FSHD 323Fall 2013Chapter 7: Cognitive Development: Piaget, Vygotsky & Info. ProcessingDefine, recognize and provide examples of:- Disequilibrium: State of confusion in which your schema do not fit your experiences.- Equilibration- an attempt to resolve uncertainty to return to a comfortable cognitive state. For example- kitties and doggies are two different categories. - Schema: cognitive framework that places concepts, objects, or experiences into categories or groups.- Adaptation and its 2 forms: accommodation and assimilationAdaptation- the individual’s tendency to build schemes through direct interactionwith the environment.Assimilation- fitting new experience into existing schemas, or categories. For example, calling a kitty a doggy- a four-legged schema. Accommodation- changing mental schemas so they fit new experiences. For example, understanding that a kitty is another kind of four-legged animal. - Stage Theory- Children progress through distinct, different stages of cognitive development at around the same ages and in the same order. The structure of thinking changes- new ways are based on earlier structures- Invariant- fixed order, no skipping stages - Primary and secondary circular reactions: Reflex to goal-directed from the Sensorimotor Period. Circular reaction- infant’s repetition of a reflexive action that results in a pleasurable experience. Primary- baby’s own bodySecondary- external object. For example: baby in crib moves arms around and accidentally hits rattle- he enjoys the sound and repeats the action- A-not-B search error: Once object permanence appears, still not perfect. If an 8-12 month old reaches for an object several times in spot A, and sees it move tospot B, they will still search for it under spot A.- Symbolic function- ability to use symbols, such as images words and gestures to represent objects and events in the real world Explains developmental language Abilities in pre-operational period1FSHD 323Fall 2013- Sociodramatic play- Make believe play with other children that involves pretend schemes- Develops around2 and increases. Distinguish real from pretend, cognitive and social flexibility and reflects and contributes to social development. Abilities in pre-operational period- Transductive reasoning: Magical explanations. Connects one particular observation to another by creating causal links, where none exist. Limitation in pre-operational period.- Egocentrism: Inability to see or understand things from another’s perspective. This is not a character flaw, it is a tendency rather than an inability, parenting or teaching can encourage this. Children may move out of egocentrism earlier than 3 years. Limitation of pre-operational period. - Animism: Belief that inanimate objects have life-like qualities such as thoughts, wishes, feelings or intentions. Limitation of pre-operational period- Centration- focusing on one aspect or characteristic of an object. Sorting by color or size, rather than both. Limitations of pre-operational period- Piagetian concepts: conservation, classification, reversibility, and seriation: All abilities of concrete operations period. Conservation: The understanding that certain physical characteristics of objects remain the same, even when their outward appearance changes. Beaker experiment. Classification: Ability to organize objects into hierarchical or conceptual categories Reversibility: The ability to go through a series of steps in a problem, and then mentally reverse direction. 4+3 is 7, so 7-3 is 4. Seriation: Ability to order items along a quantitative dimension. Transitive inference- seriate mentally. Order items along a dimension. Stick A is longer than stick B, and B is longer than C, so A must be longer than C. Moving into Vygotsky’s Cognitive Processes- Zone of Proximal Development: difference between the developmental level a child has reached independently and the level she is potentially capable of reaching with the guidance of a more skilled adult or peer. - Scaffolding: learning process designed to promote a deeper level of learning. Support given during the learning process, which is tailored to the needs of the student. Helps them achieve their learning goals. Requires resources, compelling2FSHD 323Fall 2013tasks, guides and guidance. Modeling a task, giving advice and/or coaching. - Private speech- talking to oneself, often out loud, in order to guide one’s owns actions- Inner speech- internalized egocentric speech that continues to direct and regulate intellectual functioning. - Habituation- reduction in response to a stimulus that is repeated- you’re bored of it.- Sustained attention- Maintaining purposeful focus over time- Selective attention- tuning in to certain things that are relevant to specific goals,while tuning others out.- Inhibition (inhibitory control)- the ability to stay on task and ignore distractions.Prevents cluttering of working memory, emerges consistently around, considerable growth from middle childhood-adolescence, and linked to development of frontal lobes.- Autobiographical memory: representations of one-time events that are long-lasting because they have personal meaning. It requires an understanding of selfand able to integrate memories into meaningful, time-organized stories. - Cognitive scripts: Mental representations of an event or situation of daily life. Includes the order in which things are expected to happen, and how one should behave in that situation. Form of reconstruction. - Infantile amnesia: Inability to remember events prior to about age 3- Metacognition: knowing about knowing- thinking about thinking - Metamemory: knowing about memory and mnemonic strategies- knowledge of one’s own memory capabilities and the processes involved in memory-self monitoring. Judgment of learning. Key concepts- Define constructivism and explain how it applies to Piaget’s theory.Humans actively construct their understanding of the world, rather than passivelyreceive knowledge. Cognitive structures- organized groups of interrelated memories, thoughts and strategies that children use to understand the world. Cognitive processes- innate principles used to modify schemas for learning 3FSHD 323Fall 2013about and responding to environment. How these schemes develop. - Describe and know the approximate ages for Piaget’s first 3 (sensorimotor,pre-operatonal, concrete operational) cognitive development