human cognitive_career devt (1).pptx

8/13/2019 Human cognitive_career devt (1).pptx

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November 5, 2013


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Human Cognitive Development first developed by Jean Piaget

Piaget believed that cognitive development is at the

center of human organism and language is contingenton cognitive development

Theory about the nature and development of humanintelligence

It deals with the nature of knowledge itself and howhumans come gradually to acquire, construct, and useit


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Nature of Intelligence: Operative Intelligence active; responsible for the

representation and manipulation of the dynamic ortransformational aspects of reality

Figurative Intelligence passive; responsible for therepresentation of the static aspects of reality.


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Nature v Nurture Concerns the importance of persons qualities versus

experiences in determining causing ones physical orbehavioral traits.

Nature innate qualities

Nurture personal experiences


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Piaget believed that people move through stages ofdevelopment that allow them to think in new, morecomplex ways.

Stages:

Sensorimotor Stage

Preoperational Stage

Concrete Operational Stage Formal Operational Stage


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Sensorimotor Stage first of the four stages in cognitive development which

"extends from birth to the acquisition of language.

Birth to 2 years old


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Substages of Sensorimotor Stage Simple Reflexes (Birth to 6 weeks) Reflexes begin to become voluntary actions

sucking of objects in the mouth, following moving orinteresting objects with the eyes, and closing of the

hand when an object makes contact with the palm(palmar grasp)

First habits and primary circular reactions phase (6weeks to 4 months)

Coordination of sensation and two types of schemes:habits (reflex) and primary circular reactions(reproduction of an event that initially occurred bychance).

an infant might repeat the motion of passing their handbefore their face


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Substages of Sensorimotor Stage Secondary circular reactions phase (4 to 8 months)

Development of habits

Associated with cooperation between vision and prehension

intentional grasping for a desired object, secondary circularreactions, and differentiations between ends and means

Coordination of secondary circular reactions stages (8 to 12months)

development of logic and the coordination between meansand ends

beginning of goal orientation, the deliberate planning of stepsto meet an objective.


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Substages of Sensorimotor Stage Tertiary circular reactions, novelty, and curiosity (12 to

18 months)

discovery of new means to meet goals

Conducting of pseudo-experiments to discover newmethods of meeting challenges

6 Internalization of Schemes (18 to 24 months)

associated primarily with the beginnings of insight, ortrue creativity


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Preoperational Stage From age 2 to 7

children do not yet understand concrete logic and

cannot mentally manipulate information. Increase in playing and pretending (ex. pieces of paper

being plates, and a box being a table)

Substages:

Symbolic Function Substage Intuitive Thought Substage


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Symbolic Function Substage 2 to 4 years of age

children cannot yet manipulate and transform

information in a logical way, however they now canthink in images and symbols.

symbolic play include playing house, or having a teaparty


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Intuitive Thought SubstageAges 4 to 7

Children tend to be curious, and ask many questions

children realize they have a vast amount of knowledgebut they are unaware of how they acquired it.


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Concrete Operational Stage 7 to 11 years of age

Characterized by appropriate use of logic. Children

think more adult-like. Children are able to incorporate inductive reasoning

Inductive reasoning involves drawing inferences fromobservations in order to make a generalization

Ex. Children understand A>B, and B>C, but theycannot understand A>C.


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Formal Operational StageAdolescence into adulthood

Abstract thought and problem solving are evident in

this stage.


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Career Theories Error and Accident Theory

Personality Type Theory

Personal Need Theory


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Error and Accident Theory Career choices are random events, accidents/errors

resulting from being at the right/wrong place at theright/wrong time


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Personality Type TheoryJohn Holland

Theory of careers and vocational choice based upon

personality types 6 types


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Doers (Realistic)

Thinkers (Investigative)

Creators (Artistic) Helpers (Social)

Persuaders (Enterprising)

Organizers (Conventional)


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Doers (Realistic)

Tasks that are tactile, physical, athletic, or mechanical

being outdoors, using tools, operating machines,interacting with animals, and working with their hands.


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Thinkers (Investigative)

Intellectual, introspective, and inquisitive.

They are curious, methodical, rational, analytical, andlogical


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Creators (Artistic)

Creative, intuitive, sensitive, articulate, and expressive

They are unstructured, original, nonconforming, andinnovative


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Helpers (Social)

Kind, generous, cooperative, patient, caring, helpful,empathetic

They excel at socializing, helping others, and teaching


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Persuaders (Enterprising)

Adventurous, ambitious, assertive, extroverted

They are dominant, persuasive, and motivational


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Organizers (Conventional)

Conscientious and conservative

They are logical, efficient, orderly, and organized


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Personal Need Theory Robert Hoppock

Stressed the function of the job in satisfying personalneeds


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Everyone has needs; physical or psychological.

