Mind map

Cognitive Development

Inderpreet Brar - Sandalwood Heights SS (2442) Human Developemt 12th grade English

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Milestones
- Infancy
  - Piaget’s Development
    - With Physical movement the infant is able to organize and coordinate sensations
    - This theory is about children and how they actively construct their understanding of the world and go through four stages of cognitive development (Piaget, 1936).
      - The Stages
        Sensorimotor Stages
        Preoperational Stage
        Concrete Operational Stag
        Formal Operational Stage
    - The stage will last from birth to the age of two.
  - Information Processing
    - They can form concepts
    - Four ways babies learn process information
      - Conditioning
        This indicates the the retention of information
        Condition a baby do something like a press button, and then pressing that button will light up a toy. The baby now is using its experience and being conditions to know that pressing that button will light up the toy
      - Concept Formation and Categorization
        Babies begin to classified studd in categories (Mandler and McDonough, 1993)
        “The human shows remarkable degree of learning power and complexity in what is being learned and in the way it is represented” (Mandler, 2004)
      - Habituation
        Is used to tell if a baby remembers something (Cohen & Cashon, 2003)
        When infants hear the same sound and over and over, they get bored stop listening
      - Imitation and Memory
        Infants have imitative abilities because they can copy someone’s face expression (Meltzoff, 1999).
    - Recall the past consciously
  - Infant Intelligence
    - Infant can find a hidden toy
    - Visual attention to stimuli
    - Be able to follow commands
    - Relation with toys
- Adolescence
  - Piaget’s Development
    - Skills are biologically secondary skills
    - Assimilation occurs
  - Information Processing
    - Better processing decisions making
    - Activities that teen engages shape their brain
    - Brain goes under complex change
  - Education
    - More stressful
    - Student excel in different areas
    - Innovative curriculum is developed
    - Learn more social responsibility
- Middle/Late Childhood
  - Piaget’s Development
    - Concrete thought involves conversations and classifications
    - Child ability to classify things
    - Children do mentally what they have done physically
  - Information Processing
    - Easier for them to remember related items
    - Have inflated opinion of their memory
    - Better long term memory
  - Intelligence
    - Children learn in different ways
    - Music help with intelligence
- Early Childhood
  - Piaget’s Development
    - Function substage
    - Stages is where child begins level of thought
    - Intuitive substage
    - Preoperational thinking
  - Vygotsky’s Theory
    - Changing support to fit learners performance level
    - Language is important
    - Task that is hard to do alone, can be done with the help of the caregiver
  - Information Processing
    - Short term is better
    - Children are lead to false memories
    - Capable of learning problem solving
    - Attention is influenced by feature of the task
- Adulthood
  - Cognitive Stages
    - Piaget believed that an adult and adolescent think in the same way
    - Adult increase their knowledge in understanding, of physics and financ
    - Individuals consolidate their formal operational thinking
    - They switch from acquiring knowledge to applying it
    - Adult do not think in formal operational ways (keating, 1990)
    - They have multiple perspectives
    - Young adult are more quantitatively advanced in their thinking
    - They begin to plan intellectual problems in adolescence
  - Creativity
    - The magnitude of decline if often slight
    - Time of great creativity
- Late Adulthood
  - Information Processing
    - Perceptual speed begins declining in early adulthood continues decline after that (Schaie, 1994)
    - Decline in reaction time
    - More time needed to learn new information (Park, 2001)
    - Long term memory is less reliable
    - The amount of information that can be used is limited
    - Csikszentmihalyi discovery creative people experience a flow, he thinks everyone can do this
      - Take charge of your schedule
      - Have a goal everyday
      - Be surprised by something new everyday
    - Memory decline
    - Creative contributions are completed by age fifty
    - Verbal memory peaked in the fifties (Schaie, 1994)
  - Intelligence
    - At this age they reach their peak functioning cognitive skills (Shaie, 2005)
    - Declines in memory
    - Crystallized intelligence: information and verbal skills increase
    - Fluid intelligence: ability to reason begin to decline (Schaie, 1994)
    - Word fluency and perceptual speed linked to neuropsychologists
    - Some abilities begin to decline in middle age while others increase (Horn & Donaldson, 1980)
Theories
- 4 ways that children learn
  - Imitative
    - Learns skills and behaviour by watching others
  - Directed
    - Is taught skills and behaviour either formally or informally
    - Is taught skills and behaviour either formally or informally
    - Is taught skills and behaviour either formally or informally
  - Incidental
    - Learns in unplanned way
    - By observing and understanding the results of accidental actions
      - Like putting their hand on something hot teaches them not to touch it again because it hurts
  - Trial and Error
    - Tries several solutions to a problem to find what works
- Theorist
  - Piaget
    - Swiss Psychologist
    - In his theory, there four stages of cognitive development
      - Sensorimotor (0-2 years)
        They know what something is even if it is not around
        Child can only do stuff related to sensory and motor skills
      - Preoperational (2-7 years)
        Although they have trouble, they begin to understand language
        Begin roleplay: start using everyday objects and imagine it as something else
      - Concrete Operational (7-11 years)
        Develop Logical skills
        Aware of actions
      - Formal Operational (12+ years)
