, pademelon test
piagets theory prep-operational stage (2-7 years)
Piagets theory formal operational stage (12+ years)
ability for abstract reasoning and systematic testing of hypothesis
thinking about a better world
- justice
-morality
At what stage did Piaget not believe s universal
formal stage
inductive reasoning (concrete stage)
CONSERVATION
Specific observations → General conclusions (probable, not certain)
“The sun has risen in the east every day for my entire life.” Conclusion: “The sun always rises in the east.”
deductive reasoning *
General premise → Specific conclusion (certain, if the premises are true).
: “All mammals have a backbone.” Premise: “Whales are mammals.” Conclusion: “Whales have a backbone.”
David picks up a block and holds it against his ear while talking, pretending that he is on the phone. What stage of Piaget’s theory has David reached and which concept has he acquired?
a)Sensorimotor stage, object permanence
b)Formal operational stage, conservation concept
c)Preoperational stage, symbolic representation
d)Preoperational stage, conservation conce
c)Preoperational stage, symbolic representation
Piagets criticism
little insight in underlying mechanisms
used complex tests
no attention for influence of social environment
overestimation of consistency in children development
- little insight in underlying mechanisms
Piaget didn’t fully explain how children move through stages or the specific mechanisms behind cognitive changes.
- Used complex tests:
Some of Piaget’s tasks (like conservation tasks) were difficult for young children to understand or perform, which may have led to an underestimation of their abilities at earlier stages.
- No attention to the influence of the social environment:
Piaget focused mainly on individual cognitive development and didn’t fully account for the role of social interactions, culture, or guidance from others (as later theorists like Vygotsky would emphasize).
Overestimation of consistency in children’s development:
iaget believed children would pass through stages in a fixed order and with consistency, but research has shown that cognitive development can be more fluid, with children sometimes displaying abilities from different stages at once, depending on the context.
Core knowledge theories - fundamental assumptions
- children have innate knowledge that is evolutionary beneficial
- children are active learners
- four central cores
four central cores (Elizabeth spelke)
- inanimate objects
-intuitive understanding of the properties of physical objects (gravity) - minds of people and goal-directed actions
interpret behaviours, have an intuitive understanding that people have goals - numbers
ability to differentiate quantities - spatial geometry
distance, direction, orientation
nativists
knowledge is innate
constructivists
learning mechanisms are innate, knowledge is acquired through experiences
sociocultural theories
fundamental assumptions
cognitive development is shaped by social interaction
importance of cultural context
guided participation (social scaffolding)
intersubjectivity (joint attention)
Cognitive development is shaped by social interaction:
Children learn and develop through interacting with others, like parents, teachers, and peers. These social interactions help children grow their thinking and skills.
Importance of cultural context:
What children learn depends on the culture they are part of. The tools, language, and practices they are exposed to shape how they think and understand the world.
Guided participation (social scaffolding):
This is when adults or more experienced individuals help children learn by providing support (like hints or steps). As the child gets better, the support is reduced, and the child can do things on their own.
Intersubjectivity (joint attention):
two people focus on the same thing together. For example, a parent and child looking at a picture book and sharing attention to what’s in the book. It helps children learn by creating a shared understanding between them and the adult.
what did Vygotskys theory say
children thinking develops through social interactions, cultural influences and guided support form others
Lev Vygotsky:
focused on social interaction, the role of language, and the Zone of Proximal Development in cognitive growth.
Zone of Proximal Development (ZPD)
concept refers to the range of tasks a child can perform with the help of a more knowledgeable person (like a teacher or parent). It’s the area between what a child can do alone and what they cannot do, even with help.
Michael Tomasello:
highlighted the innate desire of children to learn and teach, and how culture shapes cognition.
superordinate
broadest category
ie, vehicle
basic
more speciifc, used in everyday convo
ie, car (type pf vehicle)
subordinate
specific category
ie, jeep (car type)
animate:
inanimate:
alive (humans)
non living (cars)
looking preference paradigm
technique where infants’ attention is measured based on how long they look at certain objects or images.
Which category level do children tend to form first?a)Superordinateb)Subordinatec)Basicd)Primary
basic
- used in everyday life
naive psychology
understanding yourself and others
- desires
- beliefs
- actions
naive psychology
infancy
self conscious: knowing what your own body can and cannot do
understanding others: goal-directed behaviour
naive psychology aftter the first year
- sense of individuality
- increase in joint attention
- increase in intersubjectivity
intersubjectivity
shared understanding or mutual awareness between two or more people during an interaction.
theory of mind
insight in how people think and behave
insight in intentions, beliefs, desires, and emotions that can cause influence behaviour
theory of mind first step
association between desires and actions (approx. 12 months)
theory of mind second step
association between eliefs and actions
importance of play
having fun
practice of important skills
learning how others think
play steps: 12-18 months
- pretend play
- object substitution
play steps: 2-3 years
sociodramatic play
play steps: 6 years
sport
board games
play steps: 12-13 years
end of pretend play
How do children learn according to Piaget’s theory and core-knowledge and socio-cultural theories?
Piaget: Children learn through interaction with their environment, progressing through stages of cognitive development (e.g., sensorimotor, preoperational).
Core-Knowledge Theory: Children are born with innate knowledge in specific areas (e.g., understanding objects, numbers).
Sociocultural Theory: Children learn through social interactions, guided by adults or more skilled peers in a cultural context
How do core-knowledge theories and sociocultural theories challenge Piaget’s theory of cognitive development?
Core-Knowledge: Argues that children have innate cognitive abilities from the start, whereas Piaget believed children build knowledge through experience.
Sociocultural: Focuses more on the role of social interactions and culture, whereas Piaget emphasized individual exploration and internal processes.
What is meant by the term “active child” in Piaget’s, core-knowledge, and socio-cultural theories?
Children are active participants in their own development. They engage with and influence their environment, shaping their learning in Piaget’s, core-knowledge, and socio-cultural views, but the extent and how they do it differ in each theory
How do children organize conceptual knowledge?
Children organize knowledge into categories (like animate vs inanimate). They build schemas (mental structures) and group objects based on shared characteristics, refining their understanding over time.
How do children acquire knowledge about living things?
Children learn about living things through direct experience (like playing with animals), observation, and social interaction.
What is essentialism?
Essentialism is the belief that certain categories (like animals or plants) have an inherent essence that makes them what they are, and this essence is passed down to their offspring.
What is naive psychology?
Naive psychology refers to the understanding that children have beliefs about how people think, feel, and behave (e.g., recognizing that people have intentions, emotions, and beliefs).
How do infants develop theory of mind?
Infants develop theory of mind (understanding that others have thoughts, beliefs, and intentions) through interaction with others, gradually learning that people can have different perspectives and knowledge.
What is the nativist vs constructivist view?
Nativist View: Argues that children are born with innate knowledge or abilities
.
Constructivist View: Argues that children actively construct knowledge through interaction with their environment (e.g., Piaget’s theory).
