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Cognitive Development and Social Attachment
Self-recognintion– Initial self recognition is
assessed using the “rouge” test
– At:• 9 - 12 months all infants
reach for reflection• 15 months 25% reach
for own face• 21 months 75% reach
for own face– Emerges early in the
second year– Firmly in place by 24
months– Controversy
Institute for the Study of Child Development at Robert Wood Johnson Medical School
http://www.tc.columbia.edu/academic/humandevelopment/dev_psy/facultybrooks.htm
• Piaget and Stages– Significance
of Piaget– Concerns
• Method: “clinical method”
• Stages• Universality• Accuracy
Schema Processes• Adaptation• Organization
Adaptation• Dealing with new information
Involves direct interactions with the environment to maintain equilibrium
• Two aspects of adaptation are assimilation and accommodation– Assimilation: interpret new
information in terms of current schemes (fitting in)
– Accommodation: we create new schemes for new information (building)
• These two processes are always working together
Organization
• Rearranging and linking schemes into interconnected networks
• Internal process
Psychophysiology and Cognition
• As our brain matures, the cognitive structures we are capable of creating changes qualitatively
• The changes map onto four stages of cognitive development:– sensorimotor (0 - 2 years)
– preoperational (2 - 7 years)
– concrete operations (7 - 12 years)
– formal operations (12+ years)
Sensorimotor Stage• Characteristics
– Non thinking stage– Focus on using sensory systems– Ends with the first signs of thought– Beginning of Symbolic Thought: 18
– 24 months• thinking problems through before
acting
• symbolic play – using one thing to stand for something else
Object Permanence– Up through 8 months
• No evidence of – 8 – 12 months
• Will search for object but often search where object was found previously
• Visible displacements are not incorporated into search
• May ask for objects that are gone (where is Rover?)
– 12 – 18 months• Can handle visible displacements
– After 18 months of age• Can handle invisible displacements
– More current research suggests that babies know more about object permanence than they reveal through their actions
• May not be able to inhibit reaching behavior
Preoperational Stage• Characteristics• During this stage children cannot
decenter their thinking (centration)– They can not consider more
than one aspect of a situation at one time
– This results in some consistent errors in thinking
• Egocentrism– No “theory of mind”– secret knowledge” tasks
• Children do not recognize that others do not know ‘secret’ information
Lack of Conservation
• Conservation is an understanding that basic physical dimensions of objects remain the same, despite superficial changes in appearance
• Preoperational children cannot solve conservation problems
Transformation, Classification and Symbolic Play
• Transformation– Unable to see events as
made up of smaller events• Classification
– thinking of objects in terms of categories
– Can classify by single categories i.e. color
– Struggle with separating sub-categories and super-categories
• Symbolic play– Any prop can be anything
Reasoning• Transductive
– all examples are treated equally• Tell pre-schoolers to line up by
height
• Syncretism– Illogical thinking or errors in
thought• Animism – difficulty determining
what is alive and not alive– Tend to view motion as evidence of
life i.e. sun
• Magic and the Supernatural– Belief in fantasy figures is
strongest between the ages of 3 and
Concrete Operational Stage
• 5-to-7 Shift• Spans the elementary
school years• A number of mental
operations are evident including reversibility and decentration
Problem Solving Strategy Assessment
• First investigated by Robert Siegler using a two-arm balance scale
• Found evidence of four strategies– one-dimensional, exclusive-focus– one-dimensional, sequential– two-dimensional, non-compensatory– two-dimensional, compensatory
Horizontal Decalage and Seriation
• Horizontal decalage
– Cannot apply a concept effectively in all appropriate situations
• Learning conservation
– Numbers
– Length
– Mass
• Seriation
– Transitivity
Formal Operational Stage• Abstract reasoning skills emerge during
this stage
– Adolescent thinking is more flexible and speculative
– Adolescent thinking is also more systematic and logical
– This stage may emerge later than Piaget suggested
Adolescent Egocentrism
• Elkind identified two components– Imaginary Audience
• collection of individuals who might be evaluating various aspects of the adolescent’s behavior
– Personal fable• perception of self as
unique• perception of self as
invincible
Adolescent Idealism
• Ability to distinguish the real from the possible may lead to idealism
• Reform the world?• Get caught up with
movements• Become somewhat
sociocentric• However may also be
somewhat hypocritical– Join the stop pollution
walk-a-thon and throw candy wrappers in the ditch
Post-Formal Thought• This is not part of Piaget’s theory• It extends cognitive development into
the adult years• Relativistic thinking
– involves consideration of multiple facets of a situation or assessing situations using multiple perspectives
• Dialectic thought – involves seeing both sides of an issue
at once• Recognizes more than one
solution may exist for any given problem
• Constantly reshaping thought• Committed to the best that can be
known at the time
Challenges to Piaget
• Underestimates younger minds– May be mentally capable of task but
can’t perform task• Says development happens doesn’t
explain how• Understates importance of social
interactions• Adulthood and cognition
– Kuhn, 1979 – approximately half of the adult population may never attain the full stage of formal thinking
• May be limited to formal thinking in field of expertise
Development of Wisdom
• pragmatic knowledge used in the conduct of life