        Begin develop to more logic skills rather then doing trial and error
        reasoning , logical and planning skills become one
    - He interested in how children think
    - Scheme: mental framework of a child interactions (Piaget)
      - Assimilation
        Have more information of knowledge they already know
        They know what shapes are, know some name of shapes, they may name a rectangle a square
      - Disequilibrium
        They are confused, they gain interests
      - Equilibration
        Drives the learning process
        They realize it's not a square
      - Accommodation
        Adjust the new information in their old information
        They know it is a rectangle now
    - Born on August 9 1896, died on September 16 1980
  - Vygotsky
    - Sociocultural Theory
      - Infants are born with basic intellectual development like memory
      - Start to build skills
      - Social contact is needed for learning
      - Develops based on interactions with other
      - Become active in interactions
  - Montesssori
    - Born on august 31st 1870 and died May 6 1952
    - First female doctor in italy
    - Developed a way to understand cognitive development
      - 1. Absorbent Mind
        2. Later Childhood (6-12 years old)
        3. Transformation
        4.Adulthood (18-24 years olds)
        Everything they learned from the past years and what they loved learning the most they that into a career
        Child focus on their place in society
        Puberty: they need emotional support
        Adolescence: have attitude, they must have parents/teachers encourage them with new ideas
        Focus on culture, group instinct and moral (Montessori, 1909)
        Child’s reasoning begins to develop
        They know difference between right and wrong
        Unconscious Absorbent (0-3 years old)
        Child start to learn senses
        They can’t influenced by adults
        Conscious Mind
        Have a sense of touch
        Child is now starting to build personality
    - Founder of the Montessori method of education
      - Child centered educational approach of observations of children
      - A classroom where kids do age appropriate activities
    - Montessori Method
      - Child works at own pace
      - Grouping encourages children to teacher and help each other
      - Child choose their own work
      - Environment and method encourage self discipline
      - Teacher has an unobtrusive role in the classroom
    - Do not let a child continue to do something they do not want to
  - Gardner
    - He had a impact on education
      - Teachers started recognizing the different types of intelligences and taught bette
    - He believed we had nine different intelligences
      - Existential: To question life and death
      - Naturalist: Sensitivity to natural world
      - Musical/Rhythmic : Using music to think
      - Logical/Mathematical: To understand principles of the causal system
      - Verbal/Linguistic: To be able express what you are thinking
      - Interpersonal : To understand others
      - Bodily/Kinesthetic: Using your body to solve problem
      - Intrapersonal : Understanding yourself
      - Visual/Spatial: Be present internally in your mind
    - Born July 11th 1943
Impact of Environment/Factors Affecting Cognitive Development:
- Healthy Baby, Healthy Brain
  - Health Builds brains
    - Physical Activity
      - Good body create healthy brain
      - Develops muscles
      - Toddlers need 3 hours of physical activity everyday
      - Be active with your baby
      - Give babies breaks to move around in long car rides
    - Nutrition
      - Breast milk has the nutrition your baby needs
      - Homemade baby is better
      - The longer you breastfeed (0-2 years) more benefits for you and your baby
  - Start Early
    - Prenatal Health
      - Make sure to have important nutrients
        Iron
        Vitamin C
        Calcium
      - Eating good decreases the chance of birth defects
      - Start eating healthy before pregnancy
      - Baby brain start to form from conception
    - Role as Parent
      - Babies are born basic brain functions
      - Parents are the most important connections to baby
      - With every interaction, the babies brain is developing
    - Ages and Stages
      - Babies learns best from parents
      - Learn how about ti have feel safe in relationships
      - Learn early to build a good foundations
      - Harder to learn skills, later on
  - Playing Builds Brain
    - Playing With Senses
      - They use all their senses to make connections in the brain
      - Babies have more connections than they need
        If connection are not used they will disappear
    - Everyday Play
      - Take time interact with baby
      - Simple everyday things can help
        Bath time
        Dinner
        Bed time
    - Language
      - Language is important, speak to your unborn child
      - As they grow talk often, encouraging reaction to things with answer, ex. If they point to something respon with the of object
      - Games with stacking thing are good way to start
      - Important to develop math skills at early age
      - Well reading books ask your kids questions
  - Love Builds Brain
    - Attachment and Relationships
      - Secure relationship begins to develop before birth
        By talking to baby in womb
        Rubbing stomach
      - Show your baby you care by holding them when they’re scared to give them confidence to explore and learning
      - Once born, comfort/hold when upset or tired
      - Baby feel insecure without caregiver around and that causes stress (Victor Wittenberg, 2018). Secure attachment lowers stress levels
      - Baby needs to know how people are towards to them, then come to think about engaging with others
      - Secure attachment is important for healthy development, in order to explore the words
      - The way you relate your baby, will be how they relate to others
    - Listening to your baby
      - By following your babies leads it allows them to learn
      - If you don’t let your baby lead you, it causes the baby stress (Victor Wittenberg, 2018)
      - When you pay attention to what the baby is doing you are recognizing your baby has a mind
