4. cognitive development · 4.4 moral development 4.5 adolescence ... own personal values and...
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Cognitive Development: Big Questions •How do children learn
concepts to make sense of the world?• Is play a form of learning?•How does maturation affect
development?•What is normal development
at different ages?
4.1 Piaget’s Genetic- Epistemological Theory of Cognitive Development
4.2 Vygotsky’s Sociocultural Theory of Cognitive Development
4.3 Erikson’s Theory of Psychosocial Development
Piaget: First model of cognitive science • Schema = concept/category
(based on original prototype) •Disequilibrium = facts don’t
match current schema•Adaptation (change schema) Accommodation (modify) Assimilation (incorporate) ➔ New equilibrium achieved
Piaget: Example • Schema: DOG = small, furry
(“My dog is small, furry”) •Disequilibrium: Say “DOG”
parent says, “No, CAT”•Adaptation Accommodation: Some
small, furry are not dogs Assimilation: Create new
CAT schema➔ New equilibrium achieved
Piaget’s stages of cognitive development
• Stages related to maturation (distinct qualities/abilities possible due to time/growth) • Each stage has unique
cognitive characteristics• Each stage has unique
cognitive challenges/tasks
Piaget’s stages: sensorimotor (0-2)
• Focus and intention •Object permanence • Imitation• “Random” explorations
and experimentation • Senses and manipulation
Piaget’s stages: preoperational (2-7)
•Centration (can filter only 1 attribute/object out of many)
•Conservation of quantity
• Egocentric viewpoint
•Reversibility of operations
• Transformation of attributes
• Language acquisition
• “Play” as learning mode
•Also gender identity/stability
Piaget’s stages: concrete operations (7-11)•Mastery of previous
challenges• Logical reasoning • Class inclusion (hold
several attributes in mind)• Classification (by attribute) • Seriation (sequencing) • Transitivity (relatedness)
Piaget’s stages: formal operations (11-)• Symbolic and abstract
reasoning •Literary symbols • Ideological implications •Quantitative concepts
(higher math, geometry)•Hypothetical reasoning •Generate hypotheses • Idealization and idealism
Vygotsky: Social learning
• Internalization = soaking up environment through interaction with others •Observation and imitation
central to learning• Language from self-talk to
concept formation
Vygotsky: Scaffolded learning
• Parent/sibling/teacher assesses zone of proximal development (gap in skills or knowledge) • “Teacher” sets up mediated
learning experiences • Sets environment to fill in
gap sequentially
Erikson: 8 psychosocial stages of life
• From Freud: psychodynamic (psychoanalytic) foundation
• Stages related to maturation + unconscious motives
•Development is cognitive, social, and emotional
• Each stage has challenges, urges (tasks), traits
• Stage success ➔ fulfillment, readiness for next stage
Erikson: Stage I (0-1)
• Trust vs. mistrust• Infant must gain sense of
security in the world• Trust comes from
experience with caregivers• Success ➔ optimism and
hopefulness about life
Erikson: Stage II (1-3)
•Autonomy vs. shame • Toddler must gain sense of
self-mastery while adults are monitoring and limiting everything•Related to walking, speech,
toilet training, experimenting • Success ➔ competence
and independence
Erikson: Stage III (3-6)
• Initiative vs. guilt • Young child must gain
sense of independence and self-expression•Related to early school
experience, time with new people away from family • Success ➔ confidence and
willingness to try new things
Erikson: Stage IV (6-12)
• Industry vs. inferiority •Older child must gain
sense of competence and realism about abilities •Related to school subjects,
peer relations, interactions with teachers and coaches • Success ➔ self-worth,
self-esteem, self-motivation
Erikson: Stage V (Adolescence)
• Identity vs. role confusion • Teen must gain sense of
own personal values and sexual orientation•Related to development of
sex organs and urges, social issues, cognitive changes • Success ➔ “Who I am”
Erikson: Stage VI (Early adulthood)
• Intimacy vs. isolation• Young adult must learn
how to form close relations •Related to one-to-one
relations, social contacts, first employment• Success ➔ Ability to love
and commit
Erikson: Stage VII (Middle adulthood) •Generativity vs. stagnation•Adult must find ways to
create, contribute, expand•Related to raising family,
career development, social and civic participation• Success ➔ Purpose and
generosity
Erikson: Stage VIII (Older adulthood) • Integrity vs. despair • Find satisfaction and/or
resolution with past •Accept decline of cognitive
processing skills •Related to review of family,
work, priorities • Success ➔ Insight and
self-wisdom
Kohlberg: Developing moral reasoning
• Stages related to Piaget’s cognitive stages • Stages based on cognitive
development in relation to perceiving/solving moral dilemmas •Warning: morals not
always the same as ethics
Kohlberg: Level 1 (Preconventional)
Based on rules, rewards, punishments • Stage 1: Be good because
you get good things • Stage 2: Be good because
it’s the rule
Kohlberg: Level 2 (Conventional)
Based on expectation of reciprocity and conformity • Stage 3: Good behavior
pleases others, so conform • Stage 4: Social contract
and cohesion is important, not always self-interest
Kohlberg: Level 3 (Postconventional)
Based on individual rights and equality • Stage 5: Relative (not
absolute) standards and decisions • Stage 6: Universal principles
of justice, fairness, equity (i.e. ethics over morals)
Gilligan: Developing moral compassion
• Stages based on gender differences •Assertion: Females tend
to develop levels of moral compassion vs. moral reasoning
Gilligan: Stages of moral compassion development
• Level 1: Self-serving• Level 2: Self-sacrifice• Level 3: Balancing self-
sacrifice with self-care
Egocentricity & Status
• Personal fable (“Only I…”) • Invincibility (“Can’t be
hurt”) • Imaginary audience
(Judging)
• Social status (cliques, etc.)
Popular RejectedControversialNeglected • Authoritative parents/
teachers ➔ best adjusted (middle class)
Identity issues • Sexual identity
(orientation, gender roles, etc.) •Occupational direction,
leaving school (planning for transition to adulthood) • Values/lifestyle choices
(experimenting, cliques, etc.)
Marcia: Identity status •NOT stage theory •Categories based on
process and progress toward stable identity and direction• Foreclosure = early decision•Diffusion = confused•Moratorium = experimenting•Achievement = settled
Influences on gender and gender role identity •Biological influences •Adult-to-adult modeling •Adult-to-child treatment of
boys vs. girls •Media portrayals ➔ Can lead to gender bias and stereotypes
Childhood problems that affect development •Attention-deficit
hyperactivity (ADHD)•Abuse – physical or
sexual• Exposure to domestic
violence
Factors that determine school readiness•Cognitive traits and abilities • Social skills • Emotional control• Physical/motor abilities • Language development ➔ Screening to prevent future frustration and failure
Components of language acquisition
• Learning words and meanings• Learning grammar/
structure • Learning to construct
meaningful strings of words
•Holophrastic (1 word) 18 mo. (Danger of overextension) •Telegraphic (2 words) 2 years
•Sentence construction 3 years (Danger of overregularization)
Acquisition theories •Behaviorist: rewards for
approximations • Social cognitive: imitation
(especially of mother)•Cognitive: activation of
biological “language acquisition device” (LAD)
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