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18 Cards in this Set
- Front
- Back
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COGNITIVE DEVELOPMENT
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Process through which knowledge is acquired and problems solved
Includes development of perception, language, memory, etc |
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JOHN LOCK (1632-1704)
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'Tabula rasa' - blank slate
Emphasis on nurture Importance of strict early parenting and progressive freedom |
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JEAN-JACQUES ROUSSEAU (1712-1778)
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Children innately good
Emphasis on nature Learn through spontaneous interactions with objects and people |
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PIAGET (1896-1980)
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Interested in qualitative changes in children's thinking across development
Used clinical method |
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PIAGET'S THEORY (CONSTRUCTIVIST THEORY)
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Active child / 'little scientists'
1) Child motivated to learn (nature) 2) Child learns on own (nurture) 3) Does not need rewards to do so |
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KNOWLEDGE ACQUISITION - ASSIMILATION
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Translating new information into a schema the child already knows
Eg, 'truck' fits into schema of 'vehicle' |
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KNOWLEDGE ACQUISITION - ACCOMMODATION
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Existing schema changed as result of new information - qualitative change in way of thinking
Eg, 'bike' into 'vehicle' schema (not all vehicles have four wheels) |
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PIAGET'S FOUR STAGES
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0-2yr : Sensori-motor
2-7yr : Pre-operational 7-11yr : Concrete operations 11-13yr : Formal operations |
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SENSORIMOTOR STAGE
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Infants fine tune reflexes to interact with objects
4mth: act on environment in repetitive ways 8mth: engage in 'meansens' actions 8-12mth: mental representation emerges (object permanence) |
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PREOPERATIONAL STAGE
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Enhanced mental representation (playing pretend, language, etc)
Preschoolers' mind limited: they are egocentric, fooled by their perceptions, and have centration - focus on one part of problem (glass conservation task) |
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CONCRETE OPERATIONS
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Can solve conservation tasks
Ability to perform mental operations on concrete items (real, visible) |
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FORMAL OPERATIONS
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Hypothetical/abstract thinking emerges:
Deductive: can solve problems mentally Realise inequities in life Progress towards mastery |
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LEV VYGOTSKY
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Children learn by 'guided participation' and 'social scaffolding,' so knowledgeable individuals guide learning
They acquire culturally relevant knowledge |
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NOT ALL ADULTS PASS PIAGET'S FORMAL OPERATIONS
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Factors contributing to this could be:
Intelligence Formal education Areas of expertise matter |
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POST-FORMAL STAGE
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Relativistic thinking
This emerges as an adolescent/adult |
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AGING AND COGNITION
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Deficits in fluid intelligence, memory tasks difficult
Significant declines at 70yrs, decline in information processing abilities (working memory, parallel processing abilities, executive functioning) Use it or lose it, not universal - cohorts differ |
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WISDOM
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"Expertise in fundamental practises of life"
Older adults perform just as well as younger adults in tasks involving aspects of wisdom |
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COPING WITH LIMITED RESOURCES - AGING WELL
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SOC method
Selective Optimisation Compensation |
