chapter 7 cognition. learning objectives how do organization, adaptation, and disequilibrium guide...
TRANSCRIPT
CHAPTER 7
COGNITION
Learning Objectives
How do organization, adaptation, and disequilibrium guide development?
Chapter 7: CognitionCognition: The activity of
knowingTypical of humans throughout
lifespanChanges across the lifespanPiaget and Vygotsky
PiagetGenetic Epistemology
How we come to know realityHow do children come to know the world?
Clinical MethodQuestion and answer techniqueUsed to discover how children reason
Intelligence: How well we adapt Schemes/cognitive structuresActive creators of our own intelligence
organization, children systematically combine existing schemes into new and more complex ones.
Adaptation is the process of adjusting to the demands of environment
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AdaptationAssimilation
Using existing schemes to interpret new experiences
E.g., Birds are things that fly
AccommodationModifying schemes to fit new
experienceE.g., Butterflies are different than birds
even though they both fly
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equilibriation
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PiagetAdaptation
Adjusting to the environmentUsing assimilation and accommodation
Intelligence = AdaptationConstructivism
Children construct own reality Use their experiences (schemes)
PiagetFour stages/changes in ability to reason
Sensorimotor: birth to 2 yearsPreoperational: 2 to 7 yearsConcrete operations: 7 to 11 yearsFormal operations: 12+ years
Invariant sequenceRates may varyRequires maturation and experience
Learning Objectives
What are the major achievements of the sensorimotor stage ?
How do infants progress toward these achievements?
PiagetSensorimotor Stage
Newborn uses reflexes to understand world (sensory & motoric intelligence)
Outcome of Stage Mental representation
Evidence: Object Permanence
Symbolic CapacityEvidence: Language
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Object Permanence4-8 mos-out of sight
out of mind
A not B errorMastered 18 mos
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Learning Objectives
What are the characteristics and limitations of preoperational thought?
Preoperational StageEgocentric ThinkersProblem Solving Limited
Classification and seriation problems
Ages 2–7: PreschoolMay have imaginary companions
Lack ConservationPerceptual Salience
Static thoughtIrreversible thinking
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• Some common tests of the child’s ability to conserve.
Learning Objectives
What are the major characteristics and limitations of concrete operational thought?
What are the main features of concrete operational thought?
Concrete Operations Age 7-11Can Conserve
DecentrationReversible thinkingLogical thinking (limited to reality)
Seriation and classificationTransitive thinking:
“ If J is taller than M, and M is taller than S, who is taller – J or S?”
Learning Objectives
What are the main features of formal operational thought?
In what ways might adult thought be more advanced than adolescent thought?
Formal OperationsAdolescence/PubertyLogical Thinking About Ideas
Hypothetical and abstract thinkingHypothetical-deductive reasoning
Decontextual ThinkingAbility to separate prior
knowledge/beliefs from new evidence to the contrary
Formal Operations 2Adolescent Egocentrism
Differentiating own thoughts from others’Imaginary audience
Also, learning to present themselves to a real audience
Personal fable “No one has ever felt like this before!”
“I drive better when I’m drunk!”
Cognition in AdulthoodFormal Operations Require
Normal intelligenceHigher education (scientific thinking)
Lower Performance on Formal OperationsWhy? Field of expertise
Postformal Thought
“A” grows 1 cm per month, “B” grows 2 cm per month
Who is taller?
John is known to be a heavy drinker, especially when he goes to parties. Mary, John’s wife, warns him that if he gets drunk one more time she will leave him and take the children. Tonight John is out late at an office party. John comes home drunk.
Does Mary leave John?
Postformal Thought (Highest Level)Relativistic thinking
Relativist Absolutist
No absolute answer in many situations
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Progression to postformal thought
Adolescence to adulthood:AbsolutistRelativistCommitment to
position
Advanced thinkers:Thrive on paradoxes
and challenges
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Concrete Operations: objectsFormal Operations: ideasPostformal: systems of ideas
Postformal occurs…
In a minority of adults
Mostly in those with advanced education
In those who are open to rethinking issues
In a culture that nourishes new ideas
Life circumstances and environmental demands tell us more about cognitive abilities than age.
The Demographics of AgingPopulation Trends in the United States
The Demographics of AgingPopulation Trends in the United States
The Demographics of AgingPopulation Trends in the United States
The Demographics of AgingPopulation Trends in the United States
Diversity of Older Adults in the U.S.
Population Trends Around the World
Population Trends Around the World
Aging
Some skills decline as we age
Age-Related Changes in Primary AbilitiesData from Seattle Longitudinal Study of
more than 5,000 individuals from 1956 to 1998 in six testing cycles:People tend to improve on primary abilities
until late 30s or early 40s.Scores stabilize until mid-50s and early 60s.By late 60s consistent declines are seen.Nearly everyone shows a decline in one
ability, but few show decline on four or five abilities.
Poor performace of older groups does not necessarily mean that cognitive abilities are lost as one agesCohort effect
Piagetian tasks are more like school exercises than real life challenges
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Pipe
Matches
Cigar
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Kpelle
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ExpertiseOlder adults
compensate for poorer performance through their expertise.Expertise helps the
aging adult compensate for losses in other skills.
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Learning Objectives
What are the limitations and challenges to Piaget’s theory of cognitive development?
“Assessing the impact of Piaget on developmental psychology is like assessing the impact of Shakespeare on English literature or Aristotle on philosophy--impossible.
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Piaget
ContributionsStimulated much
research
Correct about cognitive development
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Some things we learned from Piaget
Infant are active in their own development
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Young humans think different than older humans
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The sequence of development seems to be correct
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ChallengesUnderestimated competencies
Focused on performance not competence
Domain growth rather than stages
Social influences left out
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Learning ObjectivesWhat is the main theme of Vygotsky’s
theory of cognitive development?How does social interaction
contribute to cognitive development according to Vygotsky’s theory?
In what ways are Vygotsky and Piaget similar and different in their ideas about cognition?
VygotskyEmphasized the Sociocultural Context
Culture effects how and what we think
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Society precedes the individual and provides the conditions that allow individual thinking to emerge
Zone of Proximal Development (ZPD)Gap.
Accomplishment with guidance
Where lessons should be aimed
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Knowledge is not fixed
No single test can reflect a person’s range of knowledge
Performance on assisted learning tasks predict future achievement
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Guided Participation Learning
Private Speech Guides Behavior (3&4 yr olds)
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