cognitive development: piaget & vygotsky (8)

cognition

activity of knowing and the mental processes used to acquire knowledge and solve problems; attending, perceiving, learning, thinking, remembering, etc.

cognitive development

changes that occur in mental skills and abilities over the course of life

genetic epistemology

experimental study of the origin of knowledge

piaget

most influential theorist in the history of child development

constructivist

piaget saw a child as a __________

intelligence

basic life function that helps an organism adapt to its environment

cognitive equilibrium

piaget’s term for the state of affairs in which there is a balance of harmonious relation

organization, adaptation, assimilation, accommodation

piaget’s 4 cognitive processes

organization

rearranging existing schemes into more complex ones

adaptation

cognitive process that occurs through assimilation and accomodation

assimilation

interpreting new experiences with existing schemes

accommodation

modifying existing schemes to interpret new experiences

invariant

stages occur in a specific order

sensorimotor, preoperational, concrete operational, formal operational

piaget’s 4 stages of cognitive development

birth to 2 years

age range of the sensorimotor stage

2 to 7 years

age range of the preoperational stage

7 to 11 years

age range of the concrete operational stage

11 years and up

age range for the formal operational stage

sensorimotor

stage of piaget’s cognitive development in which sensory inputs and motor capabilities become coordinated

reflex activity, primary circular reactions, secondary circular reactions, coordination of secondary schemes, tertiary circular reactions, mental representations

6 substages of the sensorimotor stage

primary circular reactions

sensorimotor substage in which the infant repeats actions that involve their body such as sucking their thumb

secondary circular reactions

sensorimotor substage in which the infant repeats actions that involve objects, such as shaking a rattle

coordination of secondary schemes

sensorimotor substage in which the infant begins to act with more intent and observes others’ actions more closely

tertiary circular reactions

sensorimotor substage in which the infant engages in trial and error

imitation, object permanence

2 milestones in the sensorimotor stage: the development of __________, and __________

a-not-b error

tendency of 8-12-month-olds to search for a hidden object where they previously found it even after they have seen it moved to a new location

invisible displacement

the sixth and final stage of object permanence ability; the ability to mentally represent the movement of hidden objects

symbols

during the preoperational stage, use of __________ increases

symbolic function

ability to use symbols (images and words) to represents objects and experiences

symbolic/pretend play

children pretending to be people they are not

representational insight

knowledge that an entity can stand for something other than itself (e.g. understanding that images captures in photos are representations of people)

deloache

theorist behind representational insight

second

representational insight reported during __________ year of life

dual representation

the ability to think about an object in two different ways at the same time

theory of mind

children’s developing concepts of mental activity

false belief task

method used to assess children’s understanding of theory of mind; children must infer that another person does not possess knowledge that they possess

ASD

theory of mind deficit associated with __________

shared-attention mechanism

key component of theory of mind; the ability to coordinate attention with others; crucial for understanding and interacting with social cues and developing empathy

theory-of-mind module

theory proposing that the mind is composed of distinct, specialized cognitive modules that process information in specific areas

conservation

the understanding that objects can change in size, volume, or appearance, but essentially remain the same

mental seriation, transitive inference, horizontal decalage

3 aspects of relational logic

mental seriation

the ability to arrange items in a sequence or order based on a specific dimension like size, color, or weight

transitive inference

a form of logical reasoning where you deduce a relationship between two items (A and C) based on knowing the relationships of each to a third item (B)

horizontal decalage

a lag in time in being able to understand different tasks that require the same cognitive framework

conservation, relational logic

2 important aspects of the concrete operational stage

concrete operational

stage of piaget’s cognitive development characterized by more logical thinking about real objects and experiences

formal operational

stage of piaget’s cognitive development characterized by thinking more rationally and systematically about abstract concepts and hypothetical events

hypothetico-deductive, inductive

2 types of reasoning important in the formal operational stage

hypothetico-deductive reasoning

a method of thinking that involves forming hypotheses and testing them using observable data

inductive reasoning

a method of drawing conclusions by moving from specific observations to broader generalizations or hypotheses

bottom-up reasoning

another name for inductive reasoning

actively involved, explain, describe

piaget saw children as __________ in their own development; attempted to __________ and not just __________ development

competence, performance, vague, social, cultural

criticisms of piaget’s theory: no distinction between __________ and __________; the concepts of assimilation and accommodation are too __________; little role for __________ and __________ influences

case

best-known neo-piagetian who refined concepts of assimilation and accommodation

consolidated, automization

according to case’s theory: existing knowledge is __________ ; repeated practice is important for __________

processing, biological, experience, culture

case’s theory included __________ capacity and __________ factors; acknowledged the role of __________ and __________ in development

sociocultural theory

theory that cognitive development is driven by collaborative dialogues with more knowledgeable members of society and may vary from culture to culture

vygotsky

theorist behind sociocultural theory

ontogenetic, microgenetic, phylogenetic, sociohistorical

4 interrelated levels of analysis in sociocultural theory (4 types of development)

ontogenetic development

the portion of development that can be attributed to experiences with the environment and the individuals within the environment

microgenetic development

focuses on studying the detailed processes of learning and change as they occur, rather than simply observing broad developmental trends

phylogenetic development

the study of the evolutionary development of groups of organisms

sociohistorical development

explores how societies organize themselves and change over time, examining social structures, interactions, and cultural contexts, often focusing on lived experiences and social movements

zone of proximal development, scaffolding, language, schemes

4 tools of intellectual adaptation

zone of proximal development

difference between what a learner can accomplish alone and with guidance of a more skilled partner

scaffolding

providing temporary support to learners, gradually reducing it as they develop independence; the parsing of new information or skills into small enough parts to be digested by the learner

guided participation

a learner acquiring new skills and knowledge through collaborative, meaningful activities with a more experienced person, fostering cognitive development through social interaction and internalization

language

plays a much more important role in vygotsky’s theory than piaget’s

egocentric/private speech

a transitional stage of language development where children talk aloud to themselves, often while engaged in activities, as a way to guide their own behavior and problem-solve

cognitive self-guidance

the mental processes and strategies individuals use to plan, monitor, and evaluate their own learning, problem-solving, and behavior, essentially "learning to learn"

inner speech

a child's internal monologue or self-talk that develops from external speech, serving as a tool for cognitive development and problem-solving