Exam 2, Lec 2: Cog. Theories 2

Developmental Psychology Unit 2: Cognitive Development Theories

Overview

• Focus on cognitive development in children.

• Key themes: Infant learning concepts, language development, intelligence.

Cognitive Development Theories

Theoretical Frameworks

• Piaget's Theory: Emphasizes stages of cognitive development.

• Information-Processing Theory: Views child as a processor of information, focusing on mechanisms.

  • Breaks cognition into smaller components.

• Sociocultural Theory:

  • Emphasizes the role of social interactions and culture in learning (Vygotsky).

• Core Knowledge Theory: Discussed in future classes.

Information Processing Approach

Conceptual Framework

• Child/brain likened to a computer, processing information.

• Focus on cognitive processes such as:

  • Attending

  • Encoding

  • Recognizing

  • Retrieving

Key Components of Information Processing

• Long-Term Memory: Storage accessed by retrieval.

• Working Memory: Temporary storage, limited capacity, maintains relevant information for tasks.

• Executive Functions:

  • Enhancement of working memory, Strategy selection/flexibility, behavioral inhibition

Mechanisms of Development

• Improvements in cognitive processes due to:

  • Increased processing speed from myelination.

  • Better connectivity among brain regions.

• Strategies like rehearsal and selective attention.

• Growth in content knowledge through experience.

Piaget’s Methods and Tasks

Object Permanence Task

• Breakdown into cognitive steps for better understanding of children's development stages.

• A-not-B Task Findings:

  • Infants often look at B but reach for A.

  • Factors affecting performance include:

    • More A = worse at B.

    • Timing (3-second pause worsens response).

    • Tapping strategy can influence reaching direction.

Executive Functions and Academic Success

• Discussed in relation to Diamond et al. and the Tools of the Mind preschool curriculum.

Vygotsky’s Sociocultural Theory

• People and Culture central

  • learning through interactions (not discovery)

  • knowledge = product of culture

Core Concepts

• Intersubjectivity: Mutual understanding during communication.

• Joint Attention: Shared focus on an object or event.

• Guided Participation: Involves social scaffolding, providing support for higher level thinking.

• Zone of Proximal Development (ZPD): Defines the difference between what a learner can do independently and what they can achieve with guidance.

Cultural Influence on Learning

• Learning relies on cultural context; children learn through interactions.

• Example problems and fairy tales illustrate cultural differences in problem-solving:

  • Weigh the Elephant Tale: Solution based on cultural knowledge and practical thinking.

  • Hansel and Gretel: Use of resources (pebbles) to navigate and solve problems illustrates cognitive strategies.

Cultural Differences in Problem Solving

• Research shows variations in problem-solving skills among cultures:

  • American students often excel in certain problem types, while Chinese students do better in others, linked to cultural narratives and knowledge.

• Examples:

  • Statue Problem: Better solved by Chinese students, integrating cultural knowledge.

  • Cave Problem: Solved more effectively by American students, reflecting different problem-solving strategies.

Conclusion

• Understanding cognitive development theories is essential for grasping how children learn and process information, influenced by their social and cultural environments.