6 - cognitive and motor dev, stages of dev_1
TRANSCRIPT
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Cognitive and Motor Development
- Stages of Development -
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There is a strong relationshipbetween human intellectual
function and movement:
Any intellectual change is
also accompanied by a changein motor function
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Four Domains
Affective
Cognitive
Motor
Physical
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Domains
Categorizing human behavior into domainsevolved because it is useful in organizing and
simplifying the study of human development
Cognitive and motor development interact
continually throughout the lifespan as they
reciprocally inhibit or facilitate each other
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Interaction
The mind (psych) and human movement (motor) are related
CognitiveDevelopment
MotorDevelopment
http://www.ted.com/talks/daniel_wolpert_the_real_reason_for_brains.htmlhttp://www.ted.com/talks/daniel_wolpert_the_real_reason_for_brains.html -
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Psychomotor or Motor?
Motor
Refers to any form of human movement
behavior
Reflex movement
Psychomotor
Psychomotor
Movements initiated by an electrical impulse
from higher brain centers
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How does our gradually changing motorability affect our cognitive development?
How does our evolving cognitive development
affect our motor development?
What are some significant areas of
integration?
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Cognitive Development
Jean Piaget Swiss psychologist
Interested in the
process ofthinking
Established the clinical
methodof research
Collected data during
question-and-answersessions
1896-1980
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Cognitive Development
Piagets Theory Four major stages of cognitive development
Sensorimotor
Preoperational
Concrete operational
Formal operational
Interaction of cognitive and motor development
is found in Piagets Theory
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Stages of Piagets Theory
Stage Age/Period ofOccurrence
Sensorimotor Birth to 2 years
Preoperational 2 to 7 years
Concrete operational 7 to 11 years
Formal operational Early to mid-adolescence
11 to 12 years
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Piagets Theory
Adaptation
Cognitive development occurs thorugh this
process
Adjusting to the demands of the envirnoment
and intellectualizing those adjustments
Two facets of adaptation Assimilation
Accommodation
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Piagets Theory
- Adaptation -
Assimilation
Process by which children attempt to interpret
new experiences based upon their present
interpretation of the world
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AccommodationAdjustments or modifications in the thinking
process which will become a part of a childsnew cognitive repetoire
Piagets Theory
- Adaptation -
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Component Process
Assimilation Children try to interpret new
experiences based on their
present interpretation of the world
Accommodation Children try to adjust existing
through structures to account for
(accommodate) new experiences
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Adaptation
Assimilation
Child tries to grabs a
large ball with one hand
His experiences of the
past tell him that he can
use one hand to grab
hold of an object
because it worked withrattles and smaller
objects
The child assimilates his
past experiences
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Adaptation
Accommodation
Using the same example, when the child is
unable to grasp the football, he may try to
adjust or accommodate by using two hands
or even adapting the one-handed grasp
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Adaptation
Assimilation & Accommodation alwayswork together
Adaptation
Assimilation Accommodation
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Infancy ~ Sensorimotor Stage
Intelligence develops as a result of movementactions and their consequences
Movement is critical to thought processes
Six substages
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Infancy ~ Sensorimotor Stage
Substage Age of
OccurrenceExercise of reflexes Birth to 1 month
Primary circular reactions 1 to 4 months
Secondary circular
reactions
4 to 8 months
Secondary schemata 8 to 12 months
Tertiary circular reactions 12 to 18 months
Invention of new means
through mental
combinations
18 to 24 months
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Infancy ~ Sensorimotor Stage
EXERCISE OF REFLEXES substage Birth through 1 month
Repetition of reflexes helps child to form the
foundation for cognitive understanding
Reflexive movements are innate Reflexive movements lead to new behaviors
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Infancy ~ Sensorimotor Stage
PRIMARY CIRCULAR REACTIONSsubstage
Onset of increased voluntary movement
End of month 1-month 4
Called circular and primary because movementsalways occur in close proximity to the infant
Conscious effort to repeat movements
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Infancy ~ Sensorimotor Stage
SECONDARY CIRCULAR REACTIONSsubstage 4 month - 8 months
Continuation of primary circular reactions
The infants interaction with the environment expands
Child begins to integrate vision, hearing, grasping andmovement behaviors
Can imitate behaviors
No permanence remove object object is gone
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Infancy ~ Sensorimotor Stage
SECONDARY SCHEMATA substage
8 months to 1 year
Past movement actions applied to new
situations
New behaviors emerge
New behaviors are facilitated by increasing
movement capabilities such as crawling and
creeping which allow exploration of the
environment
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Infancy ~ Sensorimotor Stage
Secondary schemata substage Repetition of experimentation and trial-and-error
exploration continue
Child can predict some actions and situations
Roll ball to child she crudely roles it back sheanticipates you rolling the ball to him again
The ability to predict (Piaget) is the onset ofintellectual reasoning
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Infancy ~ Sensorimotor Stage
TERTIARY CIRCULAR REACTIONSsubstage
1 year -11/2years
Use of active experimentation to learn
Child realizes that discovery of an object and
use of the object are separate entities
First level of visualizing an object beyond itsimmediate use
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Infancy ~ Sensorimotor Stage
Tertiary circular reactions substage Child sees the ball and knows she can have
fun, but also realizes she does not have toplay with it right now it will be there later
Can distinguish self from others
Seeks immediate family members for help Social and emotional development
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Infancy ~ Sensorimotor Stage
INVENTION OF NEW MEANS THROUGHMENTAL COMBINATIONS substage
11/2years - 2 years
Child recognizes objects and others as
independent from himslef
Child is beggining to understand properties ofobjects
Size, shape, color, texture, weight, use, etc.
