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Cognitive and self development

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Title: Cognitive and self development


1
Cognitive and self development
  • Angela Hough
  • Psychology 214 Human development

2
Piaget and cognitive development
  • Piaget genetic epistemology (origins of
    knowledge)
  • Clinical method- observation and develop
    principles
  • Piaget focussed on cognitive development but
    still an interaction between
  • Physical motor development
  • Cognitive language development
  • Psychosocial development
  • Intelligence - adaption to environment
  • Children actively construct knowledge through
    acting gain understanding of features -
    constructivist
  • Invariant developmental sequence - progress
    through stages in same order- build on previous
    stages

3
Cognitive processes
  • Schema - patterns of thought or action by which
    interpret world organise experience
    representation in mind set of ideas which go
    together.
  • Organisation combine schema into more coplex
    schemes
  • Adaptation adjust schema to environment 9new
    info and demands)
  • Assimilation add new info into existing schema
    interpret new experiences in terms of existing
    models of world e.g.. Thinking dog is a cat
    because it is furry and has 4 legs
  • Accomodation changing schema to accommodate new
    info. Ie. Realising the cat does not bark
  • Equilibration balancing between the two

4
Themes in development
  • Nature nurture ( sociocultural context)
  • Continuous versus discontinuous - divide
    development into stages
  • Universal versus individual.
  • Active vs passive agents
  • Maturation and learning (maturation biological
    unfolding. Learning experience cause permanent
    change in thought feeling behaviour).

5
Piagets stages
  • Sensorimotor Stage (0 - 2 years)
  • nonverbal, learn coordination, senses
  • and object permanence.
  • Preoperational Stage (2 - 7 years)
  • Think symbolically, use language, intuitive,
    naming, egocentric
  • The Concrete Operational Stage (7-11years)
  • Learn conservation, use concepts of time, space,
    volume number, and use logic reversal
  • The Formal Operations Stage (11years up)
  • Abstract principles, democracy, metacognition,
    hypothetical possibilities, inductive deductive
    reasoning, theoretical hypothetical.
  • Each stage has stage of formation and attainment

6
Piagets stages
7
Infant cognitive development
  • Sensorimotor Stage (0 - 2 years)
  • Learn about environment and own body through
    senses motor activity - learning sensory
    information and coordination of movement are
    important
  • Nonverbal,
  • Object permanence,
  • Deferred imitation.
  • Develop basic understanding of world
  • Learn to recognise people objects, look for
    objects, understand cause effect
  • Understand what is good or bad from our reactions
  • From reflexive to reflective

8
  • Reflexive Stage (0-2 months)Simple reflex
    activity such as grasping, sucking.
  • Primary Circular Reactions (2-4 months)Reflexive
    behaviors occur in stereotyped repetition own
    body e.g. opening and closing fingers
    repetitively.
  • Secondary Circular Reactions (4-8
    months)Repetition of actions to reproduce
    consequences external objects e.g.kicking one's
    feet to move a mobile.
  • Coordination of Secondary Reactions (8-12
    months)Responses become coordinated intentional
    into more complex sequences. e.g.reaches behind a
    screen to obtain a hidden object.

9
  • Tertiary Circular Reactions (12-18
    months)Discovery of new ways to produce the same
    consequence or obtain the same goal. Experiment
    (ie. Drumming on different things)
  • Invention of New Means Through Mental Combination
    (18-24 months)Evidence of an internal/mental
    representational system (the ability to hold an
    image in their mind for a period beyond the
    immediate experience)- deferred imitation,
  • beginning of internal problem solving e.g.
    mental combinations to solve simple problems,
    such as putting down a toy in order to open a
    door.

10
Cognitive development related to physical motor
development
  • Newborn- foetal position,
  • 1 month - hold head up,
  • 2 months - holds chest up,
  • 4 months - sits supported,
  • 7 months - sits alone,
  • 9 months- stands holding furniture,
  • 10 months crawls,
  • 11 months- walks if led stands alone,
  • 12 months walks alone.
  • Development is proximodistal and cephalocaudal

11
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12
Preschool cognitive development Preoperational
Stage (2 - 7 years)
  • Think symbolically- language (deferred imitation
    now moves to being able to understand that
    something can represent something else)-
    beginning of literacy - use language, naming,
  • Scribbles pictures,
  • Pretend play, imaginary, e.g. playing house ,
    stick is sword
  • Animism
  • Transductive reasoning,intuitive,
  • Egocentric (see world from own perspective)e.g.
    standing in front of TV, smartie experiment,
    difficulty with pronouns, 3 mountains experiment,
    which is favourite stuffed toy, which is mothers
    favourite?
  • Lack capacity to do conservation,
  • Centration (focus on one aspect at time),
    irreversibility

