HDFS 2317 1st Edition Lecture 96 - Cognitive DevelopmentOutline of Previous LectureI. Dynamic Systems ViewII. ReflexesIII. Gross Motor SkillsIV. Fine Motor SkillsV. Sensory and PerceptualOutline of Current Lecture I. Jean PiagetII. Piaget’s Theory of Cognitive DevelopmentCurrent LectureI. Jean Piaget (1896-1980)a. From Switzerland, biologist/malocologist who made contributions to psychologist, generally recognized as having formulated one of the most important theories of child development. Inspired a vision of children as busy, motivated explorers whose thinking develops as they act directly on the environment.b. “Children have real understanding only of that which they invent themselves, and each time that we try to teach them something too quickly, we keep them from reinventing themselves.”c. Einstein called Piaget’s discoveries “so simple that only a genius could have thought of it”.II. Piaget’s Theory of Cognitive Developmenta. Processes of developmenti. Concepts for constructing knowledgeii. Piaget identified how children develop These 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.iii. Assimilation - incorporating new information or new experience into an existing scheme.iv. Accommodation - adjust scheme to accommodate to new experiencesv. Organization - grouping isolated behaviors into a higher-order cognitive system. Undergoes continual refinement. Cognitive organization of experiences.vi. Equilibration - explanation of cognitive shift (qualitative) from one stage of thought to nextvii. Disequilibrium - out of balance. A new experience or new information throws you into disequilibrium.viii. Equilibrium - in balance. All of okay. The world makes sense.ix. We are all self-regulating to explain our world.b. Schemesi. Actions or mental representations that organize knowledge.ii. Behavioral - Physically basediii. Mental - Cognitive in naturec. Theoryi. Unifies experiences and biological maturation to explain cognitive development1. Genetic Epistemologyii. Motivation is internal search for equilibriumiii. Four stages of development… progressively advanced and qualitatively different.iv. (1) You have to mature. Heredity provides the time schedule. (2) Direct experience with environment. (3) Social transmission (4) interaction of that maturation and the environmental factors.d. Sensorimotor stagei. Object permanence1. Object still exists even though they cannot be seen, heard, or touched2. One of infant’s most important accomplishmentse. Preoperational stage i. Second stage; ages 2-7 yearsii. Children begin to represent the world with words, images, and drawingsiii. Not ready to perform operations.1. Internalized actions that allow children to do mentally what they only did physically before.2. Reversible mental actions.iv. Two substages1. Symbolic function (ages 2-4)2. Gains ability to mentally represent an object that is not present3. Egocentrism - inability to take another’s point of view4. Animism - giving lifelike qualities to inanimate objects5. Intuitive thought - use of primitive reasoning, seeks answers to all sorts of questions. Why? Questions exhaust adults. Certainty of knowledge in absence of rational thinking.v. Semi-logical reasoning1. Mom’s magic coffee cupvi. Limited social cognitionvii. Symbolic playviii. Centration - focusing attention on one characteristic to exclusion of all others1. Evidenced in lack of conservationix. Conservation - object or substance amountx. Figure 6.8f. Concrete operational stagei. Ages: 7-11 yearsii. Children can perform concrete operationsiii. Logical reasoning replaces intuitive reasoning if applied to specific, concrete examplesiv. Consider several characteristics of object at oncev. Cross-cultural variations exist.vi. Concrete operations: child understands one person can be father, brother,and grandsonvii. Seriation: involves stimuli along quantitative dimension (e.g. length)viii. Transitivity: g. Formal operational stagei. Ages: 11-15 yearsii. Moves beyond concrete operations; thinks in more abstract and logical waysiii. Abstract, Idealistic, and Logical Thinking1. Much better at verbal problem solving2. Think about thought itself (metacognition)3. Thoughts full of idealism/possibilitiesiv. Chikdren: problems solved by trial and errorv. Adolescents: think more like scientistsvi. Imaginary audience 1. Everybody is interested in them as they are2. Involves attention gettingvii. Personal fable1. Adolescent’s sense of uniqueness2. Feeling of invincibilityh. Piaget and educationi. Take a constructivist approachii. Facilitate rather than direct learningiii. Consider child’s knowledge, level of thinking iv. Use ongoing assessmentv. Promote the student’s intellectual