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CHAPTER 7
COGNITION
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Learning Objectives
How do organization,adaptation, and
disequilibrium guide
development?
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Chapter 7: Cognition
Cognition: The activityof knowing
Typical of humans
throughout lifespan
Changes across thelifespan
Piaget and Vygotsky
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Piaget
Genetic Epistemology How we come to know reality
Clinical Method
Question and answertechnique
Used to discover how children
reason
Intelligence: How well we adapt Schemes/cognitive structures
Represent reality
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Piaget
Assimilation Using existing schemes to
interpret new experiences
E.g., Birds are things that fly
Accommodation Modifying schemes to fit new
experience
E.g., Butterflies are different
than birds even though they
both fly
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Piaget
Adaptation Adjusting to the environment
Using assimilation and accommodation
Intelligence = Adaptation Constructivism
Children construct own reality
Use their experiences (schemes)
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Piaget
Four stages/changes in ability toreason
Sensorimotor: birth to 2 years
Preoperational: 2 to 7 years Concrete operations: 7 to 11
years
Formal operations: 12+ years
Invariant sequence Rates may vary Requires maturation and
experience
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Learning Objectives
What are the majorachievements of the
sensorimotor stage ?
How do infants progresstoward these
achievements?
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Piaget
SensorimotorStage Newborn uses reflexes to understand world
(sensory & motoric intelligence)
Outcome of Stage Mental representation
Evidence: Object Permanence
Symbolic Capacity
Evidence: Language
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Some common tests of the childs ability to conserve.
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Learning Objectives
What are the characteristics and limitations ofpreoperationalthought?
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Preoperational Stage
EgocentricThinkers Problem Solving Limited
Classification and seriation problems
Ages 27: Preschool May have imaginary companions
Lack Conservation Perceptual salience, Irreversible thinking
Centration
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Learning Objectives
What are the majorcharacteristics and
limitations ofconcrete
operationalthought?
What are the mainfeatures of concrete
operational thought?
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Concrete Operations
Age 7-11 Can Conserve
Decentration
Reversible thinking Logical thinking(limited to reality)
Seriation and
classification Transitive thinking:
If J is taller than M,and M is taller thanS, who is taller J orS?
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Learning Objectives
What are the mainfeatures offormal
operationalthought?
In what ways mightadult thought be more
advanced than
adolescent thought?
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Formal Operations
Adolescence/Puberty Logical Thinking About Ideas
Hypotheticaland abstractthinking
Hypothetical-deductive reasoning
DecontextualThinking
Ability to separate prior knowledge/beliefsfrom new evidence to the contrary
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Cognition in Adulthood
Formal Operations Require Normal intelligence
Higher education (scientific thinking)
Lower Performance on Formal Operations Why? Use only in field of expertise
PostformalThought (Highest Level) Relativistic thinking: Labouvie-Vief
No absolute answer in many situations
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Learning Objectives
What are the limitationsand challenges to
Piagets theory of
cognitive development?
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Learning Objectives
What is the main theme ofVygotskys theory of
cognitive development?
How does social
interaction contribute to
cognitive development
according to Vygotskys
theory?
In what ways areVygotsky and Piaget
similar and different in
their ideas about
cognition?
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Vygotsky
Emphasized the SocioculturalContext
Culture effects howand
what we think
Zone of Proximal Development(ZPD) Accomplishment with
guidance
Where lessons should be
aimed
Guided Participation Learning Private Speech Guides
Behavior
(3&4 yr olds)
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