AP Psych Unit 3 | Cognitive Development Theories

Jean Piaget

studied children’s developing cognition (all mental activities related to thinking, knowing, remembering, and communicating)

schemas

cognitive frameworks that help individuals organize and interpret information by categorizing experiences based on prior knowledge and expectations

assimilation

the process of incorporating new information into existing schemas, fitting new experiences into familiar categories to understand them better

accommodation

the process of altering existing schemas or creating new ones to adapt to new information that doesn’t fit existing categories

sensorimotor stage

Piaget’s first stage of cognitive development where infants learn about the world through sensory experiences and motor actions

• ages 0-2

object permanence

the understanding that objects continue to exist even when they cannot be seen, heard, or touched

• sensorimotor stage

preoperational stage

stage of cognitive development where children develop language, symbolic thinking, and imagination but struggle with logical reasoning and understanding others’ perspectives

• ages 2-7

pretend play

children acting out scenarios, roles, or situations using their imagination, developing creativity, social skills, and symbolic thinking

• preoperational stage

parallel play

stage in early childhood where children play alongside each other without directly interacting

• each child focuses on their own activity but observes and imitates others

• preoperational stage

animism

when children attribute lifelike qualities, such as feelings and intentions, to inanimate objects in early childhood

• preoperational stage

egocentrism

when children struggle to see things from another person’s point of view, believing others share their same perspective

• preoperational stage

theory of mind

the ability to understand that others have thoughts, feelings, and perspectives different from one’s own

• typically develops around ages 4-5

concrete operational stage

Piaget’s 3rd stage of cognitive development, when children develop logical thinking about concrete objects and understand concepts like conservation and reversibility

• ages 7-11

conservation

the understanding that certain properties of objects, such as volume or mass, remain consistent despite changes in form or appearance

• concrete operational stage

reversibility

the ability to mentally reverse an action or operation with understanding that objects can return to their original state

• concrete operational stage

formal operational stage

Piaget’s final stage of cognitive development where individuals develop the ability to think abstractly, solve hypothetical problems, and use deductive reasoning

• begins at age 12

Lev Vygotsky

developmental psychologist known for his theory that social interaction plays a critical role in cognitive development

• emphasizes the importance of culture, language, and the “zone of proximal development” in learning

scaffolding

teaching method in which a knowledgeable person provides tailored support for learners to achieve new skills and gradually reduce assistance as the learner becomes more proficient

zone of proximal development

the range between what a learner can do independently and what they can achieve with guidance

• emphasizes the importance of social interaction in learning

crystallized intelligence

knowledge and skills accumulated over time through education and experience

• improves with age

• useful for problem-solving based on facts and prior learning

fluid intelligence

the capacity to reason, solve novel problems, and think abstractly without relying on prior knowledge

• generally peaks in early adulthood and gradually declines with age

dementia

decline in cognitive functioning that interferes with daily life

• characterized by memory loss, impaired judgment, and difficulties in communication and reasoning

• often seen in older adults