Lecture 3 - PSY210 - Cognitive Development
Page 1: LECTURE 3: DEVELOPMENT OF SELF & COGNITIVE DEVELOPMENT Piaget's Stages of Cognitive Development
Sensorimotor Stage: Birth to 2 yrs
Preoperational Stage: 2 to 7 yrs
Concrete Operational Stage: 7 to 11 yrs
Formal Operational Stage: 12 and up
Page 2: LECTURE OVERVIEW
The Self
Piaget’s Theory
Information Processing Theories
Core-Knowledge Theories
Sociocultural Theories
Dynamic-Systems Theories
Page 3: THE SELF
The Self
Cognitive Development
Piaget
Information Processing
Core-Knowledge
Sociocultural
Dynamic-Systems
Page 4: 3 MAIN ASPECTS OF SELF
Self-concept
Self-esteem
Self-identity
Page 5: SELF-CONCEPT
System of one’s thoughts and attitudes about oneself, including:
Physical being
Social Characteristics
Internal Characteristics
Page 6: SELF-CONCEPT OVER TIME
Infancy
Toddlerhood
Early to Middle Childhood
Adolescence
Page 7: SELF-CONCEPT OVER TIME
2-4 mos: Infants recognize their ability to control objects
Page 8: SELF-CONCEPT OVER TIME
2-4 mos: Infants recognize their ability to control objects
8 mos: Separation anxiety; linked to attachment
Page 9: SELF-CONCEPT OVER TIME
2-4 mos: Infants recognize their ability to control objects
8 mos: Separation anxiety; linked to attachment
18–20 mos: Self-recognition emerges
Page 10: SELF-CONCEPT OVER TIME
2-4 mos: Infants recognize their ability to control objects
8 mos: Separation anxiety; linked to attachment
18–20 mos: Self-recognition emerges
2 yrs: Verbal self-descriptions mostly focus on physical appearance
Page 11: SELF-CONCEPT OVER TIME
2-4 mos: Infants recognize their ability to control objects
8 mos: Separation anxiety; linked to attachment
18–20 mos: Self-recognition emerges
2 yrs: Verbal self-descriptions mostly focus on physical appearance
3–5 yrs: More internal self-descriptions emerge, self-conscious emotions
Page 12: SELF-CONCEPT OVER TIME
2-4 mos: Infants recognize their ability to control objects
8 mos: Separation anxiety; linked to attachment
18–20 mos: Self-recognition emerges
2 yrs: Verbal self-descriptions mostly focus on physical appearance
3–5 yrs: More internal self-descriptions emerge, self-conscious emotions
6–13 yrs: Social comparison
Page 13: SELF-CONCEPT OVER TIME
2-4 mos: Infants recognize their ability to control objects
8 mos: Separation anxiety; linked to attachment
18–20 mos: Self-recognition emerges
2 yrs: Verbal self-descriptions mostly focus on physical appearance
3–5 yrs: More internal self-descriptions emerge, self-conscious emotions
6–13 yrs: Social comparison
Early adolescence: Abstract characteristics emerge, personal fable, imaginary audience
Page 14: SELF-CONCEPT OVER TIME
2-4 mos: Infants recognize their ability to control objects
8 mos: Separation anxiety; linked to attachment
18–20 mos: Self-recognition emerges
2 yrs: Verbal self-descriptions mostly focus on physical appearance
3–5 yrs: More internal self-descriptions emerge, self-conscious emotions
6–13 yrs: Social comparison
Late adolescence: Self-concept becomes more integrated, less determined by what others think
Page 15: EARLY CHILDHOOD SELF-DESCRIPTION
I'm 3 years old, I'm a boy, and my name is Jason.
I live with my mommy and daddy who really love me.
My mommy makes me yummy spaghetti!
I am going to get my own baby sister for Christmas!
I have blue eyes and a kitty that is orange and a television in my own room, it's all mine!
I know all of my ABC's, listen: A, B, C, D, E, F, G, H, J, L, K, o, P, Q, R, X, Y, Z.
I can run real fast, faster than when I was 2.
And I can kick a soccer ball real far, all the way from one end of the field to the other.
I can climb to the top of the jungle gym, I'm not scared! I'm never scared!
I'm always happy. I'm really strong. I can lift this chair, watch me!