• Adults averaging age 66 outperformed younger and older adults on wisdom related cognitive tasks
Changing Thought Processes
Adolescence
– Can learn abstract and complex content
Adulthood
• Early to middle adulthood
– Maintain learning skills well
• Middle to late adulthood
– Moderate declines
• Motivation, relevance, meaning
• Later in adulthood requires longer period of learning and significant decline in verbal learning
• Retention
Memory in Infancy• Habituation is evidence of recognition memory
• Rovee-Collier, 1997– Take longer (more trials) to learn– Can retain only for short periods
• 2 months = 2 days – 2-4 weeks after forgetting– hint and will remember– context specific and content specific
• 3 months = 1 week • 6 months = 2 weeks • 8-12 months = pure recall emerges consistent with
development of object permanence
• Short-term memory shows continued improvement through to adolescence
Changes from preschool through to adolescence
• Throughout the childhood years there is an increase in attention span and the ability to selectively focus attention
• May be due, in part, to maturation of the central nervous system – reticular activation system
• Increased speed of processing - myelinization
Increase in short-term (working) memory capacity
• In preschool children memory span is typically 4 - 5 items
• In pre-adolescents memory span is typically 6 - 7 items
• In adolescents memory span is typically 7 - 8 items
• Increase may be due to increased efficiency (automatization)
Increase in general knowledge base
• Makes events or information more understandable
• When information is meaningful, or can be linked to other information, it is more easily remembered
• Child “experts” can outperform adults on memory tasks (Chi, 1978)– May have more space in working
memory to direct toward chunking
Memory Changes During the Adult Years
• Challenges for aging minds• Retrieval takes longer• Decrease in working memory
– Deficit in performance on timed tasks
– Slower in learning unfamiliar tasks
• More important factors may be health and cohort– Part of the slow down may be
due to a general decrease in the speed of neural function
Developmental Trends
• 3-year-olds don’t use any consistent strategy• 4-5 year old shift to 1DE• 9-year-olds 50% 1DS, 50% 2DN• 12-year-olds 2DN• College students 2DN• 30% of adults spontaneously use a 2DC• Typically, individuals can execute and master the
next level strategy, if it is explained to them, Vygotski
Problem solving in Adulthood
• Traditional tasks on tests– Young adults
outperform elderly adults
• Everyday tasks– Middle adults
outperform young and elderly adults
Adolescence
• IQ stabilizes• Powerful environmental
changes could have an impact on IQ
• IQ and school – +.50 correlation– higher IQ lower dropout
rate
Changes in IQ During Adulthood
• Generally, older adults score lower on IQ tests, compared to younger adults
• May be due to a decline in ability or may be due to cohort effects
• In both longitudinal and cross-sectional studies age and cohort effects are entangled– Cross-sectional studies of intelligence across the lifespan
compare different cohorts– Longitudinal studies of intelligence across the lifespan only
study one cohort– Sequential testing allows cohort effects to be separated from
age effects
Findings from Sequential Studies
• Fluid intelligence declines gradually after young adulthood
• Crystallized intelligence increases with age
Predictors of decline
• Health– Terminal Drop
• Unstimulating environment– Use it or lose it
Issues
• Culture bias
• Motivation
• Nutritional
• Mental Retardation
• Giftedness– Terman’s Termites
Regarding Cognition and Aging• Schaie (1977/78)
– Instead of thinking about changes in cognition ability, think about changes in function of cognition
• Young adulthood (achieving stage)• Middle adulthood (responsibility
stage)• Middle-late adulthood (executive
stage)• Late adulthood (reintegrative stage)
– Intellectual changes consist of orientation and emphasis in how intelligence is applied, not intellectual decline
Attachment (Bowlby):
– An affectionate tie formed between two individuals
• Binds them together, and endures over time
• Universal aspect of development
– Requires the opportunity for the parent and child to develop mutual, interlocking patterns of behavior
– Most adults respond instinctively to infants, and vice versa
– Theoretical Underpinning– Attachment only occurs when the
behaviors become interlocking “synchrony”
Synchrony:
– The smoother and more predictable the synchronous routines become, the stronger the attachment
– Attachment may be jeopardized if either partner is not “good” at the synchronous exchanges
Phases of Attachment
• Undiscriminating responsiveness:• Birth to 2 or 3 months of age
(faces)• Discriminating responsiveness:
– 2 or 3 months to 6 or 7 months (“familiars”)
• Active Proximity Seeking:– 6 or 7 months to 36 months– Actively seeks contact with specific
individuals• Goal-Directed Partnerships:
– 3+ years– At this point relationships take on
more of a give-and-take quality
http://www.hmhb.org/wpb/Images/mother-baby.jpg
Components of Attachment
• Separation Anxiety:• Emerges at about 8 months of age
• Peaks at about 18 months of age
• Universal aspect of development
• Stranger Anxiety:• At 7 or 8 months an infant may stare
at strangers, then turn away
• By 10 months infants may cry if strangers approach or try to pick them up
• Not a universal part of development– Some infants never show stranger
anxiety
Assessing Attachment
• Strange Situation (Ainsworth)
• Total procedure lasts about 20 minutes
• During the procedure mother leaves the room twice
• First time infant ( around 12 months old) is left with a stranger; second time infant is left alone
• Pattern of behavior is assessed http://www.psychology.sunysb.edu/ewaters/vitae/MDA_irv2.jpg
Styles of Attachment
70
10
15
5
0 20 40 60 80
Secure
Avoidant
Resistant
Disorganized