Cognitive_Session2_UCD_2024

Cognitive Development Lecture 2 of 2

• Instructor: Dr. Caroline Whyatt

• Email: c.whyatt@herts.ac.uk

Overview of Topics Covered

• Continuation from previous lecture

• Evaluation of Piaget’s theories

• Contrast with socio-cultural approach: Vygotsky

Strengths of Piaget’s Theory

• Comprehensive Development: Developed a wide array of information across different domains under one overarching theory.

• Stimulated Research: Paved the way for numerous subsequent research studies.

• Supportive Evidence: Findings have backing from both Piaget and other researchers.

• Advancement of Cognitive Theory: His work significantly progressed the understanding of cognitive development.

Criticisms of Piaget’s Theory

• Competence vs. Performance: Distinction between what children can do vs. what they demonstrate.

• Stage Theory: Questioning the validity of distinct developmental stages.

• Vagueness of Concepts: Assimilation and accommodation are considered too ambiguous.

• Transitions Between Stages: Insufficient definitions on how transitions occur in infants.

• Proposed Universality: Critique on the universality of stages (Rogoff, 1998).

• Domain General vs. Specific Development: Evidence suggesting that development may not be domain general (Gopnik & Wellman, 1994).

Post-Piaget Research Developments

• Modified Experiments: Changes made to Piaget’s experiments to enhance validity of findings.

• Replicability of Findings: Younger children show better performance on modified tasks (Beilin, 1971, 1978).

• Gradual Development: Lack of distinct stages in development, suggesting a more gradual process (Flavell, 1992).

• Cultural Influences: Children’s cognitive abilities connected to social experiences and cultural background (Fahrmeier, 1978).

Cognitive Stages of Development (Piaget)

1. Sensorimotor (0 - 2 years)

   • Key Feature: Object permanence

   • Study: Blanket & Ball (demonstrates understanding of objects)

2. Preoperational (2 - 7 years)

   • Key Feature: Egocentrism

   • Study: Three-mountains task (perspective-taking)

3. Concrete Operational (7 - 11 years)

   • Key Feature: Conservation

   • Study: Conservation of Number

4. Formal Operational (11 years +)

   • Key Feature: Abstract reasoning

   • Task: Pendulum Task

Empirical Evidence for Cognitive Development

• Object Permanence: Shown in infants as young as 8-10 months.

• A not B Task: Understanding of memory in locating hidden objects influenced by delay (Bremner & Bryant, 1977; Diamond, 1985).

Critique of Stage-Specific Abilities

• Preoperational Stage Experiments: Success illustrated in varied tasks not originally envisaged by Piaget (Hughes, 1975).

• Naughty Teddy Studies: Alternative approaches to assess cognitive abilities resulted in higher success rates for children.

Vygotsky’s Sociocultural Approach

• Lev Vygotsky (1896-1934): Emphasized the influence of social context on development.

• Social Constructivism: Cognitive development through interaction with more competent others.

• Four Perspectives:

  • Ontogenetic (lifespan changes)

  • Microgenetic (short-term changes)

  • Phylogenetic (evolutionary changes)

  • Sociohistorical (cultural changes over time)

Vygotsky’s Zone of Proximal Development (ZPD)

• Definition: The range between what a learner can perform independently and what they can do with assistance.

• Role of Scaffolding: Helping children through guidance and support in their ZPD.

Importance of Language in Development

• Two Roles of Language:

  • Method for knowledge transmission from adults to children

  • Tool for children to structure their thoughts

• Egocentric vs. Communicative Speech:

  • Piaget: Egocentric speech in preoperational phase

  • Vygotsky: Language merges with thought leading to cognitive development.

Comparison of Piaget and Vygotsky

• Stages vs. Continuous Development:

  • Piaget’s fixed stages vs. Vygotsky's continuum

• Social Interaction:

  • Piaget valued peer interactions, while Vygotsky emphasized adult guidance.

• Constructivist Views:

  • Piaget’s knowledge revision through experience vs. Vygotsky’s through social interaction.

• Nativism:

  • Differentiation between adaptive cognitive systems of nativists and the theories of Piaget and Vygotsky.

Overall Conclusion

• Piaget: Stressed stages but overlooked social context.

• Vygotsky: Emphasized social interactions but rejected the strict stage concept.

Suggested Reading for the Next Week

• Upcoming topic: Social and emotional development with recommended articles for deeper insights.