Cognitive Development

Eötvös Loránd University - Developmental Psychology Lecture Notes

Course: Developmental Psychology 1
Instructor: Patricia Gerván
Email: patricia.gervan@ppk.elte.hu
Semester: Fall 2025

I. Other Frameworks Relevant to Cognitive Development

A. Information-Processing Theory

• Cognitive processes are theorized to work in sequences similar to a computer by receiving input, processing information, and delivering output.

• The focus is on procedural changes in children’s cognitive tasks rather than conceptual change itself.

• Key activities include encoding, comparing, storing, and attending.

• Cognitive tasks investigated include memory, attention, processing speed, growing knowledge, and learning strategies.

B. Development of Memory

• The formation-processing theory proposes an increase in capacity and efficiency of memory stores.

• Older children are more likely to adopt efficient study behaviors and strategies, suggesting larger memory capacities enable handling of more complex tasks.

• As children mature, their ability to process information increases in efficiency, allowing them to manage more information simultaneously or the same amount faster.

• Techniques such as repeating information aloud or silently enhance memory retention.

C. Development of Attention

• Attentional control is crucial for cognitive development, enabling children to sustain and redirect their attention.

• A longer attention span allows engagement with a broader variety of tasks, particularly complex ones, by minimizing distractions and concentrating effectively.

D. General Mechanisms Underlying Cognitive Development

• Cognitive development involves common mechanisms including:

  • Processing speed

  • Growing knowledge base

  • Language processing capabilities

  • Conceptual development

E. Processing Speed

• Defined as the rate at which an individual perceives, understands, and responds to information.

• It is measured through quick and accurate tasks like symbol matching, reaction time, and coding tests.

• Processing speed is fundamental because it enhances higher-order thinking; slow processing complicates tasks such as reading comprehension or memory recall.

F. Myelination

• Myelinated white matter can be identified in imaging as red.

• Myelin is a membrane surrounding axons, leading to saltatory conduction where action potentials jump between nodes.

• Pathways within the nervous system typically myelinate before becoming fully functional (van Tilborg et al., 2017).

II. Processes of Brain Development in Childhood

A. Brain Structure Changes

• Cognitive development correlates with structural changes in the brain involving several key regions including:

  • Cerebellum: Reinforces coordination and muscular activity.

  • Hippocampus: Engaged in episodic memory processing.

  • Cerebral Cortex (Cerebrum): Responsible for thinking, reasoning, and sensory processing, comprising two hemispheres and encompassing four lobes.

1. Brain Lobes and Their Functions

• Frontal Lobe: Involves executive functions such as problem solving, planning, and regulation of emotion; it includes Broca's area for expressive speech and the primary motor cortex for voluntary movement.

• Temporal Lobe: Linked to hearing, memory, and language processing; includes Wernicke's area for language comprehension.

• Parietal Lobe: Processes sensory information including touch, temperature, and pain, and is involved in attention and spatial relations.

• Occipital Lobe: Responsible for visual processing and perception.

B. Brain Growth and Cognitive Skill Development

• Cognitive growth can be charted against the development of brain regions and structures.

• Specified growth patterns of different brain areas predict specific cognitive abilities. For instance, early changes in memory at ages four to five may forecast functional connectivity within sibling regions of the brain around age six (Geng et al., 2021).

C. Methods for Investigating Brain Development

1. Imaging Techniques

• CT or CAT Scans: Utilize X-rays but are not suitable for repeated use.

• PET Scans: Require a radioactive compound injection.

• MRI (Magnetic Resonance Imaging): Uses a magnetic field to produce structural images of the brain, yielding high-resolution images.

• fMRI (Functional MRI): Measures blood flow changes in active brain regions during cognitive tasks; it demonstrates the relationship between blood oxygen levels and neuronal activity.

• Event-Related Potentials (ERPs): Record electrical brain activity in response to stimuli, showing predictable waves like P and N peaks, useful for studying cognitive processes.

D. Synaptic Changes

• Synaptic Proliferation and Pruning: Involves the formation and elimination of synapses, governed by the principle of "use it or lose it," to enhance information processing efficiency during brain development.

• Illustrated data show changes in gray matter volume with age, underscoring the relationship between synaptic density and cognitive efficiency (Gupta et al., 2025).

III. Learning Theory

A. Overview

• Learning theories explain how experience induces changes in behavior and cognition. Common types include:

  • Classical Conditioning: Learning through associations based on pre-existing reflexes.

  • Operant Conditioning: Involves reinforcement of behaviors based on past outcomes.

  • Social Learning: Learning by observing others and mimicking behaviors.

B. Key Concepts in Learning Theory

1. Classical Conditioning

• Based on establishing associations among stimuli which influence responses.

2. Operant Conditioning

• Emphasizes behavior adjustment through rewards (reinforcement) or lack thereof (punishment). Key findings were established in nonverbal infants through paradigms like head-turn and mobile-kicking to study cognitive skills.

3. Social Learning

• Focus on how observation affects the learning process, highlighting factors such as attention, retention, reproduction of actions, and motivation.

C. Notable Studies

Bandura's Bobo Doll Experiment

• Demonstrated that children exposed to aggressive role models were more likely to exhibit aggression themselves, reinforcing the notion of learning through observation and imitation.

D. Module Theory

• J. Fodor proposed that cognitive processes, particularly perception and language, are modular, meaning they are domain-specific and operate independently. These modules are innate and contribute to cognitive evolution.

E. Core Knowledge Approach

• E. Spelke suggested infants possess innate cognitive frameworks that guide learning from birth, challenging the constructivist view that children are blank slates. It posits that core systems exist within the cognitive landscape of humans and aid in understanding agents, numbers, and spatial awareness.

This document captures deep insights into developmental psychology frameworks, brain development processes, and methodologies for investigating cognitive growth. Studying these frameworks offers an understanding of cognitive functions and their evolution from infancy through childhood.