Flashcards
Unit 2 Psychology - Cognitive Development
Cards in this deck (11)
- 1Cognitive DevelopmentAge related changes, eg. how children think and behave differently as they get older.
- 2Core Theory Piaget's TheoryStage theory of Cognitive Development
Development follows a fixed (invariant) or pattern.
Behavior improves by stage eg. language or motor skills.
Stages are universal - happen to everybody - 3Piaget's Theory Sensori-Motor Stage 0-2 yearsBody schema - Infant can recognise itself in a photograph/mirror
Motor co-ordination - Infant can control different body parts eg. hand to mouth for eating
Object Permanence - Infant is aware that an object exists even if they can't see it eg. look for a hidden toy - 4Piaget's Theory Pre-Operational Stage 2-7 yearsAnimism - Children treat inanimate objects as if they are alive (eg. naughty table)
Reversibility - can work backwards (eg. does your sister have a sister?)
Egocentrism - cannot see from others' point of view - (three mountains experiment) - 5Piaget's Theory Concrete Operational Stage 7-11 yearsOvercome aspects of previous stage
Enjoy Linguistic Humour - will ask people the same riddles over and over.
Seriation - Can put things into rank order (eg. smallest to largest)
Conservation - children know properties of an object stay the same even if they appear to change (coin experiment) - 6Piaget's Theory Formal Operational Stage 11+ yearsCan solve sophisticated abstract problems
Develop thinking and reasoning to an adult level - 7Piaget's Theory Criticisms-Cognitive stages aren't as fixed as Piaget proposed - some children flick into different stages depending on circumstances
- Development is not an automatic biological process - underestimates the role of parents.
-Thinking does not develop in the same way universally - aboriginal children reach conc op before europeans. (Physical survival)
-Cannot explain how these changes in thinking occur. - 8Alternative Theory VygotskyArgues children are born with thinking abilities - cognitive development takes place within their culture. (Learning to think from those around us)
Everyone is born with potential - people around us help us realise it.
ZPD - Gap between where child is in learning and where they can get to with support.
CD happens at an individual's rate. (Opposite to Piaget - CD occurs at natural rate.) - 9Core Study Piaget and Conservation of NumberCross sectional study comparing children
of different ages.
-Children shown as researcher laid out two identical rows of counters with them opposite and facing one another.
-Researcher showed the child as they changed the layout of the of the counters, stretching one row and not changing another (no counters added or removed)
-Pre op stage (2 to 7) said stretched counters had more (could not conserve)
-Conc op stage (7 to 11) usually said both lines had the same number, understood looks can be deceiving. - 10Piaget and Conservation of Number Limitations- Criticized for the way he questioned the children - They are generally irl only asked a question twice if they get it wrong first - encourages them to change their answer.
- Nature of the task - did not mean much to the young children - 60% pre op children could work it out using "naughty teddy" (contradicts Piaget)
- Relatively small sample used - results may not be representative - 11Applications EducationPiaget - Education to suit Cognitive Stage: younger should learn using concrete materials.
-Peer Support: class discussions etc helps the child de-centre and see things from other's point of view.
Vygotsky - Role of the Teacher: Teacher should be actively involved, intervention helps the child develop, main person in pupil's zone of proximal development.
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- Flashcards on Unit 2 Psychology - Cognitive Development, created by charlie_3llis on 21/04/2015.
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