{"id":3805,"date":"2018-07-21T20:46:37","date_gmt":"2018-07-22T00:46:37","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=3805"},"modified":"2019-05-25T22:20:48","modified_gmt":"2019-05-26T02:20:48","slug":"6-piagets-theory-of-cognitive-development","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/child-psychology\/6-piagets-theory-of-cognitive-development\/","title":{"rendered":"Piaget&#8217;s Theory of Cognitive Development"},"content":{"rendered":"<p>Piaget&#8217;s Theory of Cognitive Development<\/p>\n<ul>\n<li>Cognitive development\u00ad involves changes in cognitive process and abilities; processes based on physical action and later progresses into changes in mental operations<\/li>\n<\/ul>\n<ul>\n<li>Key Elements of Piaget&#8217;s Theory\n<ul>\n<li>Schemas\/ schemes\u00ad categories of knowledge that helps us to interpret and understand the world<\/li>\n<li>Assimilation\u00ad the process of taking in new information into our previously existing schemas<\/li>\n<li>Accommodation\u00ad involves changing or altering our existing schemas in light of new information<\/li>\n<\/ul>\n<\/li>\n<li>The Sensorimotor Period: Six Substages of Cognitive Development\n<ul>\n<li>Simple reflexes\u00ad first month of life<\/li>\n<li>First habits and primary circular reactions\u00ad 1 &amp; 4 months of age; infant coordinates sensation and two types of schemes: habits and primary circular reations<\/li>\n<li>Circular reaction\u00ad a repetitive action<\/li>\n<li>Secondary circular reactions\u00ad 4 &amp; 8 months; infant becomes more object oriented, moving beyond preoccupation with the self<\/li>\n<li>Coordination of secondary circular reactions\u00ad 8 &amp; 12 months; infant must coordinate their senses<\/li>\n<li>Object permanence\u00ad realization that people and objects continue to exist even though they cannot be seen<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>Tertiary circular reactions\u00ad 12 &amp; 18 months of age; infants become intrigued by the many properties of objects and by many things that they can make happen to objects<\/li>\n<li>Beginning of thought\u00ad between 18 &amp; 24 months of age; infant develops the ability to use primitive symbols\n<ul>\n<li>Mental representation\u00ad<\/li>\n<li>Deferred imitation\u00ad<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Information Processing Approaches\u00ad seek to identify the ways individuals take in, use, and store information<\/p>\n<ul>\n<li>Difficult concept to define<\/li>\n<li>Even more difficult to measure in infants\n<ul>\n<li>Foundations of Information Processing Approach<\/li>\n<li>Encoding\u00ad<\/li>\n<li>Storage\u00ad<\/li>\n<li>Retrieval\u00ad<\/li>\n<li>Automatization\u00ad degree to which a process requires attention o Noticing how often stimuli go together<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>o Allows them to develop concepts\u00ad categorization of people, objects, or events that share common properties<\/p>\n<ul>\n<li>Memory During Infancy\n<ul>\n<li>Rovee and Rovee (1969)<\/li>\n<li>Experiment with infants between 8 and 12 weeks<\/li>\n<li>Infants would lay in their cribs looking up at a mobile covered in bright wooden figures A cord was attached to their foot; if the infant kicked the mobile would move; if they kicked hard enough the wooden figures would bump into one another to create a pleasant sound \u2022 Infantile Amnesia\u00ad memories from 3yrs and younger are blank B. Individual Differences in Intelligence<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>1. Developmental scales\u00ad could measure intelligence by when infant reaches milestone\n<ul>\n<li>Gesell Developmental Schedules\u00ad standard stages of development<\/li>\n<li>Early\u00adadvanced; late\u00ad delayed<\/li>\n<li>Motor dev. Language dev, adaptive behavior, personal\u00adsocial behavior<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Developmental quotients\u00ad overall developmental score relating to performance in 4 areas<\/p>\n<ul>\n<li>Bayley&#8217;s Scales of Infant Development<\/li>\n<li>Mental abilities\u00ad senses, perception, memory, learning<\/li>\n<li>Motor abilities<\/li>\n<li>Information\u00ad Processing Approach\u00ad how fast infant processes info\n<ul>\n<li>Speed of processing in infancy highly correlated with adult measures of intelligence<\/li>\n<li>Measured using habituation<\/li>\n<li>Infants who process info quickly will habituate faster<\/li>\n<li>Intelligence tests only measure one type of intelligence\u00ad related to school performance<\/li>\n<li>Not highly correlated with career, personal success<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>The Roots of Language<\/p>\n<ul>\n<li>Language\u00ad form of communication based on system of symbols; rules for combining symbols 1. Infinite generativity\u00ad ability to produce endless number of meaningful sentences using finite set of words, rules<\/li>\n<li>Formal Characteristics of Language\n<ul>\n<li>Phonology\u00ad basic units of sound in language (phonemes), rules for combining sounds\n<ul>\n<li>No 2 languages have the same phonologies<\/li>\n<li>Discriminate sounds of language, like difference between b and d<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>Which