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Infancy ~ Sensorimotor Stage
Invention of new means through mentalcombinations substage
Semimental functioning
thinking with the body is replaced with thinking
with the mind
Child reflects
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Summary: Infancy ~ Sensorimotor
Stage
Increasing awareness of the difference between
the self and others
Recognition that objects continue to exist even
though they are no longer in view
Production of the mental images that allow thecontemplation of the past, present, and future
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Childhood ~
Preoperational Stage
Preoperational stage (2-7 years)
Verbal communication begins to emerge
Language development is the most important aspect
of Preoperational Stage
Linked to motor abilities
Children are unable to think logically
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Childhood ~ Preoperational Stage
Preconceptual substage (2-4 years)
Ability to use symbols to represent someone
or something in the childs life
Pretend play common
Role play
Egocentrism
A serious deficiency in the Preconceptual substage
Play helps child to socialize and work with others
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Childhood ~ Preoperational Stage
Preconceptual substage (2-4 years)
Flawed thinking
Drooping flower is sad unrealistic flawed
thinking
Transductive reasoning
A form of flawed thinking
Incorrect assumptions
Missed breakfast, so it cant be morning
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Childhood ~ Preoperational Stage
Intuitive substage (4-7 years)
Reduced egocentrism
Improvement in the use of symbols
Child is incapable of conservation
Ability to realize that certain properties of a
substance remain unchanged when theappearance is rearranged
Child cannot consider multiple aspects of a
problem
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Later Childhood ~
Concrete Operational Stage
Concrete operations stage (7-11 years)
Must gain ability to conserve first
Enhanced ability to decenter attention fromone variable in a problem solving situation
Reversibility ~ Able to mentally modify,organize, or even reverse thought processes
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Later Childhood ~
Concrete Operational Stage
Children in the concrete operation stage canreverse the order of the ball as they go through
the tube
Preoperational stage children will see no difference in
ball order
Reversibili
ty
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Later Childhood ~
Concrete Operational Stage
Seriation
Ability to arrange a set of variables by a
certain characteristic
Childs height can determine position in a game of
basketball
Piaget emphasized that learning can be enhanced
through movement
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Later Childhood ~
Formal Operational Stage
Formal operational stage (11-12 years)
Ability to consider ideas that are not based on
observable objects or experiences
Abstract ideas are possible
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Later Childhood ~
Formal Operational Stage
Interpropositional thought
Applicable to complex movement
A logical relationship exists between two propositions
Enhanced level of cognitive ability
Allows child to relate one or more parts of aproposition or situation to another part to arrive at a
solution to a problem
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Later Childhood ~
Formal Operational Stage
Hypothetical-deductive reasoning
A problem-solving style that allows child to choose
between possible solutions and then pick the best
one
Aids in emotional development and emerging values
Child pondersdo I follow the crowd; do I want
to be fit in
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Criticisms of Piagets Theory
Theory lacks scientificcontrol
Piaget used his own
children to study
Subjects were not studied
across the lifespan
Piaget may have
underestimated a childscapabilities
Theory does not discernbetween competency andperformance
Theory does not account forthe influence of motivationand emotion
Stages of developomentwere too broad
Developoment is described,but never explained
http://www.ted.com/talks/alison_gopnik_what_do_babies_think.htmlhttp://www.ted.com/talks/alison_gopnik_what_do_babies_think.htmlhttp://www.ted.com/talks/alison_gopnik_what_do_babies_think.htmlhttp://www.ted.com/talks/alison_gopnik_what_do_babies_think.html -
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Criticisms of Piagets Theory
Lack of motivation
Verbal ability
Memory Lack of familiarity with
task
Peer pressure
Social influences
Peers
Teachers
Siblings
Childs emotional state
If a child performed poorly on a task, Piaget attributed
this to a lack of intellectual competency
However, there are a other reasons for not performing a
task well:
https://www.youtube.com/watch?v=mCbdS4hSa0s&feature=player_embeddedhttps://www.youtube.com/watch?v=mCbdS4hSa0s&feature=player_embedded -
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Criticisms of Piagets Theory
Most criticized aspect of the theory is that formaloperational thought can be achieved as early as11 years of age Did not account foradolescent & adult development
in his theory
Now known that cognitive developmentcontinues throughout adulthood
http://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adolescent_brain.htmlhttp://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adolescent_brain.html -
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Questions???