Jaymie TicknorDevelopmental Psychology 3620 Sect. 8532 October 2013Lecture #13Chapter #7 PowerpointCognitive Development: children vs. adults thinkingMistakes children make indicate the nature of their thought processesAs children develop, the structure of their thinking changes, and these new modes of thought are based on the earlier structuresQualitative change in kids’ thinking (stairs; sharp increase once hit a certain stage)Kids work with what they have; under developed knowledge; make sense of environmentTheory of Cognitive Development: PiagetSchemas - cognitive framework that places concepts into categories and associationAssimilation: fit/modify new info based on existent schemaAccommodation: changing/creating schemas to fit new information to make sense of thingsEquilibration: development is driven by the equilibration; equilibration state b/w schemas and environment; (learn to tolerate the unknown) lose equilibration but get balance between (b/w) assimilation and accommodation; means intellectual curiosity that makes the kid uncomfortable if something does not match their existing schema at allHave to widen their schemas by using assimilation or accommodation (learn a new schema)Piaget’s Theory :Sensorimotor Stage: birth to 2 yearsPreoperational Stage: 2 to 7 yearsConcrete Operational Stage: 7 to 12 yearsFormal Operational Stage: 12 years and oldSensorimotor Stage: Birth - 2 yearsFrom reflexes to goal - directed activity1 - 4 months: begin to use reflexes to satisfy needs; motor schemas8 - 12 months: goal directed (drop different things to get attention)12 - 18 months: experimentingDevelopment of object permanence (lack of this: out of sight, out of mind)A - not - B task (move toy from one cloth to another cloth); develop this at around 1.5 yearsPreoperational Stage: 2 - 7 yearsUse of concrete symbolsFantasy play, imaginary companion; Language; DrawingTransductive reasoningDeductive reasoningInductive reasoningAssign causal links without logical support (magical
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