phonemes can be combined<\/li>\n<\/ul>\n<ul>\n<li>Morphology\u00ad rules for formation of meaningful words from sounds\n<ul>\n<li>Morpheme\u00ad smallest language unit that has meaning<\/li>\n<li>Suffixes, prefixes, simple nouns<\/li>\n<li>Semantics\u00ad rules for meanings expressed in words, sentences<\/li>\n<li>&#8220;sally hit the car&#8221; ii. &#8220;the car hit sally&#8221;<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>&#8220;hit car sally the&#8221;<\/li>\n<\/ul>\n<p>Linguistic Comprehension\u00ad understanding the language Linguistic Production\u00ad use of language to communicate<\/p>\n<ul>\n<li>Comprehension precedes production A. Language Milestones<\/li>\n<\/ul>\n<ul>\n<li>Crying\u00ad different cries signal different needs<\/li>\n<li>Cooing\u00ad 1\u00ad2months; gurgling sounds in back of throat; usually expression of pleasure<\/li>\n<li>Babbling\u00ad 2\u00ad3 months; strings of constant\u00ad vowel combinations\n<ul>\n<li>Even deaf babies babble\u00ad with their hands<\/li>\n<li>6 months\u00ad babbling narrowed to sounds found in home language<\/li>\n<\/ul>\n<\/li>\n<li>Gestures\u00ad 8\u00ad12months; pointing, waving, etc.<\/li>\n<li>First words\u00ad 8\u00ad12 months; evidence of understanding words\n<ul>\n<li>10\u00ad14 months; produces first word<\/li>\n<li>Don&#8217;t get disapointed if first word isn&#8217;t &#8220;mama&#8221; or &#8220;dada&#8221;; usually fav toy, car<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>Holophrases\u00ad one\u00adworded utterance standing for whole phrase<\/li>\n<\/ul>\n<ol>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Meaning depends on context<\/li>\n<li>Rapid increase in vocabulary around 18 months\u00ad vocabulary spurt<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<ul>\n<li>Overextension\u00ad applying words too broadly\n<ul>\n<li>Underextension\u00ad applying words too narrowly<\/li>\n<li>Two\u00adWord Utterance\u00ad 18\u00ad24 months; gesture, tone, and context needed to get meaning; huge range!<\/li>\n<li>Telegraphic speech\u00ad short, precise words without grammatical markers<\/li>\n<li>Referential style\u00ad primarily use language to label objects<\/li>\n<\/ul>\n<\/li>\n<li>Expressive style\u00ad primarily use language to express feelings\/needs\n<ul>\n<li>Influenced by culture<\/li>\n<li>Theories of Language Development<\/li>\n<li>Learning Theory Approach\u00ad kids learn language based on reinforcement<\/li>\n<li>Kids repeat what they have heard, and are rewarded<\/li>\n<li>Problems:\n<ul>\n<li>Doesn&#8217;t explain how kids acquire rules of language so easily<\/li>\n<li>Reinforce any utterance<\/li>\n<li>Kids say things they\u2019ve never heard<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>Nativist Approach\u00ad genetically determined, innate mechanism that directs language development<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Noam Chomsky\u00ad input alone would not enable kids to learn language<\/li>\n<li>Universal grammar\u00ad all languages in world share similar underlying structure<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>Noun, verb categories<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>All grammatical info needed to combine categories<\/li>\n<li>Language acquisition device\u00ad neural system that permits understanding of language<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Interactionist Approach\u00ad interaction of innate predisposition\/ environmental influences<\/li>\n<li>Biological predisposed<\/li>\n<li>Infant\u00ad Directed Speech\u00ad aka &#8220;motherese&#8221;\u00ad short simple sentances<\/li>\n<li>Higher tone, careful separation of words, singsong quality<\/li>\n<li>Elderspeak<\/li>\n<li>Helps infants gain language<\/li>\n<li>Clear indication of where words end\/begin<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Recasting\u00ad rephrasing; question, more grammatical sentence<\/p>\n<ul>\n<li>encourages child to continue to speaking<\/li>\n<\/ul>\n<p>Expanding\u00ad restating in a more linguistically sophisticated form Labeling\u00ad identifying names of objects<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Piaget&#8217;s Theory of Cognitive Development Cognitive development\u00ad involves changes in cognitive process and abilities; processes based on physical action and later progresses into changes in mental operations Key Elements&hellip; <a class=\"continue\" href=\"https:\/\/www.amyork.ca\/academic\/zz\/child-psychology\/6-piagets-theory-of-cognitive-development\/\">Continue Reading<span> Piaget&#8217;s Theory of Cognitive Development<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[97],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3805"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=3805"}],"version-history":[{"count":2,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3805\/revisions"}],"predecessor-version":[{"id":4779,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3805\/revisions\/4779"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=3805"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=3805"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=3805"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}