life span ch 7

8/14/2019 Life Span CH 7

1/25

CHAPTER 7

COGNITION


2/25

Learning Objectives

How do organization,adaptation, and

disequilibrium guide

development?


3/25

Chapter 7: Cognition

Cognition: The activityof knowing

Typical of humans

throughout lifespan

Changes across thelifespan

Piaget and Vygotsky


4/25

Piaget

Genetic Epistemology How we come to know reality

Clinical Method

Question and answertechnique

Used to discover how children

reason

Intelligence: How well we adapt Schemes/cognitive structures

Represent reality


5/25

Piaget

Assimilation Using existing schemes to

interpret new experiences

E.g., Birds are things that fly

Accommodation Modifying schemes to fit new

experience

E.g., Butterflies are different

than birds even though they

both fly


6/25

Piaget

Adaptation Adjusting to the environment

Using assimilation and accommodation

Intelligence = Adaptation Constructivism

Children construct own reality

Use their experiences (schemes)


7/25

Piaget

Four stages/changes in ability toreason

Sensorimotor: birth to 2 years

Preoperational: 2 to 7 years Concrete operations: 7 to 11

years

Formal operations: 12+ years

Invariant sequence Rates may vary Requires maturation and

experience


8/25

Learning Objectives

What are the majorachievements of the

sensorimotor stage ?

How do infants progresstoward these

achievements?


9/25

Piaget

SensorimotorStage Newborn uses reflexes to understand world

(sensory & motoric intelligence)

Outcome of Stage Mental representation

Evidence: Object Permanence

Symbolic Capacity

Evidence: Language


10/25


11/25

Some common tests of the childs ability to conserve.


12/25

Learning Objectives

What are the characteristics and limitations ofpreoperationalthought?


13/25

Preoperational Stage

EgocentricThinkers Problem Solving Limited

Classification and seriation problems

Ages 27: Preschool May have imaginary companions

Lack Conservation Perceptual salience, Irreversible thinking

Centration


14/25


15/25

Learning Objectives

What are the majorcharacteristics and

limitations ofconcrete

operationalthought?

What are the mainfeatures of concrete

operational thought?


16/25

Concrete Operations

Age 7-11 Can Conserve

Decentration

Reversible thinking Logical thinking(limited to reality)

Seriation and

classification Transitive thinking:

If J is taller than M,and M is taller thanS, who is taller J orS?


17/25

Learning Objectives

What are the mainfeatures offormal

operationalthought?

In what ways mightadult thought be more

advanced than

adolescent thought?


18/25

Formal Operations

Adolescence/Puberty Logical Thinking About Ideas

Hypotheticaland abstractthinking

Hypothetical-deductive reasoning

DecontextualThinking

Ability to separate prior knowledge/beliefsfrom new evidence to the contrary


19/25


20/25

Cognition in Adulthood

Formal Operations Require Normal intelligence

Higher education (scientific thinking)

Lower Performance on Formal Operations Why? Use only in field of expertise

PostformalThought (Highest Level) Relativistic thinking: Labouvie-Vief

No absolute answer in many situations


21/25

Learning Objectives

What are the limitationsand challenges to

Piagets theory of

cognitive development?


22/25


23/25

Learning Objectives

What is the main theme ofVygotskys theory of

cognitive development?

How does social

interaction contribute to

cognitive development

according to Vygotskys

theory?

In what ways areVygotsky and Piaget

similar and different in

their ideas about

cognition?


24/25

Vygotsky

Emphasized the SocioculturalContext

Culture effects howand

what we think

Zone of Proximal Development(ZPD) Accomplishment with

guidance

Where lessons should be

aimed

Guided Participation Learning Private Speech Guides

Behavior

(3&4 yr olds)


25/25

life span ch 7

Documents