Cognitive Development Theories: Piaget and Vygotsky

Clinical Method

Flexible technique to study children's thinking.

Naturalistic Observation

Observing subjects in their natural environment.

Interactionist Perspective

View combining nature and nurture in development.

Schemes

Organized patterns of action or thought.

Adaptation

Adjusting to environmental demands through processes.

Assimilation

Integrating new experiences into existing schemes.

Accommodation

Modifying schemes to incorporate new experiences.

Cognitive Conflict

Discrepancy that stimulates cognitive development.

Sensorimotor Stage

First stage, birth to 2 years.

Preoperational Stage

Second stage, ages 2 to 7 years.

Concrete Operations Stage

Third stage, ages 7 to 11 years.

Formal Operations Stage

Final stage, ages 11 and beyond.

Neuroconstructivism

Knowledge constructed within existing neural frameworks.

Sociocultural Context

Cognition evolves through social interactions.

Zone of Proximal Development

Gap between independent and guided learning.

Guided Participation

Learning through participation with skilled partners.

Scaffolding

Support provided by more-skilled individuals.

Private Speech

Self-directed speech guiding thought and behavior.

Language Shapes Thought

Language influences cognitive processes and development.

Color Memory Study

Research on language's effect on color perception.

Cognitive Development

Process of acquiring knowledge and skills.

Critiques of Piaget

Underestimated young children's cognitive abilities.

Cognitive Development Stages

Four distinct phases of cognitive growth.

Cultural Mental Tools

Tools acquired through social interactions.

Active Development

Children construct knowledge through experiences.

Vygotsky's Theory Critique

Overemphasizes social interaction in knowledge acquisition.

Fischer's Dynamic Skill Framework

Behavior analysis requires context for accurate understanding.

Developmental Range

Individual abilities vary based on contextual factors.

Object Permanence

Understanding objects exist when out of sight.

A-not-B Error

Infants search last known location instead of new one.

Symbolic Capacity

Using symbols to represent objects or experiences.

Primary Circular Reactions

Infants repeat body-related actions from chance events.

Secondary Circular Reactions

Infants enjoy repeating actions for pleasure.

Coordination of Secondary Schemes

Combining actions to achieve simple goals.

Symbolic Thinking

Using words, images, gestures to represent ideas.

Centration

Focusing on one aspect of a problem.

Decentration

Focusing on multiple dimensions of a problem.

Seriation

Arranging items based on a measurable dimension.

Transitivity

Understanding relationships among elements in series.

Classification Skills

Grouping items based on various rules.

Formal-Operational Thought

Abstract reasoning and systematic problem-solving.

Hypothetical-Deductive Reasoning

Reasoning from general rules to specific outcomes.

Postformal Thought

Engaging in complex, context-dependent reasoning.

Relativistic Thinking

Knowledge varies based on context and perspective.

Dialectical Thinking

Reconciling paradoxes and inconsistencies in ideas.

Fluid Intelligence

Problem-solving and quick thinking abilities.

Crystallized Intelligence

Knowledge gained from experience and education.

Cognitive Aging

Decline in mental abilities with age.

Semantic Memory

Memory for facts and general knowledge.

Episodic Memory

Memory for personal experiences and events.

Processing Speed

Rate of cognitive processing and response.

Working Memory

Short-term retention and manipulation of information.

Emotion Regulation

Managing emotional responses effectively.

Processing speed theory

Hypothesis by Salthouse regarding cognitive performance.

Inhibition theory

Hypothesis by Hasher & Zacks regarding cognitive performance.

Encoding

Get information into the system.

Consolidation

Information is processed and organized in a form suitable for long-term storage, including fast-acting synaptic consolidation and slower-acting system consolidation.

Storage

Refers to holding information in a long-term memory store.

Retrieval

Process of getting information out when it is needed.

Information Processing Model of Memory

Emphasizes the basic mental processes involved in attention, perception, memory, and decision making.

Sensory Memory

Includes Iconic Memory and Echoic Memory, both having very brief duration; if not attended, information fades quickly.

Baddeley's Working Memory Model

Modern view on the structure of working memory, estimated to hold 4 +/- 1 pieces of info.

Focus of Attention

Most immediate state of working memory, holds 4 +/- 1 items.

Activated Long-Term Memory

Information that has recently been in the focus of attention.

Common WMC tasks

Includes Digit Span Forwards and Backwards, Complex Span tasks, and N-back task.

Hippocampus

Important for LTM memory formation and preparation of information for storage.

Subcortical structures important for memory

Includes Amygdala and Thalamus.

Cortical regions important for memory

Includes posterior portions of the parietal lobe, occipital lobe, prefrontal cortex, and medial temporal lobe structures.

Karl Lashley

Searched for the engram, concluding no single physical storage location existed in the brain.

Problem Solving

Use of the information-processing system to achieve a goal or arrive at a decision.

Habituation

Infer that an infant remembers something if they look at it for shorter periods of time than they did at initial exposure.

Operant Conditioning

Conjugate reinforcement shows infants can remember for varying durations based on age.

A-not-B task

An object search task used to assess memory in infants.

Semantic memory

Some evidence that by 3-4 months of age, babies have an understanding of basic categorization.

Episodic memory

Most learning over the first year is probably based more on reinforcement learning.

Childhood Amnesia

Many individuals have very few autobiographical memories of events that occurred during the first few years of life.

Memory Efficiency View

View that memory processes themselves improve throughout development.

Memory Strategies View

View that children learn strategic behaviors to improve memory throughout development.

Working Memory Capacity

Limited memory ability in children affects recall.

Fuzzy Trace Theory

Memory specificity reduces over time in children.

Self-Concept

Infants lack a coherent view of self.

Language Development

Language skills support memory encoding processes.

Simcock and Hayne (2002)

Study on regaining access to early memories.

Memory Strategies

Older children use more effective memory techniques.

Overlapping Waves Theory

Children use multiple strategies for problem-solving.

Elaboration

Advanced strategy mastered by adolescents for learning.

Metamemory

Awareness of memory processes improves during adolescence.

Expertise

Experts possess organized knowledge and strategies.

Adult Autobiographical Memory

Factors influencing recall include significance and emotion.

Reminiscence Bump

Unique memories occur between ages 16-25.

Memory Fluency

Efficient encoding during optimal neural maturation.

Memory and Aging

Elderly experience minor memory difficulties, especially recall.

Selective Optimization with Compensation

Older adults adapt strategies to cope with cognitive decline.

Memory Reconstruction

Early memories can be malleable and context-sensitive.

Availability vs Accessibility

Memory may exist but not be retrievable at times.

Contextual Factors

Influence the recall of earliest childhood memories.

TOT Phenomenon

Tip-of-the-tongue experience indicates memory availability.

Memory Attribution

Age of memories may shift with development.

Memory Consistency

Earliest memories reported can vary over time.

Socioeconomic Status (SES)

Influences the use of metacognitive strategies.