      - To “listen” to your baby watch their posture, hands and eye movements
      - Let your baby lead you to things they show interests in
    - Helping your Child Cope
      - Technology is important, but if you don’t put it away when with a child, it shortchanges them
      - Child learns from your behaviour
      - Set clear expectations
      - Self regulation to modetre our systems so we don’t go to extremes , when that happens it’s hard to function
      - Children are ready to learn when they are calm and focused, it is important to teach child to adjust their emotions (Healthy Baby Healthy Brain, 2018)
      - Self regulation is important to a child
      - Self Regulation develops when adults responded santivity to a child
      - Parents can help toddlers obverse their surroundings, by listening and problem solve , teach the toddler to remain calm
      - Parents should spend less time texting and tv, focus attention to child
  - Baby's words Matter
    - Routines
      - Babies function best with set routine
      - Routines relax the babies which allows them to learn better
    - Indoors and Outdoors
      - To develop healthy babies need the freedom to explore
      - Make it safe for them to explore
      - Since babies organs are still developing keep them away from dangerous stuff
        Lead based paints
        Cleaning products
        Air freshners
      - Play outside everyday
      - Social skills are important to develop, so bring to parks
    - Stress
      - Stress can affect development in the long term
      - Reducing stress
        Control your emotions
        Find ways disagree peacefully
        Remove baby from an situations that may cause stress
      - Causes of stress to a baby
        Violence
        Parents being sick
        Fighting parents
- Technology
  - Technology enhances literacy development, language acquisition, provide access to more information infomation, support learning, motivate students and enhance their self esteem.
  - Technology and Content Area Learning
    - Positive effects of technology (Kinzer, 1997), on learning
    - It improved students gathering and writing skills
  - Technology and Reading Comprehension
    - Technology enhances all aspects of literacy learning
  - Technology and Language Acquisition
    - It could enhanced through presentations (Zhao, 2005)
    - Children who use technology to learn language learn it faster (Zhao, 2005)
    - Through chatroom
  - Technology and Improved Test Scores
    - Students became dependent learners
    - Technology helps with math skills (Boster, 2004)
    - Student did better in math when they were allowed to use digital video
  - Technology and Self Esteem
    - Technology improved school attendance. (Sivin-Kachala & Bialo, 2000)
    - Have positive impact on self esteem
    - Impact student feelings of being responsible for their own learning
  - Technology and Learner Motivation
    - Student are given a opinion on their assignment it motivates them (Harvey, 2002)
    - When the student research online it encourages to be interested in what the are learning.
- Breastfeeding
  - Babies who are breastfed have developed key parts of the brain, vs babies who were not breastfed did not develop this
    - The parts that were developed were associated with language, emotional function, cognition
  - Breasting Feeding leads to better cognitive development in adolescents and adults
  - MRI were used to compare the different groups of babies
Applications to “real life”:
- Memories
  - Begins with encoding, then to storage and retrieval
    - - On an unconscious level you will retrieve your memories, when you remember or think about something
  - Ways to improve memory
    - Balanced Diet
    - Working Out
    - Sleeping Pattern
    - Challenging your brain
  - Three different memories
    - Episodic Memory: personal events
    - Procedural Memory: how to do something
    - Semantic Memory: factual information
  - Encoding
    - To properly encode a memory you have to be paying attention
    - This happens when information is first processed and categorized
  - Retrieval
  - Storage
    - Memories are created then are stored
    - Memories are stored in three ways
      - Senony Stage
      - Short Term
        Memory is remember for a few seconds
        Not processed any further
      - Long Term
        First goes through short term
        First goes through short term
- Language Accqustion
  - Broca Area:
    - Pronounce words
    - Associated with production of language outputs
    - Connected bu bundles of nerve fibers and called arcuate
  - Wernicke Area
    - They connect with neural loop that is involved in understanding and in producing language
    - Associated with processing of words that are heard
    - Recognizes words being said to you
  - Theories
    - Nativist Theory
      - Children are born prone to or inclined to learn a language (Chomsky)
    - Environmentalist Hypothesis Behaviourist perspective
      - Language is learned with interactions with other, especially when parents talk (Skinner, 1968)
    - Critical Period Hypothesis (Lenneberg, 1967)
      - Must early learn language in early development
      - Before 2 language can not be learned because brain is not developed
      - After puberty, brain plasticity is lost, so it's hard to learn language
- Impact Of Language
  - Impact of Technology and Internet
    - Texting is a form of talking
    - Technology has changed the english language forever
      - Email changed the way we write letters
      - Huge difference the way we write
    - All caps means yelling
  - Speaking Multiple Languages
    - Brains are wired differently
    - Bilingual children are better at executive processing
      - Planning thoughts
      - Paying attention
    - Better at switch tasks

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Description: 12th grade Human Developemt Mind Map on Cognitive Development, created by Inderpreet Brar - Sandalwood Heights SS (2442) on 13/12/2018.
Created by: Inderpreet Brar - Sandalwood Heights SS (2442)
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Cognitive Development

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