For this week of the course, we were presented with several videos to use for this assignment. I chose to use the one titled "The growth of knowledge: Crash course psychology #18." The video features an uncredited narrator/presenter (I've seen him before, in prior classes). The video is provided by way of youtube.com, and was uploaded to the site by CrashCourse on 09 Jun 14.
The presenter begins the video by explaining how babies do not have the cognitive function to perform memory tasks. A few things play into how we view the world, as well as our interactions with it. Genetics, and environment both affect our development before we are born, until the time we decease. We are inherently born with the maximum number of brain cells that we …show more content…
Just as crawling leads to a baby learning to use their feet to scoot about the floor. That in turn leads to standing, and walking. Eventually running is accomplished, but these steps are more than likely in order. This is just how cognitive development works as well. He mentions Jean Peagit (a Swiss clinical psychologist, and pioneer in the field of child development). Early in his research, he discovered that younger children were usually wrong in responding to his questions, than older children, or adults. This was the basis for his theory of cognitive development. He proposed the use of schemas as we progressively grow. A child seeing a deer for the first time may not know what a deer is. But perhaps the child knows a horse, the child will instinctively call it a horse, due to existing schemas (assimilation). Accommodation is the adjustment of a schema, in relevance to a new schema. Piaget also theorized that humans go through four stages in life. The first of these stages is the sensorimotor stage (from birth to age two). During this stage, babies are learning from their senses. The next stage is the preoperational stage (age two to six/seven). The earmark of this stage is egocentrism (thinking of oneself without the regard of others; self centered). This is what makes it hard for children to see other's views. In the later part of this stage, children develop theory of mind. This allows them to begin seeing things from other perspectives, such as
The presenter begins the video by explaining how babies do not have the cognitive function to perform memory tasks. A few things play into how we view the world, as well as our interactions with it. Genetics, and environment both affect our development before we are born, until the time we decease. We are inherently born with the maximum number of brain cells that we …show more content…
Just as crawling leads to a baby learning to use their feet to scoot about the floor. That in turn leads to standing, and walking. Eventually running is accomplished, but these steps are more than likely in order. This is just how cognitive development works as well. He mentions Jean Peagit (a Swiss clinical psychologist, and pioneer in the field of child development). Early in his research, he discovered that younger children were usually wrong in responding to his questions, than older children, or adults. This was the basis for his theory of cognitive development. He proposed the use of schemas as we progressively grow. A child seeing a deer for the first time may not know what a deer is. But perhaps the child knows a horse, the child will instinctively call it a horse, due to existing schemas (assimilation). Accommodation is the adjustment of a schema, in relevance to a new schema. Piaget also theorized that humans go through four stages in life. The first of these stages is the sensorimotor stage (from birth to age two). During this stage, babies are learning from their senses. The next stage is the preoperational stage (age two to six/seven). The earmark of this stage is egocentrism (thinking of oneself without the regard of others; self centered). This is what makes it hard for children to see other's views. In the later part of this stage, children develop theory of mind. This allows them to begin seeing things from other perspectives, such as