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MIDDLE CHILDHOOD SELF-DESCRIPTION
In fourth grade
Popular with some girls
Knows how to be liked
Feels smart in certain subjects
Feels dumb in math and science
Some kids are show-offs and make fun of others
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EARLY ADOLESCENCE SELF-DESCRIPTION
Extrovert with friends
Worries about what others think
Feels intelligent and creative in school
Can be introverted around unfamiliar people
Importance of high self-esteem
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LATE ADOLESCENCE SELF-DESCRIPTION
Wants to be an ethical person
Doesn't care what others think
Values personal opinion and self-respect
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SELF-ESTEEM
Overall evaluation of self-worth
Feelings about self-evaluation
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IDENTITY
Multiple identities (e.g., student, sibling, friend)
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ERIK ERIKSON: EARLIEST THEORY OF IDENTITY
All adolescents experience an identity crisis
Identity achievement = successful resolution
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4 GROUPS OF IDENTITY STATUS - JAMES MARCIA
High Exploration, High Commitment - Identity achievement
Low Exploration, High Commitment - Identity foreclosure
Low Commitment, Moratorium - Identity diffusion
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THEORIES OF COGNITIVE DEVELOPMENT
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WHAT IS COGNITIVE DEVELOPMENT?
How children think, explore, and figure things out
Perception & learning
Language development
Intelligence
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5 THEORIES OF COGNITIVE DEVELOPMENT
Piaget's theory
Information-processing theories
Core-knowledge theories
Sociocultural theories
Dynamic-systems theories
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Piaget Dynamic-Systems Core-Knowledge Processing Piaget Cognitive Development Self
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PIAGET'S VIEW OF CHILDREN'S NATURE
Child as a scientist
Children construct knowledge for themselves
Intrinsically motivated to learn
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CONTINUITIES & DISCONTINUITIES
Development has continuities and discontinuities
Main sources of continuity: assimilation, accommodation, and equilibration
Discontinuous: cognitive development unfolds in distinct stages
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SOURCES OF CONTINUITY
Assimilation child incorporates incoming information into concepts they already know
The Self
Cognitive Development
Piaget
Information Processing
Core-Knowledge
Sociocultural
Dynamic-Systems
Accommodation
Child improves their current understanding based on new experiences
Equilibration
Child is satisfied with their understanding
New information is introduced
Child develops more sophisticated understanding that eliminates at least 1 of the shortcomings of the old one, creating a more advanced equilibrium
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SOURCES OF DISCONTINUITY
H
EMPTY
A
IL
FULL
Sensorimotor
Preoperational
Concrete
Formal
Stage
Operational
Birth to 2 yrs
2 to 7 yrs
7 to 11 yrs
12 and up
The Self
Cognitive Development
Piaget
Information Processing
Core-Knowledge
Sociocultural
Dynamic-Systems
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SENSORIMOTOR STAGE (BIRTH TO AGE 2 YRS)
Intelligence is expressed through child’s sensory and motor abilities, which they use to perceive and explore the world around them
8 mos – object permanence
1 year – “little scientist”; active and avid exploring
The Self
Cognitive Development
Piaget
Information Processing
Core-Knowledge
Sociocultural
Dynamic-Systems
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PREOPERATIONAL STAGE (AGES 2 TO 7 YRS)
Egocentrism: Perceiving the world solely from one’s own point of view
Toddlers and preschoolers grow to understand the world through language and mental images
The Self
Cognitive Development
Piaget
Information Processing
Core-Knowledge
Sociocultural
Dynamic-Systems
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CONCRETE OPERATIONAL STAGE (AGES 7 TO 12 YRS)
Children begin to understand the world through logical thinking and categories
Limited to concrete situations; systematic and hypothetical thinking is difficult
The Self
Cognitive Development
Piaget
Information Processing
Core-Knowledge
Sociocultural
Dynamic-Systems
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FORMAL OPERATIONAL STAGE (AGE 12 AND BEYOND)
Children begin to understand the world through hypothetical thinking and scientific reasoning
Piaget believed this stage was not universal (i.e., not all adolescents reach it)
The Self
Cognitive Development
Piaget
Information Processing
Core-Knowledge
Sociocultural
Dynamic-Systems
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4 WEAKNESSES OF PIAGET’S THEORY
It is vague about the mechanisms that give rise to children’s thinking and produce cognitive growth (Information Processing Theories)
Infants and young children are more cognitively competent than Piaget recognized (Core-Knowledge Theories)
It understates the contribution of the social world to cognitive development (Sociocultural Theories)
It depicts children’s thinking as more consistent than it is (Dynamic-Systems Theories)
The Self
Cognitive Development
Piaget
Information Processing
Core-Knowledge
Sociocultural
Dynamic-Systems
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BREAK
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Information Processing Theories
Approaches that compare the human mind to an information processor or computer, with an emphasis on mental processes involved in acquiring, storing, and using knowledge
The Self
Cognitive Development
Piaget
Information Processing
Core-Knowledge
Sociocultural
Dynamic-Systems
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VIEW OF CHILDREN'S NATURE
The child as a limited-capacity processing system
Cognitive development occurs continuously as children gradually overcome their processing limitations by:
