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Cognitive DevelopmentCognitive Development
Jean PiagetJean Piaget
• Schemas– the most basic psychological structures– provide a template for action in the world
• Adaptation– the process by which schemas change
AdaptationAdaptation
• Assimilation– process by which a person absorbs a new
experience into an existing schema
• Accommodation– process by which an existing schema is
modified to adapt to a new experience
• Assimilation and accommodation are invariant!
• So … what changes?
• Schemas and structures change!
Stages of Cognitive Stages of Cognitive DevelopmentDevelopment
• Sensorimotor (birth - 2 years)
• Preoperational (2 - 6 years)
• Concrete Operational (7 - 11 years)
• Formal Operational (11+)
Sensorimotor Stage Sensorimotor Stage ((birth - 2 yrsbirth - 2 yrs))
• How does Piaget see the young infant?– Active– Initiating behavior– Learning to distinguish among the features in
the environment– Learning to modify own behavior to fit the
demands of the situation
Special Qualities of Special Qualities of SensorimotorSensorimotor
• Egocentrism– the inability to perceive a situation or person
except in relation to the self
• Lack object permanence– the understanding that objects continue to exist
even when they are out of sight– major task of the sensorimotor stage
Reflexive Schemas(birth-1 month)
infant exercises innate reflexes in an automatic and involuntary manner
Primary Circular Reactions (1-4 months)
• Infant repeats a chance behavior involving his/her own body that led to a pleasurable outcome
Primary
Circular
Secondary Circular Reactions
(4-8 months)
• Infant directs attention to objects• repeats chance behavior involving object that led
to a pleasurable outcome
Not truly intentional
Conservative
Secondary Circular Reactions (4-8 months)
• Understanding of Object Permanence– begin searching for objects that are partially
hidden
– yet they quickly forget or ignore those objects they cannot see
Coordination of Secondary Circular Reactions (8-12 months)
Intentional, goal-directed, original behavior
Truly intelligent behavior
Coordination of Secondary Circular Reactions
• Understanding of Object Permanence
– AB search error: baby looks for object in the last place it was found, even when baby saw it moved to a new place
Tertiary Circular Reactions (12-18 months)
Trial and error experimentation
“little scientists” who “experiment in order to see”
Tertiary Circular Reactions
• Understanding of Object Permanence:– no longer makes the AB search error when
they see the object moved to new place– however, if the baby did not see the object
moved, will continue to search in the last place it was found
• when the baby doesn’t find it there, will show distress
Representation (18-24 months)
• Mentally represent object/event in mind
• Symbolic problem solving
• Well-developed object permanence
• Deferred Imitation– ability to remember and copy the behavior of
models who are not immediately present
Preoperational Stage (2 - 6 years)
Emergence of the Symbolic Emergence of the Symbolic FunctionFunction
• Children are first able to form and use symbols
• Deferred imitation
• Language
• Pretend play
Forms of Play
• Sensorimotor play
• Functional play
• Pretend play
Development of Pretend PlayDevelopment of Pretend Play
• Increasingly detached from real-life
• Increasingly detached from the self
• Increasingly complex combinations of schemes of action
• Serves an emotionally integrative function
• Familiarity with social role possibilities
• Fun and useful!!!
Limitations to PreoperationalLimitations to Preoperational
• Egocentric
• Perception bound
• Centered and rigid
EgocentrismEgocentrism
• Sensorimotor– inability to distinguish the self from others
• Preoperational– inability to distinguish one’s mental representations
from others’ mental representations
EgocentrismEgocentrism
• Perspective taking games
EgocentrismEgocentrism
• Animism –belief that inanimate object have
lifelike qualities
Thinking isThinking isPerception BoundPerception Bound
Maynard the Cat Study
confusion of appearance & reality in preschoolers
Perception Bound ThinkingPerception Bound Thinking
Centered and Rigid ThinkingCentered and Rigid Thinking
• Center on a single, salient feature and ignore other, less salient, features
• Lack the ability to mentally retrace through a series of steps
Main Limitation: ConservationMain Limitation: Conservation
• Preoperational children lack conservation!
• Conservation = the knowledge that an underlying physical dimension remains the same despite superficial changes in its appearance
ConclusionsConclusions
• Children think about the world differently than adults.
• Children actively construct their knowledge about the world.
• Cognitive development follows an invariant and universal sequence.