Cognitive Development

Cognitive Development

1. 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)

2. 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

3. 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

4. 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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