Expanding the amount of information processed at a time
Increasing their processing speeds
Acquiring new strategies and knowledge
Children are viewed as “active problem solvers” who overcome obstacles to attain their goals using a strategies (goal + obstacle + strategy)
The Self
Cognitive Development
Piaget
Information Processing
Core-Knowledge
Sociocultural
Dynamic-Systems
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DEVELOPMENT OF MEMORY
REHEARSAL
SENSORY
WORKING
LONG
STIMULUS
MEMORY
ENCODING
MEMORY
TERM (input)
ATTENTION
MEMORY
FORGETTING
The Self
Cognitive Development
Piaget
Information Processing
Core-Knowledge
Sociocultural
Dynamic-Systems
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DEVELOPMENT OF MEMORY
Executive functioning: cognitive processes involved in control of behaviour and thought processes:
Inhibition
Enhancement of working memory
Cognitive flexibility
The Self
Cognitive
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Core-Knowledge Theories
Approaches that emphasize that children are born with basic knowledge, or "core knowledge systems" that support their learning about the world
The Self
Cognitive Development
Piaget
Information Processing
Sociocultural
Dynamic-Systems
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VIEW OF CHILDREN'S NATURE
Child as a well-adapted product of evolution and an active learner
View children as entering the world equipped with:
General learning abilities
Specialized learning mechanisms: mental structures that allow children to quickly and effortlessly acquire information of evolutionary importance
The Self
Cognitive Development
Piaget
Information Processing
Core-Knowledge
Sociocultural
Dynamic-Systems
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CENTRAL DEVELOPMENTAL ISSUE
Nativism - Infants have substantial innate knowledge of evolutionary important domains. "Core knowledge systems" include:
Inanimate objects and their mechanical interactions
Minds of people and animals capable of goal-directed actions
Numbers
Spatial layouts and geometric relations
Constructivism - blends nativism, Piagetian theory, and information processing theory to emphasize that infants build increasingly advanced and sophisticated understanding by combining rudimentary innate knowledge with subsequent experiences
The Self
Cognitive Development
Piaget
Information Processing
Core-Knowledge
Sociocultural
Dynamic-Systems
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SOCIOCULTURAL THEORIES
Approaches that emphasize that other people and the surrounding culture contribute greatly to children's development
The Self
Cognitive Development
Piaget
Information Processing
Core-Knowledge
Sociocultural
Dynamic-Systems
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VIEW OF CHILDREN'S NATURE
Children are social learners who learn in an interpersonal context (connected to others who help them gain skills and understanding)
Vygotsky: relation between language and thought through 3 phases in the growth of children's ability to regulate their behaviour:
Children's behavior is controlled by other people's statements
Children's behavior is controlled by their own private speech
Behavior is controlled by internalized private speech (thought)
The Self
Cognitive Development
Piaget
Information Processing
Core-Knowledge
Sociocultural
Dynamic-Systems
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CENTRAL DEVELOPMENTAL ISSUES
How change occurs through social interaction
Intersubjectivity = Mutual understanding that people share during communication
This is considered the foundation of human cognitive development in sociocultural approaches
Guided participation - process in which more knowledgeable individuals organize activities in ways that allow less knowledgeable people to learn
The Self
Cognitive Development
Piaget
Information Processing
Core-Knowledge
Sociocultural
Dynamic-Systems
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DYNAMIC-SYSTEMS THEORIES
Approaches that emphasize the development of actions over time in complex systems; development is a process of constant change
The Self
Cognitive Development
Piaget
Information Processing
Core-Knowledge
Sociocultural
Dynamic-Systems
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VIEW OF CHILDREN'S NATURE
Child as motivated to learn and child actions as shaping development
Emphasis on children's motivation and action
The centrality of action: children's specific actions shape their development throughout life
The Self
Cognitive Development
Piaget
Information Processing
Core-Knowledge
Sociocultural
Dynamic-Systems
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CENTRAL DEVELOPMENTAL ISSUES
Development is a process of self-organization that involves integrating attention, memory, emotions, and actions to adapt to constantly changing environments
This process is thought as as a "soft assembly" as components are ever changing from moment to moment and situation to situation
The Self
Cognitive Development
Piaget
Information Processing
Core-Knowledge
Sociocultural
Dynamic-Systems
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Theory
Role of the Child
Core Emphasis
Piaget's Theory
Child as scientist
Children's intelligence undergoes changes as they grow through the child's active engagement with the world
Information Processing Theories
Child as problem solvers and goal pursuers
Characterizations of the specific mechanisms that give rise to children's thinking and cognitive growth
Core-Knowledge Theories
Child as a well-adapted product of evolution
The early knowledge and skills that young children show in areas thought to be of evolutionary importance
Sociocultural Theories
Child as social learner
The ways children's interaction with other people and the products of their culture guide cognitive development
Dynamic-Systems Theories
Child as motivated to learn; child's actions shape development
The variability of children's thinking, even from moment to moment; emphasis on motivations and action
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NEXT CLASS
Term Test 1
October 3, 2023
Start time: 9:15 AM
End time: 11:15 AM
2 hours
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