PSYC 1103 1st Edition Lecture 5 Outline of Last Lecture II. Prenatal DevelopmentIII. Hazards during Prenatal DevelopmentIV. Brain Developmenta. Adolescent brain developmentV. Physical Developmenta. Adolescent physical developmentOutline of Current Lecture VI. Jean Piaget’s TheoryVII. Stages of Cognitive DevelopmentVIII.Evaluating Piaget’s TheoryIX. Contemporary ResearchCurrent LectureCognitive Development: how children develop their abilities to think and learnJean Piaget’s theory- He is the father of cognitive development- Children actively construct their cognitive worldo “Little scientists”o Learn on their owno Are intrinsically motivated to learno Construct it through child’s play- will it float? Throw something into water to find out if it will float or not- How do they construct their world?o Cognitive schemas- concepts or frameworks that organize informationo Assimilation- incorporate new information into existing schemaso Accommodation- adjust schemas to fit new informationo So kids need to fit the schemas into existing ones and if it does not fit then they need to change the schema to fit in the new information.- Stages of cognitive developmentThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.o Sensorimotor birth (birth-2yrs) Exploring the world through senses and actions Object performance- An object continues to exist even when you cannot see it.- No two objects can occupy the same physical space- “Out of site out of mind”- A not B error- tendency for children to look in a previous hiding location instead of a new hiding placeo Preoperational (2-7yrs) Symbolic representation- Make one object stand for another- kids are limited to one representation at a time Egocentrism- Perceive world from ones own point of viewo Child unable to step outside of their own perspective- Piaget’s three-mountains task Centration- Concentration on only one feature- The balance scale- need to take in multiple features in order to know which way the scale is going to tip, weight and where on scale object is- Conservation concept: changing the appearance of an object does not change its key featureso Concrete operational (7-11yrs) Operational thinking- reversible mental actions Classification skills Logical thinking in concrete contexts- Can line things up in order form big to small. Or by color.o Formal operational (11-15yrs) Later revised- Last through adulthood- Even some adults don’t reach it- Not universal Abstract thinking Hypothetical reasoning- “What if…” “What is love?” “What is the meaning of life?” Adolescent egocentrism Heightened self-consciousness Imaginary audience: the belief that others are as preoccupied with the adolescent as he or she is Personal fable: I’m unique, I’m invincible- Sense of invincibility- leads to risky behaviors- Properties of the stages:o Qualitative changeo Brief transitionso Invariant sequence- Evaluating Piaget’s theoryo Understands contribution of social world Vygotsky’s theory- A sociocultural view of developmento Participation in specific cultures will define development- Development of knowledge is collaborative- Zone of proximal development: range of tasks that are too complex to be mastered alone but can be accomplished with guidance of others who are more skilled- Scaffolding: the process by which teachers adjust guidance to fit the child’s level of performanceo Vague mechanisms IP approach (information processing)- Computer metaphor- Focus ono Attention Joint attentiono Memory Fuzzy trace Autobiographical memory and infantile amnesia- not able to recall memories about ourselves generally before age of 3- because we have no sense of being of who we are. Also no language to construct the memorieso Strategies Involves metacognition- thinking about thinking Remembering Problem-solvingo Underestimated abilities of infants and younger children Tasks too complex, highly verbal tasks- they are relying too much on their verbal abilitieso Major contributions to the field Detailed description of the concepts that were emerging Discovery of surprising features of children’s thinking- their answers tell us the ways they are interpreting information Active child in their own development- engaging in their own environment- Contemporary researcho Evidence for object permanence buy 6 months Baillargeon and colleagues use a research method that involves violation of expectations Measure looking times- Practice (no toy mouse)- Possible event (toy mouse behind track)- Impossible event (toy mouse on the