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Mizzou PSYCH 2410 - Cognitive Theory
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PSYCH 2410 1st Edition Lecture 7Outline of Infant PerceptionI. Basic VisionII. Depth PerceptionIII. Intermodal Perception Outline of Cognitive DevelopmentI. Piaget’s Theory of DevelopmentII. Sensorimotor StageIII. Preoperational StageIV. Concrete Operations StageV. Formal Operations StageCognitive DevelopmentI. Piaget’s Theory of Development- Jean Piaget (1896-1980): Founded the field of Cognitive Development.o It is a constructivist theory (active child) Child is motivated to learn from birth Does not need rewards to learno Believe that children generate hypotheses, perform experiments, and draw conclusions then develop their best guesso Nature: children were born as little scientists; nurture: influences what you learn- Assimilation: extending known action pattern to new object to acquire new knowledge- Accomodation: modifying old action pattern to deal with new object- Equilibrium: reaching a balance between current understanding and your own knowledgeo At a disequilibrium from new knowledge until integrated into old knowledge- Piaget’s Stage Theory supports discontinuityo Universal: same for al children around the world, no cultural differenceso Invariant: each stage follows the same fixed ordero Discontinuous: each stage is qualitatively differento Parallel: same rate across multiple domainsII. Sensorimotor Stage (0-2 years)- Piaget says: limited relations between sensations and actions- Circular Reaction: children repeat an event caused by own motor activity o Ex: babbling, sticking things in their mouths- No object permanence until 8 months; infants do not understand that objects out of view continue to existo Not likely to remember where things are (A not B error)III. Preoperational Stage (2-7 years)- Symbolic representation: one thing can stand for anothero Delayed imitationo Anticipation of problem solvingo Pretend play/ drawing conventions/ language- Limitations: o Egocentrism: limited ability to take another perspective besides their own; doesn’t attribute others’ own perceptions, knowledge feelings  Take turns in conversation, but only focused on their topic 3 Mountain task (attributes perspective to doll)o Centration: centering their attention on one aspect of an event or problem  Hard to integrate 2 pieces of information Balance Studyo Conservation: water glass study o Hierarchical Classification: cannot focus on whole and its parts simultaneously Class inclusion studyo Perceptual Bound: cannot think of appearance and reality of object simultaneously Focus on appearance Focus on realityo Transductive Reasoning: link events that occur close in time (although they mighthave no relation to each other) “It is raining because I am sad.” Pre-casual: poor at selecting the causes of effects Sometimes select non-physical causes- Magical explanations, persons, objects, thoughts have special powerIV. Concrete Operations Stage (7-12 years)- Operations: mental representations of actions that obey logical rules- More logical, flexible, organized cognition o Succeed in tasks that preoperational could not- Mastery of spatial operations (maps, distance, directions)- Poor at abstract reasoningo Logical thought when dealing with concrete information but difficulty with hypothetical V. Formal Operations Stage (12 years +)- Beginning of abstract and hypothetical thought (truth, justice, morality)- Can reason systematically and consider multiple outcomes- Pendulum Problem: children were asked to compare motions of weights on the time they will take to swing back and forth systematically tested each


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