13
The mountain experiment
14
Preoperational
  • Preconceptual (2-4years)
  • Intuitive period (5-7) - knowledge re objects and
    events is centred , I.e. can only focus on one
    aspect as a time and based on perception, what
    it looks like rather than logic i.e. Of number
    etc,
  • Egocentric speech
  • Can only classify using one property at time,i.e.
    difficult to understand that apples can be red or
    green

15
Toddler 2- 3 years
  • Learning about relationships, can sometimes
    imagine how other people feel (empathy).
  • They know what they want, 'No' a favourite word.
    Temper tantrums common
  • Play with other children for a short time, aren't
    yet capable of true sharing.
  • They find it hard to wait or make choices. They
    can't understand reason or control their
    impulses.
  • They love to copy adults,
  • Their understanding of words is beyond their
    understanding of the world,
  • Still think their parents can read their mind.
  • Have difficulty distinguishing reality from
    fantasy. Enjoy make-believe play.
  • They can usually do some scribbling,
  • Will learn to climb up and down stairs, kick a
    ball and jump off a step.
  • Can help to get themselves undressed
  • Name lots of things beginning to talk in
    sentences

16
Middle childhood
  • The Concrete Operational Stage (7-11years)
  • Use concepts of time, space, volume number, and
    use logic
  • No longer bound by perceptual centration or
    egocentrism
  • Classification Ability or organize according to
    properties, eg. colour/shape/size and
    heirachical relations, and classify more than one
    property eg. Green/blue square /triangular
    blocks apple is fruit, lion is a cat
  • Reversibility Is achieved when child realises
    that certain operations can be reversed, e.g. Tom
    is my brother, I am Toms brother
  • Decentration when child can focus on more than 1
    aspect of an object simultaneously. e.g. balloon
    large but light, hammer small heavy
  • Conservation Ability to recognise that
    properties of objects or substances do not change
    as their form changes, e.g. Mass of clay doesnt
    change when changes shape
  • Seriation arrange objects in order along
    quantitative dimensions, such as weight, length,
    size, e.g. Ordering teddy bears by height
  • Transitivity recognise relations between ordered
    objects e.g. Tom is taller than sue but Sue is
    taller than Nozipho

17
Conservation
  • Concept that mass, weight volume remain
    unchanged when shape of object changes or pattern
    changes
  • Uses concepts of decentration and reversibility
  • 7 types number, length, liquid, mass, weight,
    are, volume

18
Conservation
  • Conservation of number
  • Conservation of length - Even though a line of
    objects may be spread out and longer still
    contains same number
  • Conservation of liquid (volume) recognise volume
    of liquid same in flat glass as long glass

19
  • Reversibility - Mass of dough does not change
    even though shape changes from sausage to ball
  • Relationships can be reversed, eg. Tom brother,
    dress up, AB then B A

20
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23
lose egocentrism
  • No longer egocentric, can see anothers
    perspective eg. TV, Mirror, the moutain
    experiment, empathy, develop theory of mind
  • Can follow rules

24
Logic puzzles
  • There is a man that lives on the top floor of a
    very tall building.Everyday he gets the elevator
    down to the ground floor to leave the building to
    go to work. Upon returning from work though, he
    can only travel half way up in the lift and has
    to walk the rest of the way unless it's raining!
    WHY?
  • Which is heavier a million tons of lead, or a
    million tons of feathers?

25
Preoperational versus Concrete operational
26
Encouraging learning
  • Operative learninglearning through practice and
    repeated doing until the logic rule is learnt,
    actively engage with operation to be learnt
  • Figurative learning rote learning, memorising
    processes, facts, etc.
  • Connative learning only possible when child can
    hypothesis or think abstractly

27
Adolescence cognitive development
  • Formal operational thinking
  • think abstractly hypothetically logically
    (e.g. Hypothetical -deductive reasoning problem
    solving, algebra idealism to humanitarian
    courses).
  • Intelligence is demonstrated through the logical
    manipulation of symbols related to abstract
    concepts.
  • critical thinking and idealistic
  • Moral development - growing a conscience
  • Increasing concentration and critical thinking
  • Egocentrism- Early in this period there is a
    return to egocentric thought preoccupation with
    self, self-consciousness, .
  • invincibility fable and
  • imaginary audiences.