People vary in their pattern of their need structures

People tend to gravitate toward occupations that servetheir perceived needs

Individuals with self understanding and insight mayunderstand the forces that influence them


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Life experiences help to develop a pattern of individualoccupational preference

The individual must develop effective decision-makingskills based on solid self-awareness and a richinformational base

Self-understanding is the basis on which occupational

choice restsAn individual must also have accurate information

about available occupations


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When a persons needs are met by a job, then he/sheexperiences a job satisfaction

Individuals can delay need for satisfaction if theyperceive their job as having the potential to satisfytheir needs in the future

A worker will change jobs if another position appears

to offer the potential to meet needs more fully.


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Developmental Theory Eli Ginzberg

The choice of a career should be seen as a developmentalprocess which already starts before adolescence

3 periods


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Fantasy Period

Tentative Period

Realistic Period


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Self Concept Theory Donald Super

self-concept changes over time, and develops as a resultof experience. As such, career development is lifelong.


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Five stages Growth (birth-14) Development of self-concept,

attitudes, needs and general world of work

Exploration (15-24) "Trying out" through classes, work

hobbies. Tentative choice and skill development Establishment (25-44) Entry-level skill building

and stabilisation through work experience

Maintenance (45-64) Continual adjustment

process to improve position Decline (65+) Reduced output, prepare for retirement


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Super states that in making a vocational choiceindividuals are expressing their self-concept, orunderstanding of self, which evolves over time. People

seek career satisfaction through work roles in whichthey can express themselves and further implementand develop their self-concept.


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Economic Factor Theory H.F. Clarke

Job earnings influence choice of occupation

Individuals tend to change jobs because of salaries.


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Erik Eriksons


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What is Psychosocial Development? The personality develops in a series of stages

across the whole lifespan.

It emphasizes on the impact of culture and societyand the conflicts that can take place within the egoitself.


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Five assumptions:1. People have the same basic needs

2. Personal development is a response to these needs

3. Development proceeds in stages

4.Movement through the stages reflects changes inmotivation

5. Each stage is characterized by a psychosocialchallenge that presents opportunities for

development


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Nine Stages of Psychosocial Development

Despair vs. Hope and Faith

Integrity vs. Despair

Generatiity vs. Stagnation

Intimacy vs. Isolation

Identity vs. identity confusion

Industry vs. Inferiority

Initiative vs. Guilt

Autonomy vs. Shame and Doubt

Trust vs. Mistrust


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Stage 1: Trust vs. Mistrust

DevelopmentalPeriod

Infancy (birth to 1 y.o.)

Characteristics ofStage

Come to trust or mistrustthemselves and others

Favored outcome Develop trust in self, parents,and the world


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Stage 2: Autonomy vs. Shame and Doubt

Developmental

Period

2 3 y.o.

Characteristics of

Stage

With increased mobility,

decide weather to assert their

will

Favored outcome Develop sense of self-control

without loss of self-esteem


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Stage 3: Initiative vs. Guilt

Developmental

Period

4 5 y.o.

Characteristics of

Stage

Curious and manipulate

objects

Favored outcome Learn direction and purpose

in activities


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Stage 4: Industry vs. Inferiority

DevelopmentalPeriod

6 y.o. to puberty


Curious about how things aremade and how they work

Favored outcome Develop a sense of mastery andcompetence


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Stage 5: Identity vs. Identity confusion

Developmental

Period

Adolescence

Characteristics of

Stage

Explore Who am I?

Favored outcome Develop coherent sense of

self and ego-identity


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Stage 6: Intimacy vs. Isolation

DevelopmentalPeriod

Early adulthood


Able to reach out and connectwith others

Favored outcome Become intimate withsomeone and work toward

career


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Stage 7: Generativity vs. Stagnation

DevelopmentalPeriod

Middle adulthood


Look beyond self to embracesociety and future generations

Favored outcome Begin family, develops concernfor those outside family


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Stage 8: Integrity vs. Despair

Developmental

Period

Late adulthood

Characteristics of

Stage

Take stock of ones past

Favored outcome Get sense of satisfaction from

looking at past


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Stage 9: Despair vs. Hope and Faith

Developmental

Period

Very old age (late 80s and

beyond)

Characteristics of

Stage

Face new sense of self over

failing bodies and need for

care

Favored outcome Achieve a new sense of

wisdom and transcendance


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STRENGTH

1. Broad framework to viewdevelopment throughout theentire lifespan

2. Emphasize on the socialnature of humans and theimportance of socialrelationships

LIMITATION

1. Lack of mechanisms forresolving conflicts andmoving from one stage to thenext

2. Test subjects are malesonly

human cognitive_career devt (1).pptx

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