Term Paper #9Psychology 1230: Psychology of AdolescenceWEB Discussion ProcessHandout SummaryParents Have Cognitions?Overview of Piaget LectureIntroduction to CognitionMore Changes in Cognitions in AdolescenceReal Life ImplicationsCoffee & CreamIntroduction to PiagetThe Nature of Piaget’s TheoryCognitive Developmental ViewStages 1 & 2EgocentrismStages 3 & 4: The ones important for understanding adolescenceConservation TasksHow does Growth Occur?What about Learning?If this could only happen in cabinet meetings!What about Personality?Evaluation: StrengthsEvaluation: Weaknesses (1)Evaluation: Weaknesses (2)Summary1Term Paper #9Getting a journal (or book)•Identify which book or journal you want—e.g., from a search using PsycInfo•Jot-down the following information about the articles: Title of title of article (author), journal, year (volume), inclusive pages, and possible issue number•Go to the Marriott electronic catalogue and find the article’s location (e.g., Science Serials, Level 4) and call # (e.g., RJ504 .C467)•Go to that location and pluck the journal from the shelf. If its not there, check it’s whereabouts with the librarian2Psychology 1230: Psychology of AdolescenceDon Hartmann, Autumn 2005Lecture 9: © Piaget3WEB Discussion ProcessGroup #1 due #2 due #3 due #4 due #5 dueWhippets 09/12Hotties 09/134♀+1♂ 09/19GypsyMafia 09/20JusticeLeague 09/21Psyched 09/22PithHelmets 09/23MAJACS 09/26----------Note: Anyone can contribute to any WEB discussion; group members are responsible to summarizing the discussion. The last day to contribute to any discussion is 3 days before the due date.4Handout Summary Handout WEB Date Date• 14. HO-Completing a Film Review* 08/14• 15. HO-Preparing a Book Review 08/14• 16. Completed Class Locator 08/31• 17. Lect. #4: Introduction to Theory 09/02• 18. Lect. #5: Bandura 09/02• 19. Supplemental Lecture: Termpaper 09/06• 20. Lect. #6: Method I 09/07• 21. Lect. #7: Method II 09/09• 22. Lect. #8: Puberty 09/13• 23. Lect. #9: Piaget 09/16-----*Indicates handouts discussed in class.5Parents Have Cognitions?6Overview of Piaget Lecture•Material articulates with pp. 121-130•Topics–Introduction to Cognition–Coffee & Cream–Introduction to Piaget–Piaget’s Theory–Evaluation–Summary–Black & White Marbles•Next: Lect. 10 (Social Cognition)7Introduction to CognitionChanges in cognition are one of the hallmarks of adolescence•Thinking about possibilities•Systematically evaluating hypotheses—as do scientists. Can do so because –can use hierarchical classifications– understand inclusion relationships– perform serialization8More Changes in Cognitions in Adolescence•Thinking ahead, planning•Thinking about thinking (meta‑cognition)•Out of the box: Thinking beyond old limits!In general, these are changes from the concrete to the abstract9Real Life Implications•Can begin to deal with important issues, such as career goals and means of achieving them.•Better able to engage in role taking ‑‑ thinking about other's thought and feeling; development of empathy.•Increased introspection: the reflected life (the one worth living).•Ability to handle abstractions, such as algebra and symbolic logic.10Coffee & Cream•Begin with two cups, Cup 1 containing 16 oz. of cream, Cup 2 containing 16 oz. of coffee (cold decaf.)•Remove 1 oz. of cream from Cup 1 and place it in Cup 2. Mix thoroughly.•Remove 1 oz. of the coffee/cream mixture in Cup 2 and place it in Cup 1.•Question: Is there1. More coffee in Cup 1 than cream in Cup 2?2. More cream in Cup 2 than coffee in Cup 1?3. The same amount of cream in Cup 2 as coffee in Cup 1?4. None of the above.11Introduction to Piaget•3rd Most influential psychologist of the 20th century•Originator of Cognitive Developmental Theory•Background facts12The Nature of Piaget’s Theory•Strong stage theory. Stages are:–Qualitative (rather than quantitative)–Coherent (consistent)–Fixed (just four, no more)–Universal (applicable to all, though not all are believed to achieve all the stages), and –Invariant (we all go through them in the same order; no skipping).! Based on structure of thought, rather than on content of thought13Piaget’s Theory Stages of Cognitive DevelopmentSensorimotorPreoperationalConcrete OperationalFormal OperationalCognitive Developmental ViewSensorimotor:From birth to about age 2, infants construct understanding of world by coordinating sensory experiences with physical, motoric actions.Preoperational:From about ages 2-7, children begin to represent their world with words, drawings, images, and drawings.Concrete operational:From about 7-11, logical reasoning replaces intuitive thought as long as reasoning can be applied to concrete examples.Formal operational:Emerging at age 11-15, it is characterized by abstract, idealistic, and logical thought.14Stages 1 & 2•Sensorimotor (0‑2). From reflex to reflective!•Preoperational (2‑7). At this stage children have not yet gained the operations that allow them to think logically. Perception is characterized by centration & thinking by egocentrism15Egocentrism16Stages 3 & 4: The ones important for understanding adolescence•Concrete operation (7‑12); use operations (e.g., transitivity), but fixed on real. E.g., if Sally is taller than Mindy, and Mindy is taller than Jeremiah, what is the relationship between Sally and Jeremiah?•Formal operations (12‑?). Abstractions, logical reasoning. If A>B, and B>C, what is relationship between A & C?17Conservation Tasks18How does Growth Occur?1. Through both nature and nurture; maturation + certain critical experiences 2. Schema changes occur through accommodation and assimilation 3. Though cognitive disequilibrium 4. Though Interactions with Peers19What about Learning?•Learning is a product of one's cognitive development. –The child's existing cognitive structures determine how he/she interprets social experiences and, hence, what is likely to be learned from interactions with others20If this could only happen in cabinet meetings!21What about Personality?•Dependent upon cognitive development; e.g., can't have notion of gender, until conservation. The Brain: Cognition; you get it, right?22Evaluation: Strengths1.That in evaluating performance, we must take into account developmental level2.Importance of cognition -- even for social