28
Adulthood Cognitive development
  • doesnt stop at formal operations - more complex,
    global adaptive, less absolute - deal with
    unpredictability of life.
  • Intellectual productivity crystallized
    intelligence vs. fluid intelligence
  • Formal logical systems can be acquired.
  • Can handle proportions, algebraic manipulation,
    other purely abstract processes.
  • E.g.If a b x then x a - b.
  • If ma/ca IQ 1.00 then Ma CA.
  • Prepositional logic, as-if and if-then steps.

29
Problem solving
  • investigate a problem in a careful and systematic
    fashion. Eg. Investigating rules for pendulum
    Can test
  • A long string with a light weight A long
    string with a heavy weight a short string with
    a light weight a short string with a heavy
    weight.
  • Test all and realise that a short string leads to
    a fast swing, and a long string to a slow swing,
    and that the weight of the pendulum means nothing
    at all!

30
Critique of Piaget and stage theory
  • Each individual is unique (stages homogenise) and
    underplays effect of culture context
  • Development more complex than developmental
    stages - continuous discontinuous
  • Underplays effect of environment
  • His theory was based on an unrepresentative
    sample of children. Western middle class models
    (eg. Lifespan age)
  • Not all people reach the formal operational stage
    or use formal operational thought consistently.
  • His theory underestimates children's abilities.

31
Vygotsky and mediation
  • Importance of zone of proximal development and
    learning facilitated by more capable other
  • Responsive interaction

32
Quiz
  • During preschool development the inability to
    focus on more than one aspect of an object is .
  • Name the 2 stages of cognitive development
    according to Piaget in preschool dev
  • A child not being able to realise he is Toms
    brother is called lack of_______
  • What is the cognitive stage of dev in middle
    childhood called?
  • When a child realises that a balloon may be large
    but it is also light this is called
  • Being able to describe the relationships between
    people is called_____
  • When a child can put things in an order of height
    this is called
  • Conservation uses 2 other cognitive abilities to
    realise that amount of water doesnt change when
    change vessels

33
  • Jane has learned to feed herself with a spoon.
    When her mother gives her a fork, she immediately
    begins to feed herself. Jane has __________ the
    fork into her schema for utensils.
  • a) Accommodated
  • b) Appropriated
  • c) Assimilated
  • d) Initiated
  • Piaget believed that children in the
    preoperational stage have difficulty taking the
    perspective of another person. This is known as
  • a) Reversibility
  • b) Egocentrism
  • c) Metacognition
  • d) Constructivism
  • Jane's mother has two crackers, both of equal
    size. She breaks one of the crackers up into four
    pieces. Jane says she wants the one with the most
    and immediately chooses the four pieces, even
    though the two amounts are equal. Jane's choice
    illustrates Piaget's concept of
  • a) Accommodation
  • b) Egocentrism
  • c) False belief
  • d) Conservation

34
Self development the self
  • Self
  • The combination of physical and psychological
    attributes that is unique to each individual.
  • The Who am I?
  • Personal characteristics (honesty, friendly)
    roles you play (wife, lecturer, psychologist,
    yoga teacher) religious, moral and political
    beliefs

35
Definitions of self
  • Present self (age 2- 3) recognise current
    representations of self - but unaware of past
    self representations or events
  • Extended self (age 3 half - 5) integrate past,
    current and future self representations - self
    that endures over time.
  • Social cognition awareness of thoughts, feelings
    motives for behaviour of themselves and others.
  • Categorical self classification of self along
    dimensions such as gender age Im a big boy
    and not a baby

36
Infant Development of self concept
  • Some developmentalists say they have capacity to
    distinguish self from environment (I.e.
    Distressed hearing recording of another baby
    crying but not own crying)
  • Use proprioception feedback - (info from muscles
    senses that locate position body in space) I.e.
    hand to mouth, mimic facial features (Meltzoff)
  • Others say no sense of self (Mahler)
  • 2 - 3 months repeat pleasurable acts centred
    around own bodies - aware of physical
    capabilities, delight at making things move -
    personal agency (responsible for making some
    events happen). Physical self

37
Infant Self recognition self concept
  • 5 months Know independent from other entities -
    begin to form self concept- recognise ones
    unique attributes
  • Expose infants to visual representation of self
    (mirror or photo), e.g. Distinguish between self
    playmate
  • Rouge test 9 months didnt recognise self, 15-17
    month some recognition, only 18 - 24 months
    recognise red spot. Also recognise self in
    photos. Present self
  • Only at 3 1/2 do recognise self as stable entity
    over time. Extended self
  • Emerging awareness of self in social
    interactions- self conscious emotions e.g.
    embarrassment and showing off, imitate and begin
    to classify self - categorical self - age gender

38
Contributors to Self Recognition
  • 18-24 month olds internalise sensorimotor schemes
    to form mental images (Piaget)
  • Secure attachment makes self recognition stronger
    (Pipp, 1992)
  • Parents contribute to expanding self concept with
    comments (youre a big girl) and evaluating
    behaviour and remembering events they did
    together (where did we go today?) therefore
    organise info into narratives that happened to
    me.
  • Autobiographical narratives co-constructed with
    adult contribute to sense of extended self.
  • Social experiences
  • Parenting styles e.g. stressing autonomy or
    interdependence (autonomy lead to greater self
    recognition)

39
Preschool children - self recognition
  • 3- 5 year olds tend to describe their physical
    attributes and possessions when describing self
    e.g. I have blue eyes, I have a bike, I can kick
    a ball.
  • Tend not to use psychological descriptors but
    some rudimentary understanding of them (e.g. I
    like people, I am honest)

40
Middle childhood Adolescents self concept
  • Self descriptions move from more physical
    behavioural external descriptions to more inner
    qualities and values, beliefs and ideologies.
  • Awareness of not being the same in all situations
    with different people
  • Initially can be distressing later become more
    integrated
  • False self behaviours to improve image
  • Become a sophisticated self theorist reflect on
    self
  • Construct more intricate self portraits

41
Culture and self
  • Develop qualities that are valued in certain
    cultures, e.g. Individualistic (competitive ,
    independent) versus collectivist/ communal
    (interdependent cooperative)
  • Identity could be related to religion and other
    groupings more then self achievements.
  • Social/relational attributes versus personal
    /individualistic traits.

42
Self esteem
  • Ones evaluation of ones worth as a person based
    on an assessment of the qualities that make up
    the self concept - Evaluate qualities that
    perceive self as having.
  • High self esteem - satisfied with type of person
    they are, recognise strengths and work on
    weaknesses
  • Low self esteem- judge self in less favorable
    might and dwell on inadequacies
  • Affects behavious wellbeing

43
Self esteem
  • Bowlbys working models theory - securely
    attached children construct a positive working
    model of themselves and others
  • Secure attachment (puppet test) - rated selves
    higher teachers rated higher socially (age 4-
    5)

44
Self esteem Harters multidimensional model
Overall self worth
Scholastic competencies
Physical appearance
Athletic competencies
Social acceptance
Behavioural conduct
45
Self esteem (Harter)
  • As adults global sense of self esteem based on
    strengths and weaknesses in multiple domains
  • Children evaluate competencies separately
  • Statements Some kids are good at figuring out
    answers in school
  • 4- 7 year olds rate selves highly
  • At 8 competency appraisals closer to others
    evaluations
  • Self knowledge self esteem often dependent on
    others perceptions and reactions to a childs
    behaviour

46
Self esteem continued
  • Adolescence relational self worth (dependent on
    different relational contexts)
  • Some rated more highly in adolescence - also
    dependent on how we evaluate ourselves and what
    we see as important, especially
    relationship-oriented domains in adolescence

47
Contributors to self esteem
  • Parenting styles - attachment working models
    supportive warm parenting correlated to higher
    self esteem.
  • Peer influences- social comparison
  • Culture and ethnicity (different dyads)
  • Self evaluation
  • Other evaluation
  • What is valued
  • Competence in any of Harters components

48
Cognitive theories of social cognition
  • Social cognition - Piaget cognitive dev approach
    Selmans role taking analysis
  • Piaget preoperational focus on salient aspects
    of events - describe friends in concrete
    observable terms- possessions and appearance
  • Concrete operations comparison of self to peers
  • Formal operations abstract psychological traits
    dimensional comparisons

49
Selmans role taking theory
  • Children gain richer understanding of self and
    others as they require ability to distinguish
    alternate perspectives. To know someone have to
    assume their perspective (understand their
    thoughts feelings motives)
  • Comment on personal dilemmas eg. Holly, Shawns
    kitten and tree climbing
  • Linked to Piagets cognitive development stages

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51
Role taking relationships
  • Egocentric level - pleasant experience with other
    qualities other as friend
  • 6- 8 Common activity basis for friendships-
    friend chooses do nice things for me
  • 8 -10 increasing concern for needs of friend -
    friendships reciprocal relationships - trust
    kindness
  • Adolescents friends loyal, exchange intimate
    feelings

52
Social influences on social cognition
  • Playful interactions promote development of role
    taking skills and social judgments, assume
    different roles aware of discrepancies between
    perspectives
  • Disagreements can be useful
  • Equal status contacts
  • Social experiences and contact - learn what
    others are like
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